LTI Grants

Celebrating innovation – LTI Grant winners from 2013/14

LTI Innovation grantsLightbulb Last academic year seven applicants were successful in their bids to be awarded grants to develop teaching and learning with technology. Some of the winning projects detailed below, demonstrate the variety of ways that individuals are rethinking traditional teaching models by flipping lectures and gamification, and getting students to think about lecture content through the use of social media. 2013 Awards included:

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A project to examine the use of mobile devices as inclusive accessible technologies for students with disabilities. Simon has developed surveys for students and teachers asking them about student use of mobile devices for learning. Questions asked include how students currently use technology to help them organise their studies and how teachers regards the use of technology in the classroom by students. The survey is currently open and ongoing. Along with Sebastiaan Eldritch-Boersen, Simon has developed a short course comprising of four sessions that will start at the end of October, finishing with a revision and review session in the lent term.  More details can be found on the training and development system:

Dr Susan Scott  Dr Ela KlecunBusiness Transformation and Project Management
Dr Susan Scott and Dr Ela Klecun – (Department of Management)
Dr Scott and Dr Klecun enhanced the MG208 course through the use of a flipped-lecture format, computer-based simulation,scribing (collective note taking which was collated along with photos of concept map discussions) and self-assessment via Moodle quizzes. They produced a series of filmed interviews with industry experts, which were delivered to students in advance of taught sessions as preparation for structured Q&A’s with the invited speakers. A class field trip to the Level39/Innotribe innovation lab at Canary Wharf was filmed for the benefit of future cohorts.The various teaching approaches that were tried were evaluated by capturing student feedback. If you are interested in flipping your lectures LTI run workshops on Flipping, go to the Training and development system to book see when the next session is planned and book your place: More information on flipping can be found here: Elena Gonzalaz-Polledo
Developing video resources for active learning in MY421: Qualitative Research Methods
Dr Flora Cornish & Dr Elena Gonzalez-Polledo – (Department of Methodology)To bring vivid practical examples to the lecture theatre, Dr Cornish & Dr Gonzalez-Polledo, with the help of LTI technical expertise, created videos for students to observe and analyse. Following the course theme of urban environments, they made a film of customer interactions at a fruit and veg stall at Ridley Road Market, Hackney. This provided material for a student exercise on making observations and writing participant observation field-notes. Further footage was also recorded of participant interactions in research focus groups.  Both films have been used in taught sessions on MY421 and the intention is to continue with, and further develop, their use.The success of the project has meant that further work is planned to capture a short interview with the market stall holder from Ridley Road.LTI grants

December 2nd, 2014|LTI Grant Winners|Comments Off on Celebrating innovation – LTI Grant winners from 2013/14|

LTI grants for Lent Term 2015

Following our successful first round of grants for Michaelmas term, applications are now open for the next round of applications.

The deadline for proposals is Friday 12 December 2014 and more information about the three strands; E-AssessmentStudents As Producers and Innovation grants can be found on our website:





November 25th, 2014|Announcements, Assessment, innovation, LTI Grants, Teaching & Learning|Comments Off on LTI grants for Lent Term 2015|

LTI Show and tell on assessment with Technology, 11 November 2014

assessment with technologyLTI recently held a show and tell on assessment with technology with colleagues from LSE, UCL and Westminster. The event was well attended and provided an opportunity to find out the varying ways that technology is being used in to innovate assessment.

The show and tell event is part of the work that is being done by LTI to promote assessment with technology at LSE. The project aims and outcomes outlined by LTI learning technologists Athina Chatzigavriil and Kris Roger can be seen here.  If you are interested in being involved in the working group on e-assessment or have examples of e-submission, e-marking or e-feedback and e-return then please get in touch by emailing

A lecture capture recording of the event (slides and audio) is now available here (LSE login required) or you can read a brief summary of the presentations below.

Alternatives to examinations

Professor George Gaskell started off the event with a brief outline of the changes that are taking place in LSE100, the compulsory course for Undergraduates at LSE. The LSE100 Director explained that the course team are currently investigating alternatives to exams. Using the learning outcomes of the course as the basis for assessment they have been developing a portfolio of activities that will allow students to demonstrate their appreciation of apply social scientific methods, concepts and theories to real world problems. Assessments will have to allow for ‘exit velocity’ and let students to take risks in their first year and allow for the progress of learners over their two years at LSE, while also preventing strategic planning by requiring all components to be completed. The process is still in the developing stages so watch this space for updates.

Peer assessment

papanicolasIriniSmallDr Irini Papanicolas, from Social Policy gave the second presentation on her work with Steve Bond in LTI on peer assessment. Dr Papanicolas discussed how she changed assessment on the course SA4D4 from 100% exam, to 50% exam and 50% presentation. She used ‘WebPA’ to enable students to rate their peers’ presentations using the course mark frame. Although peer assessment was an optional part of the assessment all the groups volunteered feedback and there was a positive response to the process with it creating discussion within the groups on the assessment criteria.

Dr Papanicolas will be using ‘TeamMates’ for this year as it will allow students to not only rate their own groups’ presentation but the individuals contributions within the group.

From peer assessment to peer teaching and learning….
Kevin Tang then reported how ‘Peerwise’ has been used at UCL. Kevin has been working with Sam Green & Stefanie Anyadi in the department of Linguistics to use the platform with 50 undergraduate and 50 postgraduate students. PeerWise allows students to create, answer and discuss questions. Students can rate feedback and are scored on their own contributions, at UCL these contributions are then worth a small percentage of their summative mark for the course.

Research into using the interface indicated that it was important to provide support for students to ‘think like an examiner’ with example questions and training on giving constructive feedback. Academic staff attitudes also played a crucial role in student engagement along with setting regular activities and deadlines.

As most examiners will know it is quite hard to create good questions so UCL asked students to devise questions in groups and found that the questions improved over time with the students in mixed ability groups appearing to benefit the most. The platform provided a space for interaction as students provided detailed feedback for each other which was then used to work on future questions and students were still using the system leading up to the exam for revision purposes.

Games and assessment in Law

Dr Vassiliki Bouki, Principal Lecturer, University of Westminster talked about the use of games in assessment. Dr Bouki demonstrated the ‘law of murder game’ which was developed in ‘Articulate storyline’ and was used as an alternative to coursework for a second year criminal law module. The game was used to demonstrate a real life scenario and assess critical thinking and allowed students to experience role playing to think like a lawyer. Students are given two hours to complete several small tasks in an open book environment. The game is currently in use so data and feedback from students will be available later in the year.

Word processed timed assessments and online feedback

Sunil KumarDr Sunil Kumar, Lecturer in Social Policy & Dean of Graduate Studies, talked about his experiences over three years on the course ‘urbanisation and social policy’. Concerned about how much students were actually learning with the traditional model of examinations, Dr Kumar introduced a 2 hour online formative assessment into his course. Students typed up their answers to short answer and long answer questions in examination style conditions. Dr Kumar was then able to read and mark submissions on his iPad and then upload the anonymised assessments with annotated feedback for all students to see on Moodle. The formative assessments have had 100% attendance with students being able to then learn from other students submissions, encouraging them to review topics they have not yet covered in preparation for the summative examination.

More information about the project can be found on our blog post.

LTI Funding opportunities for 2014/15

Grants are available for academics to innovate teaching and learning at LSE under the categories below:

Innovation grants – projects that rethink traditional teaching models and use technology to encourage active and collaborate learning, these can include flipping lectures, gamification, using mobile devices or social media. More details and case studies from previous applicants can be found here:
LTI Innovation grants information
LTI Innovation grant application form information


E-Assessment – projects that enable innovation in assessment through the use of technology, these can include formative and or summative e-assessment, e-marking and e-feedback. More details and case studies can be found here:
E-Assessment grant information
E-Assessment grant application information

EAssessment grants image

Students as producers – projects that allow students to collaborate and create content, these can include filming and digital story telling using ipads and cameras. More details and case studies can be found here:
Students-as-producers grant information
Students as producers grant application information

StudentsAsProucers grant image

Calls for proposals are now open – for more details on how to apply and how the process works go to our website and view the online grant application form.

If you wish to discuss your idea, prior to your application with a member of LTI please email:

October 21st, 2014|Announcements, LTI Grants, Teaching & Learning, Uncategorized|Comments Off on LTI Funding opportunities for 2014/15|

LTI Grant Winners

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).

June 1st, 2014|LTI Grant Winners|Comments Off on LTI Grant Winners|

Learning Technology Innovation Grants: Summer Term

We are extending the deadline for the Learning Technology Innovation Grants this term until Monday 19th May at 5pm.

This fund can be used for a variety of learning technology developments. We are looking to attract academics who are interested in teaching innovations. We are particularly interested in the following areas:

  • The use of video and multimedia in teaching
  • Using technologies to innovate assessment and feedback practices
  • Changing your classroom teaching
  • Developing digital literacies

Find out more from the LTIG webpage or get in touch with if you have any queries.

May 15th, 2014|LTI Grants, Teaching & Learning|Comments Off on Learning Technology Innovation Grants: Summer Term|

Second round of LTI grants

The deadline for our second call for applications for the Learning Technology Innovation Grants (LTIGs) is approaching. You have until 21st February 2014 – we strongly recommend that you discuss your ideas with a member of CLT before applying.

In this second round, we are again looking to fund 6 projects.  Applications that fit into the following strands are particularly encouraged, though projects that do not fit will be considered and are also welcome.

  • The use of video and multimedia in teaching
  • Using technologies to innovate assessment and feedback practices
  • Mobile/ flexible learning and “BYOD – bring your own device”
  • Changing your classroom teaching
  • Developing digital literacies

We encourage projects that integrate technologies in teaching and learning in an innovative way. The supported projects will ultimately benefit students across the school but are also intended to foster the professional development of individual members of academic staff, both in their use of technology in teaching and in the continuing evaluation and development of their teaching practice.

You can download the application form (word document) from the MUG (Moodle Users Group) Course on Moodle and completed forms should be submitted via the above course assignment module by midnight Friday 21st February 2014.

We are looking forward to hearing from you!

Kind wishes,

All of us in CLT

February 3rd, 2014|LTI Grants|Comments Off on Second round of LTI grants|