Educational Design & Engagement supports University teaching and learning by providing a central hub for developing awareness, support for staff and students and leadership for e-learning service improvements. We are now part of the new Division of Learning, Teaching and Web. All team members contribute to this blog.
I am currently Acting Head of Educational Design and Engagement (EDE). I have a first degree in English Literature and Language and post-graduate qualifications in both teaching and IT. I have previously worked as both a British Council language teacher and IT professional before joining the University and find myself happily in a role that perfectly combines ‘the technical’ with and ‘the educational’. My main interest is in how we can make most effective use of all types of technology to support learning and teaching across the institution as well as seek out new ways and new approaches to using supportive technologies.In EDE, we share and disseminate good practice via our programme of Learning Technology Fairs, monthly network and showcasing events, user groups and online support as well as providing expert advice and consultation on using LTW-supported services via these communities and networks. We support school, college and institution-wide initiatives to transform the curriculum such as with MOOCs, online marking and feedback, learning design, use of open educational resources and use of interactivity and media. We help nurture a culture of innovation and experimentation via initiatives in using technologies such Google Glass, Photogrammetry and Drones.
|Fiona Hale (nee Littleton)
I specialise in Online Distance Learning, Virtual Worlds and Augmented Campus. I am also a guest tutor for the MSc in Digital Education programme on Introduction to Digital Game Based Learning and Introduction to Digital Environments for Learning. My research interests include virtual worlds in education, game-based learning and online distance education. I also coordinate the Virtual Graduation for the University of Edinburgh.
I’m part of the MOOCs team, coordinating the design of new courses. I host course storyboarding sessions and course-building workshops, to help academics develop their materials for online learning on courses open to the diverse, global community of MOOC learners. I advise on automated assessment and peer assessment at scale, as well as community-building activities and using open resources. Before getting into MOOCs my background was graphic design for print, video and web in HE. I love art and maths, and I’m fascinated by the role of narrative in learning.
I am the service lead on Blackboard Collaborate which is the University supported virtual classroom and meeting tool. I also support our largest service at the University which is Blackboard Learn, our main VLE at the University. I provide support and training for users of these tools. I am a Fellow of the Higher Education Academy and a recent graduate of the Digital Education Programme at the University of Edinburgh with a PgCert in Digital Education. I have my MSc in Information and Library Studies and have experience in both HE and the public sector.Twitter: https://twitter.com/kellymhall3
Being a philology graduate I enjoy exploring all types of written and oral communication. I am also a Fellow of the Higher Education Academy.
Since 2005 I have been involved in researching, promoting and implementing electronic portfolio systems at the UoE. Currently I am working on several projects utilising the e-portfolio tool where learners are using it as personal learning space (comprising of reflective learning diaries, time-away activity logs, file submissions, graduate attributes, etc.). With (or even without) the modern technology, my primary area of interest lies in supporting reflective learning for students, and how it can be captured in various forms to promote ongoing critical thinking and greater self-awareness.
Recently I have been seconded to the Institute for Academic Development where I am looking into potential models of enhancing the dialogue between Personal Tutors and Students.
As part of the engagement team I have a responsibility to raise awareness of digital education and the services that are available in LTW. We deliver a range of sessions across the University to help people get a better understanding of where digital education may offer some benefits to their teaching and learning within their programmes; and how our teams can help to support this activity moving forward.I am a project lead for a Scottish Government International Development Fund initiative that is working closely with the College of Medicine and Kamuzu College of Nursing in Malawi to help promote e-learning inititatives and assist in the implementation and delivery of a number of e-learning approaches with the long-term aim of increasing the capacity of the institutions to train more doctors and nurses to meet a critical shortage in Malawi.I am also involved in website development, student analytics, moodle support.
|Stephanie (Charlie) Farley
Charlie is our Open Educational Resources Advisor, providing support and training in the creation and use of Open Educational Resources (Open.Ed).
Charlie also; provides copyright and licensing training; leads the 23 Things for Digital Knowledge programme; advises on the use of Social Media tools in Learning and Teaching, and runs Board Game Jam sessions for various groups at the University.
Rarely seen without an electronic device in her hand, Charlie is passionate about the uses of technology to enhance open education, access, and information sharing. A self-identified Librarian, she is studying a distance MSc in Information and Library Studies at Aberystwyth University.
My current focus is on e-assessment and e-portfolio tools – including the Turnitin suite, PebblePad and WebPA – although I also work closely with both our VLE offerings – Blackboard Learn and Moodle. I have been with the University for several years but most of that time has been in the School of History, Classics and Archaeology where I was involved in both e-learning and historical mapping projects. I am also a part-time student on the MSc Digital Education.
I’m the service lead for the assessment system QuestionMark Perception, and support Collaborate (the virtual classroom/meeting service) and Top Hat (audio response system for lectures). I also advise on the use of Social and Cloud based Media in Learning and Teaching. I’m interested in Geolocation and Open Educational Resources (OERs).Email: firstname.lastname@example.org Twitter: https://twitter.com/SusieGreig Linked in: https://www.linkedin.com/in/susangreig
Currently I am focused on supporting the Moodle platform for the Distance Education Initiative, Questionmark Perception and the audience response system that is in use mainly in the College of Science and Engineering. I have an interest in assessment and feedback and was previously involved with a project to develop an offline marking tool that allowed for electronic feedback, including a video screencast, to be delivered to students.
I am the service lead for the University’s digital portfolio platform PebblePad and the EDE advisor on assessment and feedback. I have a work background in digital education, technology enhanced learning and international education partnerships. My previous work experience include the Kuwait Scotland eHealth Innovation Network (KSeIHN) programme, an educational partnership between the Dundee Medical School and the Ministry of Health in Kuwait aimed at improving diabetes training among health care professionals in Kuwait.I specialise in improving assessment and feedback practices at the University of Edinburgh by introducing the use of technology and embedding accessibility, inclusion and internationalisation in the assessment strategy of our programmes. My aim is to raise awareness of assessment literacy among staff and academics by providing information, training, opportunities for networking and disseminating best practices. I see feedback as a dialogic process between tutor and student rather than as a fixed product. I believe that technology is now mature enough to support this approach to feedback. I see my role as a facilitator or enabler who works closely with academics so that they can use technology confidently to improve the assessment design of their courses and to make assessment more inclusive and accessible.