Blog Archives

Key principles for using human participant data from on-line sources/social media

Dr Ruth Stirton, Senior Lecturer in Healthcare Law and Chair of the Social Sciences and Arts Cross Schools Research Ethics Committee. 1.   Social media users: human participants Social media research comes under the umbrella term ‘internet-mediated research’ (IMR) which is

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Media, Arts and Humanities Sustainability Educator Toolkit

By Jo Lindsay Walton, Research Fellow in Arts, Climate and Technology in the Sussex Humanities Lab The MAH Sustainability Educator Toolkit is a resource to enrich teaching with themes such as planetary and social boundaries, the Sustainable Development Goals, climate

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Sussex Writes and Social Justice: Learning Beyond the Classroom

By Emma Newport, Senior Lecturer in English Literature In 2017, I launched a new creative writing initiative, Sussex Writes, which was developed in conjunction with Mark Fairbanks and piloted at Beacon Academy. We wanted to connect our students at university

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Post-Pandemic Blended Learning: Embodied and Agentic Potential

By Victoria Grace Walden, Senior Lecturer, Director of Learning Enhancement So often online learning is discussed as a ‘deficit’ model (Darabi et al 2010, 216). It is compared to in-person, campus teaching, which it can never be identical too, therefore

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Communicating Visually

By John Walker, Lecturer in British Sign Language I strongly recommend watching the video to see the significance of visual communication illustrated. If the subtitles do not appear immediately, please hover your mouse over the bottom of the video screen

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Critical Embodied Pedagogy

By Lisa Peck, Senior Lecturer in Theatre Practice. The exercise ‘Caretaking’, developed by the late Ali Hodge, involves a group working together to support one central player. In an empty studio this person wears a veil over their head to

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Using Dialogic Teaching, or ‘Thinking Together’

By Sue Robbins, Senior Lecturer SCLS, Director of CPD Evidence from educational psychology tells us that talking about our learning helps us process it (Resnick, et al. 2017). I run a daily drop-in service to support Academic Development (a core

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