{"id":7634,"date":"2019-03-07T16:11:42","date_gmt":"2019-03-07T16:11:42","guid":{"rendered":"http:\/\/blogs.sussex.ac.uk\/tel\/?p=7634"},"modified":"2019-03-08T09:38:03","modified_gmt":"2019-03-08T09:38:03","slug":"five-tips-to-make-specialism-based-learning-work-in-your-teaching","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/","title":{"rendered":"Five tips to make Specialism-Based Learning work in your teaching"},"content":{"rendered":"\n<figure class=\"wp-block-image\"><img loading=\"lazy\" width=\"1063\" height=\"969\" src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2019\/03\/RAW.png\" alt=\"image with the 5 tips:\nTip 1. Develop criticality within students.\nTip 2. Develop resourcefulness within students.\nTip 3. Develop students\u2019 confidence in their own expertise.\nTip 4. Facilitate sharing of specialist knowledge between peers.\nTip 5. Enable appropriate assessment methods.\n\n\" class=\"wp-image-7635\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2019\/03\/RAW.png 1063w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2019\/03\/RAW-300x273.png 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2019\/03\/RAW-768x700.png 768w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2019\/03\/RAW-1024x933.png 1024w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2019\/03\/RAW-100x91.png 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2019\/03\/RAW-150x137.png 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2019\/03\/RAW-200x182.png 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2019\/03\/RAW-450x410.png 450w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2019\/03\/RAW-600x547.png 600w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2019\/03\/RAW-900x820.png 900w\" sizes=\"(max-width: 1063px) 100vw, 1063px\" \/><\/figure>\n\n\n\n<p>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:<br><\/p>\n\n\n\n<ul><li>Students choose or are given a specialism<\/li><li>There is a check in place to ensure they can apply the topics you cover to the specialism<\/li><li>There are learning activities that promote:<ul><li>Sharing of specialist knowledge between peers<\/li><li>Confidence in students\u2019 own disciplinary expertise <\/li><li>Cross-fertilisation of ideas<\/li><\/ul><\/li><li>There is an assessment method that allows them to apply topics to their chosen specialism<\/li><\/ul>\n\n\n\n<p>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.<\/p>\n\n\n\n<table cellpadding=\"2\" style=\"border-collapse: collapse;width: 100%\" border=\"1\">\n<tbody>\n<tr>\n<th style=\"width: 33.3333%\" scope=\"col\"><strong>Examples<\/strong><\/th>\n<th style=\"width: 33.3333%\" scope=\"col\"><strong>SBL in English Literature<\/strong><\/th>\n<th style=\"width: 33.3333%\" scope=\"col\"><strong>SBL in Organic Chemistry<\/strong><\/th>\n<\/tr>\n<tr>\n<td style=\"width: 33.3333%\"><span style=\"font-weight: 400\">Students choose or are given a specialism<\/span><\/td>\n<td style=\"width: 33.3333%\"><i><span style=\"font-weight: 400\">Students adopted a book<\/span><\/i><\/td>\n<td style=\"width: 33.3333%\"><i><span style=\"font-weight: 400\">Students adopt a molecule<\/span><\/i><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 33.3333%\"><span style=\"font-weight: 400\">Check topics can be applied to the specialism<\/span><\/td>\n<td style=\"width: 33.3333%\"><i><span style=\"font-weight: 400\">Gender, race, colonialism, power<\/span><\/i><\/td>\n<td style=\"width: 33.3333%\"><i><span style=\"font-weight: 400\">Molecular structures, chemical properties, physical properties, experimental methods, separation techniques <\/span><\/i><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 33.3333%\"><span style=\"font-weight: 400\">Learning activities Teaching method<\/span><\/td>\n<td style=\"width: 33.3333%\"><i><span style=\"font-weight: 400\">Lectures, seminars, group quizzes, video presentations and tutor and peer reviews of essays<\/span><\/i><\/td>\n<td style=\"width: 33.3333%\"><i><span style=\"font-weight: 400\">Lectures, seminars, experimental practicals, group quizzes, video presentations, peer reviews of draft reports<\/span><\/i><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 33.3333%\"><span style=\"font-weight: 400\">Assessment method<\/span><\/td>\n<td style=\"width: 33.3333%\"><i><span style=\"font-weight: 400\">Portfolio including essay, presentation &amp; peer reviews<\/span><\/i><\/td>\n<td style=\"width: 33.3333%\"><i><span style=\"font-weight: 400\">Portfolio including reports, video presentation, peer reviews and experimental practical reflections<\/span><\/i><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<p>So what technological tips can we offer you that can facilitate a specialism-based learning module?<br><br><\/p>\n\n\n\n<h3><strong>Tip 1. Develop criticality within students<\/strong><\/h3>\n\n\n\n<p>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\u2019s 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 &nbsp;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. <br><\/p>\n\n\n\n<p>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 <a href=\"http:\/\/blogs.sussex.ac.uk\/tel\/2018\/12\/04\/digital-tools-for-reflective-practice-an-update\/\">\u2018Digital tools for reflective practice\u2019<\/a>). Alternatively, if you wish to comment on the students\u2019 reflections you can use the Assignment feature in your virtual learning environment (VLE) &nbsp;to set up a weekly submission point. <br><\/p>\n\n\n\n<h3><strong>Tip 2. Develop resourcefulness within students<\/strong><\/h3>\n\n\n\n<p>Apart from understanding the concepts you deliver through your teaching, an SBL module expects &nbsp;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\u2019s 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. <a href=\"http:\/\/blogs.sussex.ac.uk\/tel\/2017\/10\/31\/5-great-reasons-students-use-onenote\/\">OneNote <\/a>has mind mapping features as does <a href=\"http:\/\/www.sussex.ac.uk\/tel\/learningtechnologies\/padlet\">Padlet<\/a> and <a href=\"http:\/\/www.sussex.ac.uk\/its\/services\/software\/list?id=349\">Mindview<\/a> is powerful mind mapping software that all students and staff have access to at the University of Sussex.<br><\/p>\n\n\n\n<h3><strong>Tip 3. Develop students\u2019 confidence in their own expertise<\/strong><\/h3>\n\n\n\n<p>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 &nbsp;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, <a href=\"http:\/\/blogs.sussex.ac.uk\/tel\/2018\/07\/17\/5-ways-to-make-online-discussions-work-in-your-teaching\/\">online discussions in your VLE<\/a> or using a collaborative online tool that allows students to share links and ideas such as <a href=\"http:\/\/www.sussex.ac.uk\/tel\/learningtechnologies\/padlet\">Padlet<\/a>. <\/p>\n\n\n\n<h3><strong>Tip 4. Facilitate sharing of specialist knowledge between peers<\/strong><\/h3>\n\n\n\n<p>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\u2019s 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\u2019 work, which is related but different from their own, and peer work leads to the cross fertilisation of knowledge. <br><\/p>\n\n\n\n<p>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 &nbsp;technologies are available that will allow students to <a href=\"http:\/\/blogs.sussex.ac.uk\/tel\/2018\/10\/16\/how-to-enhance-your-assessments-with-video-presentation\/\">record their presentations <\/a>and post their videos to the tutor and their peers. <a href=\"https:\/\/journals.gre.ac.uk\/index.php\/compass\/article\/view\/786\/pdf\">FlipGrid<\/a> is one such technology and can embedded into most VLEs. Alternatively, online presentations can be shared using your VLE discussions area.<br><\/p>\n\n\n\n<p>SBL modules also often use <a href=\"http:\/\/blogs.sussex.ac.uk\/tel\/2018\/10\/09\/peer-feedback-for-student-learning\/\">peers to review<\/a> each other\u2019s 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 <a href=\"http:\/\/www.sussex.ac.uk\/its\/services\/software\/owncomputer\/office\">Office 365<\/a>, where Sussex University students and have staff have 1TB of space each, and <a href=\"https:\/\/www.google.co.uk\/docs\/about\/\">Google Docs<\/a>. 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.<br><\/p>\n\n\n\n<h3><strong>Tip 5. Enable appropriate assessment methods<\/strong><\/h3>\n\n\n\n<p>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. <br><\/p>\n\n\n\n<p>In SBL a Portfolio or Project-based assessment might include an essay and presentation which focus on the student\u2019s &nbsp;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. &nbsp;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.<br><\/p>\n\n\n\n<p>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.<br><\/p>\n\n\n\n<h3><strong>Summary<\/strong><\/h3>\n\n\n\n<p>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.<br><\/p>\n\n\n\n<h3><strong>Specialism-based learning events<\/strong><\/h3>\n\n\n\n<p>&#8216;Active Essay Writing: Risk taking and specialism based learning&#8217; is on 8th March, 2pm-3pm, Essex House 133, University of Sussex<br><a href=\"https:\/\/activelearningnetwork.com\/active-learning-events\/\">More information and&nbsp;booking.<\/a><br><\/p>\n\n\n\n<p>&#8216;Implementing specialism-based learning: engaging and inspiring students&#8217; is on 11th March 14:00-15:30, Pevensey 1 Room 2A2, University of Sussex. <a href=\"https:\/\/www.eventbrite.co.uk\/e\/implementing-specialism-based-learning-engaging-and-inspiring-students-tickets-56330686600\">More information and booking<\/a>.<\/p>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-7634\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-facebook-7634\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/?share=facebook\" target=\"_blank\" title=\"Click to share on Facebook\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Facebook (Opens in new window)<\/span><\/a><\/li><li class=\"share-tumblr\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-tumblr sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/?share=tumblr\" target=\"_blank\" title=\"Click to share on Tumblr\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Tumblr (Opens in new window)<\/span><\/a><\/li><li class=\"share-print\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-print sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/\" target=\"_blank\" title=\"Click to print\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to print (Opens in new window)<\/span><\/a><\/li><li class=\"share-pinterest\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-pinterest-7634\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/?share=pinterest\" target=\"_blank\" title=\"Click to share on Pinterest\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pinterest (Opens in new window)<\/span><\/a><\/li><li class=\"share-pocket\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-pocket sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/?share=pocket\" target=\"_blank\" title=\"Click to share on Pocket\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pocket (Opens in new window)<\/span><\/a><\/li><li class=\"share-end\"><\/li><\/ul><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Specialism-based learning (SBL) is an approach to curriculum design. 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They are then expected to apply the theories being explored on<span class=\"ellipsis\">&hellip;<\/span><\/p>\n<div class=\"read-more\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/\">Read more &#8250;<\/a><\/div>\n<p><!-- end of .read-more --><\/p>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-7634\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-facebook-7634\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/?share=facebook\" target=\"_blank\" title=\"Click to share on Facebook\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Facebook (Opens in new window)<\/span><\/a><\/li><li class=\"share-tumblr\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-tumblr sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/?share=tumblr\" target=\"_blank\" title=\"Click to share on Tumblr\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Tumblr (Opens in new window)<\/span><\/a><\/li><li class=\"share-print\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-print sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/\" target=\"_blank\" title=\"Click to print\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to print (Opens in new window)<\/span><\/a><\/li><li class=\"share-pinterest\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-pinterest-7634\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/?share=pinterest\" target=\"_blank\" title=\"Click to share on Pinterest\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pinterest (Opens in new window)<\/span><\/a><\/li><li class=\"share-pocket\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-pocket sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/03\/07\/five-tips-to-make-specialism-based-learning-work-in-your-teaching\/?share=pocket\" target=\"_blank\" title=\"Click to share on Pocket\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pocket (Opens in new window)<\/span><\/a><\/li><li class=\"share-end\"><\/li><\/ul><\/div><\/div><\/div>","protected":false},"author":7,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","jetpack_publicize_message":"","jetpack_is_tweetstorm":false},"categories":[137817],"tags":[98269],"jetpack_featured_media_url":"","jetpack_publicize_connections":[],"jetpack_shortlink":"https:\/\/wp.me\/p4IWEK-1Z8","jetpack_sharing_enabled":true,"jetpack_likes_enabled":false,"jetpack-related-posts":[{"id":6901,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2018\/05\/08\/specialism-based-learning-podcast-s02-e03\/","url_meta":{"origin":7634,"position":0},"title":"Specialism Based Learning - Podcast S02 E03","date":"8th May 2018","format":false,"excerpt":"Sussex TEL: Teaching with Tech S02 E03 \u2013 Specialism Based Learning with Professor Lynne Murphy In this episode, we focus on how to train learners as researchers by making them specialists on a sub-topic within their discipline. This approach is simple but effective. Start by dividing aspects of the subject\u2026","rel":"","context":"In &quot;Learning Design&quot;","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":8149,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/01\/21\/scenario-based-learning\/","url_meta":{"origin":7634,"position":1},"title":"Scenario based learning","date":"21st January 2020","format":false,"excerpt":"Thankyou for reading this EE blog post this is representative of the time it was written. Let\u2019s start with the first question I\u2019m sure you\u2019re dying to ask, hypothetical reader:\u00a0 what exactly is scenario based learning?\u00a0 Scenario based learning (SBL) involves, as the name implies, teaching through the use of\u2026","rel":"","context":"In &quot;Learning Design&quot;","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3755,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2016\/02\/23\/how-to-create-your-own-ebook-for-teaching-and-learning\/","url_meta":{"origin":7634,"position":2},"title":"Create an Ebook!","date":"23rd February 2016","format":false,"excerpt":"Would you like to create your own Ebook?\u00a0In this post we look at the benefits of Ebooks and share some tips on how to create your own. Why create an Ebook for teaching and learning? Ebooks\u00a0offer advantages over paper books in that they can offer a more dynamic experience to\u2026","rel":"","context":"In &quot;Technology Enhanced Learning&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2016\/02\/7851110752_bf6ea026bd_z-300x200.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":9100,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/","url_meta":{"origin":7634,"position":3},"title":"How Learning Analytics can aid your teaching","date":"10th May 2022","format":false,"excerpt":"Do you know which sections of your teaching content students are engaging with the most, (and perhaps perceive as the most valuable) and conversely, which are often neglected? Do students return to specific pages or even particular sections of a recording when they start revising for an exam? How can\u2026","rel":"","context":"In &quot;Canvas&quot;","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/unnamed-1.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":6897,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2018\/05\/01\/providing-a-deeper-blended-learning-experience-a-case-study-into-the-use-of-an-interactive-e-textbook\/","url_meta":{"origin":7634,"position":4},"title":"Providing a deeper, blended learning experience: A case study into use of an interactive e-textbook","date":"1st May 2018","format":false,"excerpt":"Are you a tutor who would like to further enhance your students\u2019 engagement with your module? Are you using the Virtual Learning Environment (VLE) to its full potential or the opportunities that e-textbooks can bring? In the TEL team we recognise that your VLE module site can be understood to\u2026","rel":"","context":"In &quot;Case Study&quot;","img":{"alt_text":"\"The unbound book conference\" flickr photo by networkcultures https:\/\/flickr.com\/photos\/networkcultures\/5737035678 shared under a Creative Commons (BY-SA) license","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2018\/04\/5737035678_2aed5e6f1b_b-1024x683.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":7381,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2018\/10\/23\/student-created-technologies-for-learning\/","url_meta":{"origin":7634,"position":5},"title":"Student Created Technologies for Learning","date":"23rd October 2018","format":false,"excerpt":"Judith Good, Professor of Interaction Design and Inclusion, runs a joint third year and Masters module titled \u2018Technology Enhanced Learning Environments\u2019 at the University of Sussex. We spoke to Judith to learn more about the module and find out what Sussex students have been creating. Can you tell us about\u2026","rel":"","context":"In &quot;Case Study&quot;","img":{"alt_text":"Better Speech screenshot","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2018\/10\/Better-Speech.png?resize=350%2C200","width":350,"height":200},"classes":[]}],"_links":{"self":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/7634"}],"collection":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/comments?post=7634"}],"version-history":[{"count":13,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/7634\/revisions"}],"predecessor-version":[{"id":7669,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/7634\/revisions\/7669"}],"wp:attachment":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/media?parent=7634"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/categories?post=7634"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/tags?post=7634"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}