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Change one thing – navigating within your eTextbook: Teach Online Toolkit 'Refresher'

Posted by Saskia Watts on October 22, 2020

Using new tech can be stressful, whether it's getting used to a new mobile phone or incorporating online tools into your teaching. One key tip is to be prepared by getting hands-on experience. This will help you get comfortable with the technology you are using, making you more confident, and your teaching more engaging.

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Getting your students started: Teach Online Toolkit 'Refresher'

Posted by Saskia Watts on October 15, 2020

Whilst the period of emergency online teaching is over, the reality of the new normal is still sinking in for a lot of people – from lecturers and librarians, to parents and students. With Jisc’s Student digital experience insights survey 2020 finding that “more needs to be done to develop students’ digital capabilities and confidence”, what steps can you put into place to ensure your students get off on the right foot?

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Perspectives: David Dixon on the potential of digital disruption

Posted by David Dixon on October 08, 2020

This is clearly a significant moment. Looking back in time to the social changes after the plague or the industrial revolution, something akin to that is happening with remote learning and the disruption of education.

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Perspectives: Imperial College's Dr Sarah Grant on scalable and sustainable strategies for Higher Education

Posted by Dr Sarah Grant on October 01, 2020

I’m Dr Sarah Grant and I’m the Associate Director and Head of Operations for Imperial College Business School’s Edtech Lab. I am privileged to oversee an EdTech team within a Business School where online education is at the very heart of its strategy. 

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Perspectives: Digital strategy – taking your students with you

Posted by Becky Hartnup on September 24, 2020

In the lead up to 2020, the adoption of technology in institutions was steadily growing. But despite seeing the value of scalable solutions, many leadership teams were waiting for widespread demand to emerge from faculty and students. They allowed individual lecturers to champion course-specific incentives, working alongside IT teams and learning designers, but held back on institution-wide projects that would disrupt those lecturers who were more reluctant to make the change. Students with print preferences were largely protected from a wholesale move to digital resources.

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