Current LLI activities
Reflect is the University’s lecture capture system. It allows you to record a teaching session, and make the recording available for students to view online, usually through Blackboard. As well as recording lectures, Reflect can be used in a variety of ways to support learning. The Leicester Learning Institute offer guidance and training for staff and students in the implementation and use of Reflect. For details of forthcoming training please see our events page.
The curriculum transformation programme aims to support departments and programme teams in preparing for changes to the academic year structure, module credit hours and module sizes in the 2017/18 academic year. The LLI offers consultation, curriculum design workshops, targeted events, and supporting resources and materials. See more about the support LLI can offer.
The University of Leicester has been working with FutureLearn since March 2013 to deliver Massive Open Online Courses (MOOCs). To date we have produced four MOOCs, which have each run several times, and we are currently working on four more.
MOOCs allow us to keep pace with changes in technology enhanced learning and innovative pedagogies. The Leicester Learning Institute is working to apply a MOOC methodology to curriculum design: feeding into the changes around the academic year, module size, quality processes and flexible pathways. For more information about our 'MOOC to Mainstream' workshops please contact email@example.com
The revised Code of Practice for Personal Support for Students on Taught Programmes sets a framework for personal tutoring at the University. The operation of the Personal Tutor system will now be reported annually to College Academic Committees as part of the Annual Development Review. Senior tutors are being invited to join a network, with a first meeting in November.
Building on current good practices in Departments, the LLI are pleased to announce the launch of Personal Tutoring, a web resource to support personal tutors of undergraduate and postgraduate taught students, including guidance on areas of the Code of Practice that may be unfamiliar to some, such as logging personal tutoring sessions. We are developing an online course and working closely with central services to highlight relevant training already offered that will be of value to personal tutors.
Peer Assisted Learning (PAL) involves students (typically from the year above) facilitating discussion sessions for students from the year(s) below. It has the potential to benefit new students’ transition into Higher Education and enrich their learning, by involving students who have relatively recently gone through the transition process themselves. It can aid both subject understanding and act as a platform for developing students’ academic literacies and skills.
The LLI works with a number of departments to design and support the implementation of PAL schemes across the University. We also offer accreditation routes for PAL leaders, including the HEAR and the Leicester Award. For more information, see our Engaging Students as Partners webpage, or contact firstname.lastname@example.org.
Staff-student partnerships provide a space for students and staff to work together to develop and enrich their learning and teaching experiences and to move away from the student as consumer model. The LLI works in collaboration with departments to enable students to take part in learning and teaching initiatives such as curriculum change and learning-related research activities. We offer both support and accreditation for our student partners. For more information, see our Engaging Students as Partners webpage, or contact email@example.com.