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  1. Raising pupils’ achievements in India by bringing teachers back into the classroom

    …bal averages. For many participants, online learning was a new experience. Online access is not always easy– they had to travel, sometimes long distances, to weekly contact classes and share computers, tablets and mobile phones. We attribute success – in terms of participant MOOC completion – to a blend of the digital and physical learning spaces and the way in which the MOOC enabled collaborative learning and exchange across traditional community…

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  2. Innovation Award

    …solution to allow staff and students to interact and communicate in virtual 3D space, blending learning between physical and digital campus. Initially starting as a response to the COVID19 pandemic, but moving beyond this, our ongoing collaboration has grown and is redefining how academics, students, graduates, and industry can interact with each other. In the ‘new normal’ this allows focus on multiple layers of inclusivity. Our first phase recrea…

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  3. 2020 reviewed by our networks

    …e equality, diversity and inclusion agenda will only be realised by taking action across the whole system. We have been furthering discussions on developing an inclusive research culture and adressing the BAME pipeline through our Research and Innovation network, and our Teaching and Learning Network continue to address the black attainment gap and inclusivity in teaching and learning. In 2021 we will be launching a piece of work to drive diversit…

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  4. HE leaders and heroes

    …hoven’s leadership, will play a vital role in developing the skills of the UK’s vaccine manufacturing workforce. Prior to joining Teesside University, Dr Vanderhoven spent more than 15 years in leadership roles in higher education and the commercial sector where her experience included business development at world-leading businesses such as Fujifilm Diosynth Biotechnologies, research at cutting-edge educational institutions and building a 1,300-m…

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  5. Digital Technologies in Teaching and Learning

    ach out to more students in an increasingly competitive global HE market place. “Online learning can play a part in a country’s economic success by broadening access to higher education.” Part of this indecision is due to confusion between Massive Open Online Courses (MOOCs) and more traditional forms of online learning. But there are important differences between the two. For a start, MOOCs have so far been operating from a separate platform with…

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  6. Innovate for Growth: preventing the ERDF cliff-edge 

    …4. Services available to SMEs include expert advice and guidance, office space and facilities, access to key business networks, access to the expertise of researchers and research-backed courses on business growth and management. And of course, a huge part of this provision is funding – covering initial start-up costs and other expenditures that can prove challenging to early-stage businesses.   “ERDF have facilitated the growth of my business by…

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  7. Digital teaching and learning has a future – but we must get the balance right

    …ck students with a blended learning approach (a mix of online and face-to-face teaching). For Alliance universities this approach is nothing new, with digital learning opportunities existing long before the pandemic. But our recent experience has taken this one step further. Alliance universities have now amassed a wealth of evidence about the benefits of blended teaching and learning, and have a good understanding of the challenges of delivering…

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  8. University Alliance comment on FutureLearn announcement

    …t. They will aim to give the public access to higher education courses via computers, tablets or smartphones. In response to the FutureLearn announcement (14 December 2012) Libby Hackett, Chief Executive of University Alliance, said: “This is an incredibly exciting and important step being made by The Open University to help ensure that the UK remains a leading global educator of choice. The key strengths of UK higher education are quality and cho…

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  9. Braveheart Award

    …uper spreaders, to name but a few. • Jane’s decisions to refund university accommodation fees, direct student funding to those in need, commissioning a welfare check ins for every student, providing training for staff to deliver their programmes completely online and providing extensive mental health support to students and staff. and diverting approx. Jane invested approximately £3million in funding to our covid response. • This was communicated…

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  10. Mind the gap report – Aston University case study

    …nd 65 students on the cohort. Many students, particularly those from low-income backgrounds, are attracted to this type of learning. The model allows them to be employed in their desire industry with a leading employer, while not paying tuition fees. The first cohort of students performed extremely well on their exams, with two-thirds achieving a First Class mark. During the design stage, the partners gradually aligned and refreshed the curriculum…

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