In 2013 we made substantial changes to our development funding, by insisting on a more formal grant application process. Since then we have put out 4 calls and have awarded seven grants. Criteria for success are more stringent and, commensurate with our new remit, bigger emphasis is put on “innovation” and “changing teaching practice”. Importantly, we also stress the need to share projects and new findings both within the LSE and with the wider HE community.

If you have a good project idea and are thinking of applying, we urge you to get in touch with us in good time by emailing to discuss your ideas and possibilities with us before applying.

Below are the successful applicants with brief descriptions of their project aims.


Federica Bicchi (Gov): Multimedia and IR481 (Europe, the United States and Arab-Israeli relations),

Using peacemaker and video interviews with key figures to push student thinking, discussion and engagement with the Middle East conflict beyond the textual. 

Peacemaker is a simulation “game” which allows players to make decisions as either the Palestinian or Israeli leader, testing skills, questioning assumptions and gauging prior knowledge. Video interviews with experts serve to ground debates and questioning in the present.

Simon Hayhoe (Phil): The development of mobile devices as inclusive, accessible technologies for students with disabilities at the London School of Economics

Exploring the use of tablets to overcome challenges of sensory, learning and physical impairments.

This project examined the use of mobile devices as inclusive accessible technologies for students with disabilities. Focus on a) committing the LSE to be as inclusive as possible, b) investigating the general educational usefulness of mobile devices and c) evaluate manufacturer’s claims about accessibility features.

Peter Skrandies (Lang): GARP – Developing an online course in German for Academic Reading Purposes
(joint project with Language Centre)

Developing an online, Moodle-based reading course for intermediate learners of German who want to improve their academic reading skills, to better appreciate primary sources in German.

The aim was to foster the autonomous development of reading through self-paced activities. Students were given the opportunity to acquire specialised reading skills related to their own disciplines, research fields or personal areas of interest. The reading activities were supported by the development of a new Moodle plugin to allow flexible annotation of texts.

Gemma Stansfield (Lang): Flipping academic writing sessions

Flipping an academic writing session for LN991 (Academic Writing) to give students autonomy over their learning.

The plan was to design a new way of teaching which requires students to complete online tasks before class. On the basis of these, students can make a choice between two different face to face formats: 1) a longer discussion element in the traditional 50 minute class or a 2) 25 minute fast track option.

Rocio Diaz Bravo & Lourdes Hernandez-Martin (Lang): Videos to support language learning and teaching: oral presentations in academic contexts,

Creating videos to support face-to-face teaching for Degree and Certificate Spanish courses. 

The project delivered two videos: 1) an English language video “How to prepare and deliver an oral presentation in an academic context” and 2)  a Spanish language video with English subtitles of an oral presentation for beginner/low intermediate level. The second video was accompanied by self-assessed activities to support the Spanish language learning.

Lourdes Sosa (Mgm): Assessing the Disruptive Effect of the Internet on Education

Designing and delivering a disruptive teaching intervention to jump-start student thinking about “creative destruction”.

It was planned to devise a radically new different teaching experience, to be delivered in three different courses (Summer School, GMiM and TRIUM). Using multimedia (video recording & live streaming) and social media (twitter) elements to communicate / teach asynchronously and synchronously, the aim was to create an immersive experience that illustrates through doing how technology can disrupt markets.

Matteo Fumagalli & Helen Mayer (Lang): Independent Online Language Learning

Creating and online language learning space to support learning practical skills independently. 

The aim ws to create tasks in various language which develop and improve Digital Literacy skills; such as discerning and using online resources and sources, using web tools for self-study & organising independent study. Tasks will introduce web tools such as podcasts, social bookmarking sites and e-portfolios, and emphasise the learning potential of interacting with peers online (e.g. via forums, skypes, social networking sites).