Five tips to make Specialism-Based Learning work in your teaching

image with the 5 tips:
Tip 1. Develop criticality within students.
Tip 2. Develop resourcefulness within students.
Tip 3. Develop students’ confidence in their own expertise.
Tip 4. Facilitate sharing of specialist knowledge between peers.
Tip 5. Enable appropriate assessment methods.

Specialism-based learning (SBL) is an approach to curriculum design. SBL works by giving each student a specialism or focus, which is distinct from the specialisms of their student peers. They are then expected to apply the theories being explored on the module to their specialism. In a SBL module:

  • Students choose or are given a specialism
  • There is a check in place to ensure they can apply the topics you cover to the specialism
  • There are learning activities that promote:
    • Sharing of specialist knowledge between peers
    • Confidence in students’ own disciplinary expertise
    • Cross-fertilisation of ideas
  • There is an assessment method that allows them to apply topics to their chosen specialism

At Sussex, it is an approach that we have seen adopted within Linguistics, Geography and Psychology, but it is relevant to teaching across the arts and humanities, sciences and social sciences, despite variations in teaching and assessment practices.

Examples SBL in English Literature SBL in Organic Chemistry
Students choose or are given a specialism Students adopted a book Students adopt a molecule
Check topics can be applied to the specialism Gender, race, colonialism, power Molecular structures, chemical properties, physical properties, experimental methods, separation techniques
Learning activities Teaching method Lectures, seminars, group quizzes, video presentations and tutor and peer reviews of essays Lectures, seminars, experimental practicals, group quizzes, video presentations, peer reviews of draft reports
Assessment method Portfolio including essay, presentation & peer reviews Portfolio including reports, video presentation, peer reviews and experimental practical reflections

So what technological tips can we offer you that can facilitate a specialism-based learning module?

Tip 1. Develop criticality within students

In an SBL module it is important that you set up opportunities for students to become critical learners, assessing the concepts that you are delivering to them and the extent to which they find them useful to understand their specialism. For example, in an SBL chemistry module where a student’s specialism is an organic module and the weekly topic is the separation techniques, the student will be expected to identify the techniques that are used to separate their molecule from the mixtures in which  it is found. Some of the concepts may be more relevant to some specialisms than others, but students will be expected to give an account to how it was useful to their particular specialism or why it was not.

In order to do this it is recommended that the students keep a weekly journal where they record how they have applied the topic to their specialism. There are many tools available for the students to use (see some options in ‘Digital tools for reflective practice’). Alternatively, if you wish to comment on the students’ reflections you can use the Assignment feature in your virtual learning environment (VLE)  to set up a weekly submission point.

Tip 2. Develop resourcefulness within students

Apart from understanding the concepts you deliver through your teaching, an SBL module expects  students to do additional research on their specialism. A record of additional research can be kept in an online journal like one suggested above. Additionally, in order to organise one’s thought while accumulating knowledge on your specialism, SBL teaching recommends using mind mapping software. Mind mapping can be done on paper, but the advantage of using an online tools is that you can add links to websites, documents, images, podcasts and videos. OneNote has mind mapping features as does Padlet and Mindview is powerful mind mapping software that all students and staff have access to at the University of Sussex.

Tip 3. Develop students’ confidence in their own expertise

One of the key strengths of SBL teaching is that it builds confidence in students, ownership of their knowledge and lets them gain an affiliation with the discipline because of the unique knowledge they each acquire about their specialism. However, in order for their confidence and sense of ownership  to grow they need opportunities to share their specialised knowledge and to get feedback. Peer feedback often provides as much or more confidence than feedback from the tutor, who students feel will always have superior knowledge to them. It is therefore important to set up opportunities to share knowledge with each other. This can be through student presentations, seminar conversations, online discussions in your VLE or using a collaborative online tool that allows students to share links and ideas such as Padlet.

Tip 4. Facilitate sharing of specialist knowledge between peers

SBL is a perfect solution for tutors who recognise the learning potential of collaborative activities between peers and for peers to teach each other. Peer collaborations can be unpopular with students and staff alike because they can lead to collusion or plagiarism of another’s work. However, using SBL where each student being focuses on a different specialism the likelihood of collaborations being viewed as collusion is reduced and the risk of plagiarism is largely eliminated. Students can engage together on disciplinary topics and concepts, but ultimately it will be on their application of the concept to their specialism that will be assessed. This leads to a natural interest in each others’ work, which is related but different from their own, and peer work leads to the cross fertilisation of knowledge.

Often within an SBL module there will be a proportion of the contributory assessment dedicated to a student presentation. Presentations are motivational for students who want to deepen their understanding so that they look knowledgeable in front of their peers and can answer questions. However, presentations can be time-consuming in big cohorts but  technologies are available that will allow students to record their presentations and post their videos to the tutor and their peers. FlipGrid is one such technology and can embedded into most VLEs. Alternatively, online presentations can be shared using your VLE discussions area.

SBL modules also often use peers to review each other’s draft essays. Again students cannot plagiarise as the application of concepts needs to be on their own specialism, but during the peer review exercise students will learn from each other and from their experience of reviewing. SBL usually expects the tutor to provide training and guidance to the students on how to leave reviews sensitively and usually the peer reviewers will meet face-to-face in order to maintain collegiality and good communication. The use of online tools is also helpful to allow students to share work and leave each other feedback. Options include Office 365, where Sussex University students and have staff have 1TB of space each, and Google Docs. Most VLEs also allow peer reviews and in Canvas, the Sussex University VLE, you can allow peer reviews within the set up of an Assignment tool.

Tip 5. Enable appropriate assessment methods

SBL lends itself to many assessment methods, but particularly those that allow students to include personal reflections on their learning and evidence of engagement in peer activities. At our University, the assessment type would most likely be a Portfolio, Project-based, or Essay.

In SBL a Portfolio or Project-based assessment might include an essay and presentation which focus on the student’s  specialism and their application of the concepts introduced in the teaching. The submission may also include the reviews the students left for their peers, their reflective journals and any other contributions they made on the module.  In our institution the submission point can be set to Canvas Online submission which allows multiple file uploads or the upload of a zip file containing a number of files.

An Essay assessment using the SBL method would also expect the student to focus their writing around their specialism. The tutor may require students to include reflections about their journal and/or presentation and/or peer review. In our institution the submission point can be set to Canvas Turnitin which will check for similarities with other pieces of work held in the Turnitin database.

Summary

SBL is a teaching method that encourages criticality, resourcefulness and communication amongst students as well as developing a sense of of expertise and strong affiliation with the discipline area. It is an approach which is aided by setting up learning environments and using technologies for peer-to-peer activities and using an assessment method which requires learners to incorporate their reflections throughout the module and focuses on the application of the concepts introduced in the teaching to their specialism.

Specialism-based learning events

‘Active Essay Writing: Risk taking and specialism based learning’ is on 8th March, 2pm-3pm, Essex House 133, University of Sussex
More information and booking.

‘Implementing specialism-based learning: engaging and inspiring students’ is on 11th March 14:00-15:30, Pevensey 1 Room 2A2, University of Sussex. More information and booking.

Tagged with:
Posted in Active learning

New Resources for Canvas: Embedded Library Subject Guides

One of the features that stands out about Canvas is the ability to connect other systems into the modules, extending them with additional activities and activities. Recently, our library colleagues have been working to provide just such an integration for the Library Subject Guides. We’re delighted to host a guest post from Chris Brown, explaining how to add Subject Guide content in any Sussex Canvas module:


Do you want your students to make the most of Library resources?

You can now embed Library Subject Guide resources in your Canvas modules, making it easier for students to find, access and use these materials from within your teaching sites.

Library Subject Guides list key resources such as specialist subject databases and digital archives. You can access video resources, such as Kanopy and online newspapers, while our A to Z resources range from ARTstor to Zotero.

In addition to Subject Guides, the Library also provides guides to other resources, including reference management software and theses and dissertations.

You can find these guides on the Library website at “Subject guides and support”:

The Subject Guides homepage on the University of Sussex ibrary website, listing the curriculum subject guides and other guides available.

Here’s an example of the resources available on the American Studies Guide:

The Newspaper Archives resource, part of the American Studies subject guide.

How to embed Library Subject Guides in Canvas

You can embed Library materials as a new “Page”, or as a new “Item” in Canvas.

To do this, simply add an “external tool” and select “Lib Apps Library Content”. You then choose which Library Subject Guide materials you want to embed. You can choose to embed a full guide, a single page from a guide, or an individual content box.

Watch this 3-minute screencast to see the process in action:

Alternatively, download our instructional PDF for a step-by-step guide.

Once you have made your choices, the item will appear in your Canvas unit.

As with any Canvas resource, you can choose when to publish the item to students, and you can edit or remove the item at any time.

Please contact the Library if you would like one-to-one support for using this tool. We would also be delighted to discuss how Library Subject Guides can better meet your needs and those of your students. You can email us at library@sussex.ac.uk or use the contact page on the Library website.


Our thanks to Chris for this post. If you are interested in learning more about the external tools you can add into Canvas, to extend the learning and teaching options available to you and your students, please get in touch via tel@sussex.ac.uk. We’d be delighted to hear from you.

Tagged with: , , , , ,
Posted in Apps and tools, Canvas

Innovative, immersive and accessible teaching practice. New staff development opportunities

Would you like to provide immersive, accessible and innovative learning and assessment experiences for your students? During the months of February and March, Technology Enhanced Learning will be offering a range of professional development opportunities for staff on these themes.

The themes align with the University’s continued efforts to improve assessment and feedback practices; strategic ambitions to establish the university as leaders in digital innovation and the recent EU directive to ensure university compliance with web accessibility standards.

Our programme includes interactive workshops and bite-sized webinars facilitated by learning technologists, as well as seminars delivered by guest speakers. All events are free to attend for University of Sussex staff, details of events and booking information are available on the Technology Enhanced Learning website.

What’s next?

We are in the process of organising additional sessions on these themes to run during April and May. This programme is set to be announced close to the start of April. Please subscribe to our blog (menu on the right-hand side) to receive email updates.

If you (or your department) would like more bespoke training on any aspects of technology enhanced learning which are not covered by our programme then please get in touch with tel@sussex.ac.uk

Tagged with: , , ,
Posted in Professional Development

5 top tips for beating the weather with Canvas

Thankyou for reading this EE blog post this is representative at the time it was written.

"Light Snow Apocalypse \u2013 Falmer Station" by justinpickard is licensed under CC BY-SA 2.0

https://www.flickr.com/photos/31290193@N06/8392514122
https://www.flickr.com/photos/31290193@N06
https://creativecommons.org/licenses/by-sa/2.0
Light Snow Apocalypse \u2013 Falmer Station” by justinpickard is licensed under CC BY-SA 2.0

The recent cold weather and news of rail disruption has got the Sussex TEL Team thinking how technology and our online study platform  Canvas in particular can help to minimise the impact of weather on teaching and learning.

Using Canvas and taking tips from distance and flipped-learning practices it is possible to introduce online elements to reduce the time lost as a result of these events when they do occur.

Canvas brings with it a range of new communication tools that can help you to facilitate learning online when you can’t be face-to-face.

Here are five tools and practices which can help to prepare you and your students for the unforeseen.

Canvas Announcements

Unfortunately our rail service doesn’t always help us to get to work on time. While you are trapped on a rail platform, watching the clock tick down before a lecture it’s important to let people know. Canvas provides a new route to get the message out through Canvas Announcements. The Canvas Teacher App makes this process simple. Find the module in question, select ‘Announcements’, then the ‘+’ icon to add an announcement. Give it a title, type your message, send and the process is complete. See TEL’s Canvas Announcements guidance for more details.

Screencasting presentations

While trapped at home in bad weather, why not record a screencast of your lecture and share it with your students? Canvas enables you to record a talk to camera via the Record/Upload Media link in the Canvas Page editor.

Often it is better to support your presentation with slides or other visuals and there are many different tools available to record your screen and voice together. You can record narrations for your slides directly in PowerPoint. Other simple options include Chrome browser extensions such as Loom or Screencastify. For Mac users with the latest Mojave OS, CMD+SHIFT+5 brings up a menu from which you can video capture your screen. You can then embed the resulting .mov file in Canvas.

One step further would be to take a flipped approach. Creating online presentations and making them available in advance can help to free-up time in class to consolidate the learning through more hands-on activities. It also means you have a ready resource for students to access when you can’t be there.

Canvas Conferences / Big Blue Button

If a screencast takes too much away from the immediacy of the classroom, you could take the discussion online. Canvas Conferences (Big Blue Button) is an excellent option for conducting a virtual classroom activity or webinar with your students. We have been using this tool ourselves for our series of TEL webinars with very positive feedback.

This tool provides a scalable option for you to present and talk through slides while taking questions through the Conferences text chat box. This Moderator Guide provides an overview of how Conferences works. You can find further information in the TEL Guide to Canvas Conferences.

Canvas Discussions

Disruption caused by weather can mean it is hard to get everyone together at the same time. In such a case, using a discussion forum can be a good alternative to Conferences. Running a discussion over a period of a day or a week, rather than an hour.

If you haven’t run a discussion forum before, TEL’s Paolo Oprandi has some excellent tips on how to make online discussions work in your teaching. You can find out more  in this TEL Guide to Discussions in Canvas.

Online file management

If all else fails Canvas still provides a place to share slides, handouts and reading with your students.

Also worth a mention, the University of Sussex’s box.com service provides another option for sharing files with your students. You can sync your files to multiple computers both at home and work as well as selecting files and folders to share with others. One neat feature is the option to host your videos on box.com. Upload a video to box.net and you can share it via a link from Canvas or via email. Please see the ITS guidance on box.com for more information.

screenshot of Box app

While it may not be possible to guard against all that the heavens (and local rail services) may throw at us, these tools give us at least the opportunity to be a bit more prepared.

If you would like to discuss any of these options or want more help and information please contact tel@sussex.ac.uk

Tagged with: ,
Posted in Canvas

Content Curation for Learning


‘Students have access to unprecedented amounts of information online and need to move beyond consumption to more critical, organised and productive use of digital materials, tools and platforms.’

That was the opening sentence of our blog post on Learning through finding, choosing, sorting and sharing published in 2015. Since then, the need to develop critical skills has become even more important, so this post will look again at this topic and suggest some current digital tools and strategies to help.

Creating or Curating?

Increasingly students are being encouraged to create digital artefacts as part of their learning, whether that is by blogging, podcasting, creating video etc. which is great for developing digital capability. However, curating content which involves ‘sorting through the vast amounts of content on the web and presenting it in a meaningful and organized way around a specific theme’ (http://www.bethkanter.org/content-curation-101/) can be very useful for developing critical thinking alongside digital capabilities.

Part of the curation process is identifying which tools work for your context and which sources are useful. For example, Twitter is useful for finding relevant material and discussions, LinkedIn offers opportunities to get involved in subject-specific communities and RSS readers such as Feedly or Inoreader allow you to keep up with many blogs easily and share content.

When using any of these tools the first step is choosing who to ‘follow’. It is important to critically ‘curate’ people/institutions so that relevant, reliable information is surfaced in a timely and usable format. For example, Twitter lists allow you to organise content from accounts you don’t necessarily ‘follow’ which can help with managing the flow of content.

Student activities could include:


Make sense through choosing, sorting and sharing

When you choose particular items to be collected and shared you are making a judgment about their relevance or usefulness in a particular context. Often tutors will want students to explain their reasons for choosing items and most of the tools for capturing online content to save and/or share also allow for adding comments.

Digital note-making tools such as OneNote or social bookmarking tools like Diigo could be used for collecting, sorting and sharing, but other platforms are more focused on content curation, combining collecting, sorting, annotating and sharing functions.

When the original post was published in 2015 the popular tools in this area were Scoop.It, Pearltrees, Pinterest and Flipboard.

There are now more options, and two in particular are worth exploring in more detail.

Padlet

Padlet can be thought of as a virtual wall where users can post content and comments. Most types of digital content can be added to a Padlet (directly or as a web link) and there are many options for layout, commenting and collaboration. The University of Sussex has a Padlet Backpack licence and you can read more about Padlet on the TEL website.

Here is an example of a Padlet where I have collected some interesting news reports and blog posts around various aspects of immersive technology. In this case I have added the options to add a response in the form of a ‘thumbs-up’ or ‘thumbs-down’ but other options are available. I could also have chosen to allow comments.

Screenshot of a Padlet - linked to https://uofsussex.padlet.org/tel34/i74x37vrnlsj

Students could each have their own Padlet or collaborate in groups. Padlets can also be embedded in a Page or a Discussion in Canvas for students to share their collections.

Wakelet

Wakelet is a fairly new tool that many people began using to collate tweets when Storify was closed. You can now use it to collect a wide range of digital content such as:

  • a website
  • tweets (selected by searching for a hashtag or user)
  • a YouTube video
  • an image
  • links to content you have already used in Wakelet
  • a PDF
  • some text of your own, including some simple formatting and weblinks.

Here is an example of a Wakelet collection showing these different types of content and below is a Wakelet collection showing similar material to the Padlet above.

Screenshot of one possible display of resources in Wakelet linking to http://wke.lt/w/s/aF8JL
Screenshot of one possible display of resources in Wakelet

With a range display options, all of which can be embedded in Canvas or shared by a link Wakelet is very versatile and visually appealing. Wakelet is developing quickly and there is a new feature which allows multiple contributors to a collection (though this feature is still in Beta so may not be robust yet). There are no built-in commenting features at the moment, so if allowing other students to respond to curated material is important then Padlet might be a better choice.

You can find out more about Wakelet on their website or in their blog post ‘Content Curation: a beginner’s guide’.

How can I get started with content curation activities?

The first thing to consider is what will best fit with the learning outcomes of your particular module. If a curating task would be useful, then which tool(s) you want to use will depend on the activity. For example:

  • If the aim is to identify a list of possible web resources around a topic then students could collect and share bookmarks using Diigo. Here is a Diigo Outliner (list) I made.
  • If more multimedia materials are to be collected then students could use Padlet or Wakelet, either individually or as a group.
  • If responding to, or commenting on, each other’s collections is important then Padlet might be best option.

If you would like to explore further how you and your students could use curation for learning, help using any of the tools mentioned here or how to embed them in a Canvas module, please contact tel@sussex.ac.uk

Tagged with: , , ,
Posted in Digital scholarship

TEL:US Podcast S02 E02: Online Distance Learning; building communities.

TEL:US Podcast logo.

In this episode of the TEL:US podcast, Kitty Horne and I chat to René Moolenaar about his experiences of teaching one of the universities first online distance learning modules. We talk about the ways in which he builds community, promotes peer interaction and how simple tools available in Canvas help him to do this.

I also introduce two new features of the podcast; Shortcut of the Show and App of the Show. I’m a big fan of little wins that keyboard shortcuts can give. They are not the most exciting thing to talk about, so I’ve added reverb…

Please let us know if you have any feedback about the podcast, likewise if you want to get involved or have a contender for Shortcut of the Show.

Thanks for listening.

Photo by Bonnie Kittle on Unsplash
Banner. Click to subscribe to TEL:US Podcast on iTunes.
Posted in Podcast

Improving the student experience of our online study platform: Introducing consistency

Early reports suggest that Canvas, our new online study platform at Sussex, has been well received by students, particularly first years. One of the strengths of Canvas is that students find it easier to stay on top of their studies as a result of notifications keeping them abreast of upcoming events and deadlines.

Interestingly, almost half of students have changed their Canvas dashboard to the List view. The List view displays all current module activities with deadlines displayed in chronological order. The Dashboard loads to display the current date, and previous and future dates can be viewed by scrolling up and down the page. In contrast to our students, most tutors still have their dashboard set to use the Card view, which displays a complete list of the modules for which they have a role and is more appropriate for their use of the system.

Screenshot of List View on Dashboard
List view on Dashboard

Anecdotally, students have found the most challenging part of Canvas to be the inconsistency between modules. Many tutors have created a home page and have a reduced module navigation menu showing only the links that they are  using in their teaching, whilst other tutors have kept the default Units page for their front page and have left the module navigation menu in case students find it useful.

Templates

In order to increase consistency between modules, Technology Enhanced Learning (TEL) have been asked by some School Directors of Teaching and Learning and Department Heads to create Canvas templates for their school so students get a similar experience in each of their Canvas modules and it is easier for them to find relevant information and learning materials.

PC, tablet and phone showing templates
Templates on a range of devices

Our Canvas templates focus on good principles and practices based around three key areas:

  • Digital pedagogy. The templates are structured to support module curricula, and for tutors to incorporate topic-based activities and resources which advance the extent to which the students meet the module’s learning objectives.
  • Student experience. The templates are easy to navigate and adhere to the principle that less is often more. They keep the navigation elements to minimum, have a hierarchy of information which makes it easy to find things and have consistency within their design, structure and signposting.
  • Inclusivity. The templates are fully accessible and ensure access to materials is possible from different devices and different software including screen readers.

There are currently templates for the the Business School, the School of Engineering and Informatics, the School of English, School of Global Studies, the School Life Sciences, and the Social Work department – some of these just include a home page whilst others provide all the pages you would need for a complete module. Other schools, departments and areas of the University are also planning to introduce templates. You can see these on the Canvas School Templates page of the TEL website.

Some  areas of the University have not gone down this route and for modules which have not got a set template, TEL have created three templates (so far!) that tutors can choose from to match their teaching style. You can see these on the TEL website.

The ‘intuitive’ template is the simplest and most brightly coloured and provides placeholder headings which inform the tutor what content to put where. You will be expected to drop text and files into the appropriate places.

The ‘weekly’ template allows the easiest navigation between week pages. It expects tutors to have set up their Talis Aspire reading lists by dividing the readings by week and provides folders for the tutors to organise their own files by week.

The ‘flipped learning’ template has been pre-populated with dates in the first three weeks of the Spring semester and for each week includes Units with preparatory materials including learning materials and “readiness” quiz questions, and reflective materials including a journal activity and a revisit to the “readiness” quiz questions to see if the students’ positions have change. The template has a timed release of materials.

All the templates are fully responsive and accessible and are designed to allow students  an easy and consistent experience when using Canvas. They all work best when starting with an empty site  but they all can be used when there is existing content.

How can I start using a template?

There are instructions on how you can import and use them in your modules on the TEL Canvas pages and if you want help using any of the existing templates or creating your own, please contact tel@sussex.ac.uk


Tagged with: , , , ,
Posted in Canvas

Adding Requirements & Prerequisites in your Canvas modules.

Hurdles

Tutors can develop their use of the Units area in a Canvas module by making use of the Requirements and Prerequisites tools. These tools allow you to further guide your students through your module, directing them through the resources and requiring them to complete certain elements.

What are Requirements?

Requirements are a series of actions that you require your students to carry out before they ‘Complete’ that section of content. This is set up in the Units area of your site.

Depending on the type of activity or resource you have added to your Unit you can require students to:

  • View an item
  • Mark an item as ‘done’
  • Contribute to a page or discussion
  • Submit an assignment or quiz
  • Score a certain mark or above in an assignment or quiz

Your requirements for each Unit can include one or more of the above requirements. As well as allowing you to guide your students through your module content, these requirements will also help students to manage their studies and track their progress throughout a module.

Screenshot of Requirements in Canvas Units

Requirements in Canvas Units

  • Step 1: Go to Units and click the three vertical dots icon to the right of your Unit.
  • Step 2: Click the Edit option in the menu that appears.
  • Step 3: Click +Add requirement and define your requirements (see How do I add requirements to a module? for more explanation of the different requirement options). Adding activities, such as Quizzes, will add more requirements options. Repeat this step to add multiple requirements.
  • Step 4: Click Update unit.

What are Prerequisites?

Prerequisites take this a step further by stopping students from viewing a Unit until they have completed the requirements of the previous Unit. This allows you to lock content until certain actions have been completed. This could help to encourage students to engage with activities and content, highlighting activities that are particularly important or will feed into students’ studies later on in the module or are required for in-class activities.

Sreenshot of Prerequisites in Canvas Units

Prerequisites in Canvas Units

  • Step 1: Go to Units and click +Unit (or click the three vertical dots icon next to an existing Unit).
  • Step 2: Give your new Unit a name and then click +Add prerequisite.
  • Step 3: In the dropdown menu that appears, select one of your other Units (it is only possible to set prerequisite Units that come before a specific Unit).
  • Step 4: Click Add unit (or Update unit if you are editing an existing Unit).

Why use these tools?

Adding requirements and prerequisites to the Units within your Canvas module sites has benefits to both you and your students. It allows you to encourage students to engage with required activities, stopping them from progressing until they have done so, whilst also enabling students to manage their studies by tracking their progress and easily picking up where they have left off. Setting up your requirements and prerequisites for each week before the start of term could also save you time later on as you will not have to publish content weekly, instead it is students’ progress that releases weekly content.

For further information about how to set up requirements and prerequisites in your modules take a look at these FAQs:

If you have any questions about using these tools in your teaching or any other features of Canvas that you would like to explore contact tel@sussex.ac.uk.

Tagged with: ,
Posted in Canvas, Learning Design

About our blog

We are the Educational Enhancement team at the University of Sussex. We publish posts each fortnight about the use of technology to support teaching and learning. Read more about us.

Subscribe to the Blog

Enter your email address to receive notifications of new posts by email.

Archive