The SEDA Journal – Innovations in Education & Teaching International (IETI) – community of peer reviewers

The SEDA journal – Innovations in Education & Teaching International (IETI) Aims to promote innovation and good practice in higher education through staff and educational development and subject-related practices. With the ever growing reputation of the journal,  we are seeking expressions of interest to join our community of peer reviewers. Why become a peer-reviewer? It…

University English Scheme – your reminder!

On behalf of Dr Lisa McGrath, SFHEA – Academic Lead – University English Scheme Senior Lecturer in Educational Linguistics, Sheffield Institute of Education, Sheffield Hallam University A reminder for your students (particularly international students) that the UES academic English classes are running and spaces are available. Here’s the full timetable – there is no need to book…

WeLearn: the application of WeChat to empower social learning during a year abroad

#SocMedHE16 – The Empowered Learner?

Duo Luan (University of Wales) and Simon Horrocks (Open University) consider the benefits and challenges of using social media to support students during a year abroad, for language and other programmes. Discussing the implications for social learning design which may be transferable into other contexts where students and staff in higher education are part of distributed learning communities, using research and examples from a WeChat group established to support students undertaking a year of study in China in the 2015-2016 academic year.

Teaching and Assessment Essentials: a new look for our toolkits

Teaching and Assessment Essentials provides a set of toolkits to promote and support the ongoing development of academic practice. Following staff consultation and user feedback, the Teaching and Learning toolkits have been refreshed with new themes and features including: High quality materials on key learning, teaching and assessment themes designed to inspire and guide academic…

Student engagement and attendance: Impact on LTA

A comparative study; SHU and BAC international finance collaborative awards.

Partnership Symposium 2016.

Glen Cookson, Sean Kemp (Sheffield Business School), Aubrey Mbewe and Cynthia Chakahwa (Botswana Accountancy College) explore the attainment of students at level 4 from SHU and BAC on the UG International Finance and Banking Course. The qualitative and quantitative data is analysed in the context of how student engagement impacts on LTA to strive for a more inclusive student led approach to learning, teaching and attainment in summative assessments. The methodology takes the form of reflective practice from colleagues at SHU/BAC, comments from module evaluation questionnaires and an analysis of final module results to establish, “Does compulsory attendance and greater student engagement lead to higher performance from BAC students’ compared to their SHU counterparts?”.

Building quality student experience: Enhancing teaching and learning efforts in collaborative provision through HEA recognition

Partnership Symposium 2016.

Byron Brown (Botswana Accountancy College), Juliet Hinrichsen (Learning Enhancement & Academic Development) and David Graham (Sheffield Business School) discuss the collaborative relationship between SBS and BAC as SHU delivers the HEA Fellowship scheme internationally.This session explored the journey that both institutions are on and the opportunity to replicate this with other partners.

International – Flexibility and innovation: the key to long-term, successful TNE collaboration?

Partnership Symposium 2016.

Andy Price, David Bowles and Lisa Reidy (Development & Society) discuss Sheffield Hallam’s an on-going and successful TNE partnership with SCOPE, City University, Hong Kong. Focusing on the changing nature of this collaboration, in response to a dramatically shifting undergraduate market and UK-based changes in professional accreditation.