active learning, Active Online Reading, assessment, asynchronous, digital reading, online learning, QAA, reading, students, Talis Elevate | Leave a Comment on Developing students’ abilities to read primary sources using online tools

Developing students’ abilities to read primary sources using online tools

How can digital reading tools enable students to develop their ability to read sources collaboratively and critically? In the summer, I published a post on the University of Lincoln Digital education blog about my use of Talis Elevate on a third year module to support student engagement with primary source readings online. I’ve been developing theContinue reading Developing students’ abilities to read primary sources using online tools

academic literacy, Accessibility, active learning, Active Online Reading, critical reading, digital reading, online learning, reading, SEDA, transitions | Leave a Comment on The problem we face with digital reading

The problem we face with digital reading

Matt East (@mdleast) has just published an excellent blog with SEDA reporting a recent workshop on transitions in HE at which he led a problem-solving (and identifying) session on reading in HE. Here is an extract from the conclusion, which summarises some of the key findings from this workshop, which will inform our work onContinue reading The problem we face with digital reading

active learning, Active Online Reading, digital reading, good practice, online learning, QAA, reading | Leave a Comment on Developing students’ critical digital reading practice

Developing students’ critical digital reading practice

As part of our Active Online Reading project, Matt East (@mdleast) has put together a short form to collect examples of good practice from across the sector around developing students’ digital reading skills. We’re particularly interested in the following, but please share anything that you think is relevant! Transition into HE and changing expectations aroundContinue reading Developing students’ critical digital reading practice