In this post, Hannah Morley and Linh Dao, two of our student researchers from the School of Design at Sheffield Hallam University, share the results of a series of workshops that they ran with their peers this academic year. Goals Our involvement in the Active Online Reading project prompted us to try to understand theContinue reading Reading online in Design – findings from a student-led workshop
In this post, the final in a series of three that survey literature on online reading, Rachel Bartley (UCL) offers an overview of pedagogic research into the use of social annotation in higher education. You can read the first and second parts of the literature review here and here. In negotiating the advantages and challengesContinue reading Social Annotation and Student Learning
In the next in the series of Active Online Reading posts from our student researchers, Lee Bowditch, second year undergraduate studying for a BSc in Business & Management Undergrad at Salford Business School, shares his thoughts on his own experiences of online reading at university. When I was asked to be a part of theContinue reading Accessibility and online reading: a student perspective
In this blog post, Matt East (Talis Education) shares some initial findings from the Active Online Reading project’s international surveys of staff and students. A key strand of the Active Online Reading project has involved surveying staff and students on their experiences of online reading, both in terms of their personal practice and, in theContinue reading What we have learned so far from the Active Online Reading surveys
The Post-Pandemic Pedagogy project, which I’ve been working on with Marcus Collins (Loughborough), Aimee Merrydew (Keele) and others for the past year (funded by the EMC, History UK and the RHS), involved a survey of History staff and students at UK universities. We asked them about their experiences and perceptions of teaching and learning duringContinue reading Post-pandemic reading