LTA Conference 2017

A huge thank you to everyone who attended our Learning and Teaching Conference, particularly those who presented, delivered workshops or contributed in any other way. We hope you found the day as inspiring and enjoyable as we did. Slides for all sessions and recordings of the Keynote and Faculty Sessions will be available here soon.

Go to #SHULT17 to see what other attendees had to say about the day. Also, as we all begin to think about how we can integrate what we’ve seen and heard today into our own practice, please do use the hashtag to share any ongoing reflections or inspirations with the community.

What’s the flipping point? Designing and delivering high quality flipped classroom experiences.

Ross Mallett and Mel Lindley What is the session about? This workshop will explore the current drive to ensure excellence in teaching and provide quality student contact time. It will critically discuss the value of the ‘flipped classroom’, which has gained popularity across the sector in recent years (Betihavas, et al 2016; Blair et al…

Thinking on your Feet: Making a case for embodied learning/thinking and moving on beyond dualisms

Fides Matzdorf,  Sheffield Business School Ramen Sen Delegates were asked to watch the following videos prior to attending the workshop What was the session about? Does ‘consistency’ evoke connotations of control, ‘red tape’ and performance measurement for you? Would you agree that students are not ‘widgets’ on an assembly line, academics are not mechanics, learning and…

Putting our most valuable asset to work: Peer-Led Learning

  Nick Russell Sheffield Hallam University, L3S, Skills Team Facilitated his workshop for delegates at the LTA Conference, Thursday 29th June 2017 What was the session about? As the title suggest, this workshop is about harnessing the skills and experiences of our current student body to benefit themselves, other students and the university. Between them they hold a…

Learning happens outside of boxes: strategies for fostering appreciation of non-formal learning spaces and student belonging

Andrew Middleton Sheffield Hallam University – LEAD This paper focuses on the tension that exists between the management and ownership of modular curriculum structures and the need to foster student belonging by developing appreciation of the value of non-formal learning spaces. The tension can be understood as a quality paradox in which students and academics…

Understanding academic’s readiness to utilize technology-enhanced learning

Lambros Lazarus, David Reynolds Sheffield Hallam University, D&S, Psychology Technology-enhanced learning (TEL) represents an approach towards improving the student learning experiences through the use of technology, and represents a key area of interest of the Higher Education Academy (Gordon, 2014). Despite investment in technology in the Higher Education Sector generally, and the available organizational support,…

The excellent practitioner who once failed to be excellent (and other short stories)

Liz Austen Student Engagement, Evaluation and Research (STEER) Facilitated her flipped workshop session to delegates at the LTA Conference, Thursday 29th June 2017   What was the session about? Practitioners often describe a ‘light bulb moment’, where a new idea is formed. An innovation is constructed, (hopefully with a supporting evidence base) and the student experience…

Embedding study skills through enabling technologies: Mindmapping on AppHub

Karl Townsend, Marissa Hill, Richard Nind and Simon Crawley,  LSSS. What is the session about? This workshop responds to theme around how we can apply knowledge about how students learn to support that learning for all students. Amongst the fields of Disability Studies and Assistive Technology (AT) there is widespread acceptance that Assistive Technologies (AT) can…