Teaching & Learning

Academic Readings: Print vs Electronic

Student academic readings are a course requirement, how they are accessed is up to the individual. Some find it easier to read printed versions as they can be annotated, easier to read and offer less distractions; others prefer electronic versions as they are more accessible, can be read from anywhere and are more environmentally friendly.

LSE is participating in an international study (ARFIS) to understand how students access their academic readings whether that is print or digital. This data will help contribute towards our understanding of student behaviour in the digital age.

ARFIS (Academic Reading Format International Study) is available until 31^st March 2016 to UK higher education students and looks at gathering data which identifies student reading preferences.

If you are willing to complete the survey it will only take 10minutes of your time. The survey can be accessed via this link http://survey.docinfos.fr/index.php/499166?lang=en

February 22nd, 2016|copyright, Digital Literacy, Reports & Papers, Teaching & Learning|Comments Off|

‘Capturing the Student Voice’

For the last two weeks, Helen, Maik (our cameraman) and I have been interviewing students all over campus. We asked 70 students a couple of questions designed to gather their insight about what teaching, learning and technology could look like at LSE in 2020. The three-minute interviews, whether filmed or just audio recorded, will help us start a conversation from the grassroots up about the future of innovation and education at the school.

We aim to create, out of the many hours of footage we gathered, a short film relaying the students’ insight about the future of education at LSE. The video will also be accompanied by a report summarizing all the quotes and opinions we collected during our interviews. Our findings – both film and report – will be circulated internally to the heads of the different professional services.

I would like to end this post by thanking all the students that accepted to be interviewed, your feedback is and will be tremendously helpful! We are planning on carrying 30 extra interviews next week so if you or anyone you know wants to share their insight about the future of LSE, get in touch at: lti.support@lse.ac.uk

– Laurent

February 19th, 2016|Announcements, Blogging, Images, Audio & Video, innovation, LSE 2020, Projects, Reports & Papers, Research Skills, Social Media, Teaching & Learning, Tools & Technologies|Comments Off|

Teachers: Make the Most of Reading Week!

Reading Week is meant to give LSE students time to consolidate on their learning by taking some time off their lessons or participating in workshops and other activities organised in their departments. Why don’t you too use it to consolidate your teaching skills?

February 12th, 2016|Announcements, Events & Workshops (LTI), Teaching & Learning, Tools & Technologies|Comments Off|

Tony Spanakos

Francisco Panizza

Last Michaelmas Term, Dr Francisco Panizza from LSE’s Department of Government and Tony Spanakos, associate professor in the Department of Political Science and Law at Montclair State University (US) co-taught a synchronous online course on BRICS open to LSE and MSU students. The project was funded by an LTI Grant. Below are their reflections on the project.

The project

Francisco Panizza: There are many courses running at LSE each term, but this Michaelmas Term I was able to co-teach a course with a difference, alongside Professor Anthony Spanakos from Montclair State University in New Jersey. The course on the politics and policies of the BRICS (Brazil, Russia, India, China and South Africa) brought together around 30 students from both universities in a ‘virtual classroom’. The LSE students, second and third year undergraduates from the departments of Government and International Relations, were all volunteers. Whilst they didn’t gain any credits for joining the course, it was a really interesting experience and I think everyone who took part learned a lot.

Tony Spanakos: This was the third time a faculty member from the Political Science and Law department at MSU conducted what we call an eDiplomacy course. These courses use technology to allow to faculty members to lead a virtual classroom composed of students from two schools in different countries. […]

The goal of the eDiplomacy class is not simply to make students aware of other perspectives but to interact and to realize the challenges and opportunities that diplomacy presents. The students selected which of the five countries they wanted to ‘join’ and then each delegation selected officers (head of state/government, finance minister, defence minister, foreign affairs minister). Prior to our last meeting, each country and each office (defence ministers, finance ministers, etc) submitted documents representing their goals, interests, and concerns, and the entire class submitted a single Summit document. In class, they presented the achievements to the ‘Western Powers,’ Dr. Panizza, me, and Professor Jack Baldwin-LeClair, my department chair whose expertise in international law added richness to our discussion (and who was fundamental in getting the course off the ground on the MSU end).

Challenges

FP: Although we now live in a ‘global village’ and there are many commonalities between the US and British university systems, there were practical differences that needed to be ironed out. For instance, the US academic year runs on semesters and classes at Montclair State University started four weeks earlier than at LSE. As a result, the US students gained and extra holiday during LSE reading week and in exchange our students got a day off on the Friday after Thanksgiving Thursday, a de facto holiday in America.

On the technical side there were also challenges to overcome. The LSE does not currently have a dedicated classroom with the communications equipment we required for the course. This meant carrying the equipment from the Learning Teaching and Innovation (LTI) office in Aldwych to our classroom in Lincoln’s Inn Fields each week to set it up, with the help of two highly professional LTI Learning Technologists. Another lesson we learned was that all technology is only as good as its weakest link. The LTI grant funding enabled the course organiser to buy a high quality camera, but without professional lighting or high tech projectors images of both classrooms weren’t as clear as we would’ve liked and it was sometimes difficult to identify and listen to students sat at the back of the classroom (students seem to gravitate towards the back of any classroom, virtual or not)

TP: Although this was the third time a faculty member in the MSU Department of Political Science and Law taught such a course, it was my first time and there was quite a bit of learning to do. The greatest challenge that, I believe, we faced was getting our technology to enable our classrooms to be truly discussion spaces. Ironically, because we had a room with multiple microphones and speakers and a state of the art videoconferencing system, it was difficult to conduct a proper discussion between the two classrooms. Whenever Dr. Panizza or his students spoke, we needed to mute our microphones, and vice versa. This made back and forth discussion more difficult and forced us to speak for longer periods at a time and to collect a number of questions from each classroom before allowing someone on the other side of the pond to respond.

Another challenge was in establishing effective discussion boards outside of the classroom. Given the difference of time-zones and schedules, getting synchronous discussions was not likely. We thought that the students would be better identifying the app which would be most conducive for group discussions (between members of the same country, students with the same office) but we did not coordinate this enough and only found effective discussions once we required students to use canvas discussion pages that we set up.

Achievements and Potential

TS: The idea is to diversify and deepen the learning experience by allowing students the opportunity to hear and engage with multiple perspectives on a common theme. The course allowed us and our students a chance to discuss politics in Brazil, Russia, India, China, and South Africa in a far more diverse context than would have been possible otherwise. The participation of guest scholars from our and other universities, in the US, UK, Brazil, and South Africa further contributed to that experience.

After the summit, my students submitted written reflections on the summit which demonstrated a genuine awareness of the challenges, opportunities, work, and pleasure of diplomatic work.

Our students were very generous in giving feedback and helping us see where we could have improved the course and encouraging us by showing where the course was most effective. On balance, responses from our students, and us, were very positive and we look forward to being able to repeat the experimental course. We know diplomacy is not easy but is very necessary. We also know that it is on-going and we hope that we get a chance to repeat and improve on the 2015 MSU-LSE BRICS seminar.

FP: In spite of the inevitable teething problems, there were many, many, positives. Guest lectures from other universities were able to join the course. One of them was Professor Lucius Botes, from the University of the Free State in South Africa, which meant that our virtual classroom extended across three different continents and three different time zones. Perhaps the peak of the course was the last week, when students ran a ‘BRICS summit’, in which they assumed the representation of the different countries and drafted documents on foreign affairs, the economy, defence and a joint BRICS declaration. If only they ran the real summit, the world would be a better place.

Ultimately, I think we only scratched the surface of a teaching experience full of possibilities. Imagine being able to run a course together with the best specialists in the world, in a virtual classroom with images of HD quality! There is undoubtedly a need to develop new teaching methods and forms of student participation that take full advantage of new communication technologies. There are several new buildings being constructed at the LSE, and hopefully these should include state of the art technology and teaching spaces that will make ‘virtual classrooms’ a permanent fixture in University teaching.

Francisco’s comments were originally posted in his blog post on the Department of Government’s website

February 8th, 2016|innovation, LTI Grant Winners, LTI Grants, Teaching & Learning, Tools & Technologies, Uncategorized|Comments Off|

Claudine Provencher

In advance of an Academic Development Programme workshop on this subject next Wednesday (see the booking link at the end of the post), during which participants will explore the concepts of information and digital literacies, how they relate to student learning and how they can be incorporated into courses and programmes, Jane Secker, Copyright and Digital Literacy Advisor in LSE’s Learning Technology and Innovation, shares her views on various aspects of these literacies with Claudine Provencher, Senior Academic Developer in LSE’s Teaching and Learning Centre. This post originates from the TLC blog where you can find further articles on projects, innovative teaching practices and upcoming events at LSE.

What is your definition of information and digital literacies?

Jane Secker

Information and digital literacies are key players in the knowledge, skills and behaviours that underpin learning, and part of what you could call ‘learning literacies’, which also include media and academic literacies. Information literacy is a term that was first coined over 40 years ago and it’s widely used by librarians. Its importance has been recognized by UNESCO as essential for lifelong learning and a human right. It’s about knowing how to find, evaluate, manage and use information in all its forms, and it extends way beyond simply finding the right information to complete an assignment at LSE. It is also about being able to evaluate the information you find and how to use it to construct new knowledge. Meanwhile digital literacy is a more recent term, but the two overlap considerably. Digital literacy is more than just IT skills: it’s about knowing how to use technology appropriately, knowing which sources to trust online and how to manage your digital identity and wellbeing (which means knowing when to switch off technology sometimes!). In both digital and information literacy, ethics are really important, so knowing how to use other people’s ideas appropriately, understanding citation conventions and respecting intellectual property and copyright are significant issues of concern as well.

What are the main challenges involved in integrating information and digital literacies into course curriculum?

One of the biggest challenges is getting time in the curriculum to help students develop these abilities in the context of their studies. Many academic colleagues expect LSE students to have these skills in place when they arrive at LSE, forgetting that our students come from all around the world and may not have learned how to find and evaluate information or use technology for academic purposes. There is also a challenge because the notion that all students are very ‘tech savvy’ persists, despite much evidence to the contrary.

While there exist some generic information and digital literacy skills, there are many that are closely related to academic practices within a discipline and so, to be meaningful to students, information and digital literacies should ideally be developed as part of their studies, not in optional extra sessions.

One of the other challenges is how these literacies are assessed in a course, particularly if the main form of assessment is an end of year exam. One of the best ways of developing and assessing them may be through independent research, opportunities for which exist both within departments, when students are tasked with undertaking an extended essay or dissertation, and through initiatives like the Teaching and Learning Centre’s LSE GROUPS.

Another challenge, which may not be as explicit, comes from the way reading lists are developed. Typically, at LSE, we provide students with highly structured reading lists, which means that learning how to evaluate and select resources is already done for them. This is not the case everywhere and other universities privilege alternative approaches such as inquiry based learning, for which students are given more project based work where they have to come up with a topic, carry out research and perhaps present an annotated bibliography, discussing why particular sources are valuable.

Should academics think about it at course level or at programme level?

I think both are important, and the best way to develop these abilities in undergraduate students is to embed them across the three years of a degree. In the first year, students need guidance on what good quality sources are, and how to use highly structured reading lists but, as they progress through their studies, they can be set assignments that help them learn to do research for themselves and select their own sources of information. Some disciplines lend themselves more easily to the development of information and digital literacies: history, for example, where it’s vital that students learn how to evaluate sources. However, there are opportunities in all subjects to teach students about how knowledge and information is structured within their discipline, and about specific conventions such as citing and referencing sources correctly.

Could you provide us with a few examples of successful integration of these literacies?

At LSE undergraduate students who undertake a dissertation or long essay often get an opportunity to develop their information literacy skills; however, this often comes relatively late in the course of their studies. I’ve worked with Dr Wicher Bergsma in Statistics to integrate information and digital literacies into an undergraduate statistics course he teaches (ST312, Applied Statistics), where students have to undertake a critical investigation and collate statistical data on a topic of their own interest. In the course, there are now three sessions taught by library colleagues and me where students learn how to undertake a literature search, going beyond simply a Google Scholar search, find data sets and learn how to cite and reference.

Also at LSE, it’s worth mentioning the Library’s role in supporting and developing digital and information literacies – academic staff can contact their Academic Support Librarian for advice – and the Student Ambassadors for Digital Literacy project (SADL), which has 45 undergraduate student ambassadors involved in participatory workshops and initiatives designed to share and embed good practices across the student community.

Finally, if I can insert an extra-LSE note, there’s a project I’ve been involved with in my capacity as Chair of the Information Literacy Group which has some relevance. TeenTech brings school students together to work in teams on projects and we’ve built research and information literacy skills into the judging criteria for these projects. So here students are expected at an early age to find and evaluate information and show how their idea builds on the work of others.

There are several interesting ideas in what you have just said. To conclude, could you say a few words about what you think could be the main benefits of a closer integration of information and digital literacies into course and programme curricula?

Students with highly developed information and digital literacies will get better marks and be able to develop more effective critical thinking skills. There will be fewer incidents of plagiarism and students will be better equipped when the time comes for them to undertake independent research. Last but not least, students with good information and digital literacies are highly valued by employers, as they know how to research a topic when they are not given a reading list!

The Integrating information and digital literacies in the curriculum workshop takes place on Wednesday 10 February, 12:30-14:00.

February 5th, 2016|Blogging, copyright, Digital Literacy, Teaching & Learning, Uncategorized|Comments Off|

NetworkED – James Clay – 9th March 2016

LTI NetworkED seminar series to welcome James Clay (Jisc) to LSE 9th March at 2pm. CANCELLED

Mapping Teaching and Learning

Mapping exercises such as those used to explore the concept of Visitors and Residents are a useful tool to understand where you currently are and to think about where you would like to be and how you are going to get there. The mapping exercise for Visitors and Residents in the main covers digital communication, collaboration and participation and can be used to help individuals build their digital capabilities in these areas.

Tickets for this seminar can be found on Eventbrite.

Recently I have started to think about how we could use a similar concept to map teaching practices, learning environments and curriculum design. This lead onto thinking about mapping the “learning” of our learners. Where are they learning, is that learning scheduled and formalised? Is that learning ad-hoc? Is it individual, group, collaborative? Could we use mapping to help build capability in understanding how digital technologies can be used to enhance and enrich teaching, learning and assessment?

Mapping teaching and learning provides an insight into how the curriculum is designed and how learners interact and engage with the different spaces, tools and delivery mechanisms. It can also show how traditional methods of adding or blending learning technologies usually results in a bolt-on additional approach that results in a poor experience for learners and teachers.

The talk will reflect on how mapping the curriculum could result in a more coherent approach to the embedding of digital technologies and an approach that maximises the potential benefits of using digital over a scattergun approach of throwing technologies into a traditional mix of teaching and learning. This talk will discuss what we want to achieve through mapping teaching and learning, understanding that using digital is not necessarily a solution to every problem. It will also explore the potential enablers that will create new solutions, enable changes in behaviours and build digital capability.

References

White, David, and Alison Cornu. “Visitors And Residents: A New Typology For Online Engagement”. First Monday 16.9 (2011): n. pag. Web. 4 Feb. 2016.

Digital – Learning – Culture,. “Visitors & Residents”. N.p., 2014. Web. 4 Feb. 2016.

Donnalanclos.com,. “EDUCAUSE 2012, Part The Second | Donna Lanclos–The Anthropologist In The Stacks”. N.p., 2012. Web. 4 Feb. 2016.

Clay, James. “Mapping The Learning And Teaching”. e-Learning Stuff. N.p., 2016. Web. 4 Feb. 2016.

MacNeill, Shelia. “Some Reflections On “Mapping The Learning And Teaching”. howsheilaseesIT. N.p., 2016. Web. 4 Feb. 2016.

Biography

James Clay is currently on a 12 month contract with Jisc as their project manager for the building digital capability R&D project. James has worked in the further education (FE) sector since 1993 (as wells a short time in the museum sector) and has extensive experience in the use of technology to enhance and enrich learning. He has been a teacher, a project manager, a project director, an ILT manager, Learning Resources manager and an IT director. He has managed a range of projects over the years in various roles, including mobile learning, e-books, IT infrastructure, learner analytics, copyright, institutional resources, VLEs and student records

Book Tickets

As always the event is free to attend and places can be reserved via Eventbrite. All our talks are live streamed and recorded for those who can’t attend in person.

February 4th, 2016|Events & Workshops (LTI), innovation, NetworkED, Teaching & Learning, Tools & Technologies, Uncategorized|Comments Off|

LTI and the IPA short-listed for the Wharton-QS Stars Re-imagine Education Awards

The collaborative project between LTI and the Institute of Public Affairs ‘Constitution UK’ was short-listed for the prestigious QS Stars-Wharton Reimagine Education Awards in the E-Learning category.

Being short-listed for the 2015 Reimagine Education Awards represents a great achievement for the LSE, given the fierce competition that the panel of distinguished international judges presided over this year. Our project was received favourably by the panel across all of the judging criteria, and the panel recognized the outstanding potential of the project to improve pedagogy and employability in a higher education environment. This is a great honour for the LSE and recognises the innovative and exciting work being done at the School in the on-line learning space, developing internationally recognised and globally innovative approaches to massive, open and on-line learning.

‘This project was seeking to do something fresh and different for a university, use our academic knowledge to talk with rather than to the general public, to work with this community of everybody on a substantive subject about which we all cared deeply: the creation of a new British constitution. I am delighted it went so well. The future of education surely lies in this sort of collaboration and knowledge co-production. All of us in the ivory tower surely gain from being prepared to muck about in the market place of ideas.’ Professor Conor Gearty, Director – Institute of Public Affairs (LSE)

We are looking forward to leveraging this project into further projects in this space, giving LSE the opportunity to lead in this market, which will be critical for the future of higher education institutions. For more information about the project, click here

January 11th, 2016|Constitution UK, innovation, Open Education, Projects, Teaching & Learning|Comments Off|

Tickets for this seminar can be found on Eventbrite.

Academic Twitter: The Intersection of Orality & Literacy in Scholarship? presented by Bonnie Stewart.

Ahead of the seminar we’ve asked Bonnie a few questions.

The session will be streamed live on Wednesday 20th:

Recording of Bonnie’s can be viewed here.
Slides are available here

This presentation examines the intersection of Twitter and higher education, and how “academic Twitter” cultivates scholarly identities and forms of expression that differ from conventional institutional practices.

Based in a study using ethnographic methods and examining the practices and perspectives of a collection of globally-located scholars from across a range of academic status positions, the presentation explores the practices by which reputation and influence are cultivated on Twitter.

In open networks like Twitter, signals of scholarly reputation and influence are minimally codified, yet the influence scholars accrue intersects with institutional academia in grant-required measures of “public impact,” in media visibility, and in keynote and job opportunities.

The presentation outlines how both oral and literate traditions of communications (Ong, 1982) contribute to open, networked scholarly engagement on Twitter, and how these collapsed traditions trouble the terms of rank and bibliometric indexing which dominate the conventional concept of academic influence.

The presentation also lays out the operations of influence and reputation in this collapsed communications space, and theorizes its implications for scholarly engagement and higher education.

Finally, the presentation explores the complex logics of influence that networked scholars employ to assess the networked profiles and behaviours of peers and unknown entities, and suggests that the impression of capacity for meaningful contribution – key to cultivating influence and the regard of actively networked peers – may stem from successful navigation of the oral/literate collapse.

The substantive goal of the presentation is to offer a portrait of open, network scholarly influence and the practices that cultivate it, and to consider how the intersection of orality and literacy make academic Twitter a particularly fraught but beneficial place for engaged open scholars and educators.

As always the event is free to attend and places can be reserved via Eventbrite. All our talks are live streamed and recorded for those who can’t attend in person.

December 17th, 2015|Events & Workshops (LTI), NetworkED, Social Media, Teaching & Learning, Tools & Technologies|1 Comment|

papercraft for LTI by Helen Page

As part of our LSE2020 series which looks at what teaching and learning could look like in 2020, Peter Bryant (Head of Learning Technology and Innovation) has published three thought-provoking posts on his personal blog (http://www.peterbryant.org) that make the case for how technology can facilitate and transform the experiences of learning and teaching in a post-digital age.

Re-imagining learning for a post-digital world (part 1) – Solutions not problems
‘Re-imagining learning for a post-digital world (part 2) – Introducing Post-Digital Learning Experiences’
Re-imagining learning for a post-digital world (part 3) – A design for learning?

December 8th, 2015|Blogging, innovation, LSE 2020, Projects, Teaching & Learning|Comments Off|

Five reasons why using technology could make your teaching and learning better!

The use of technology is an issue that is danced around quite a lot, especially here at the LSE. Technologists, academics, students all debate the notions of pedagogy before technology and how we can avoid the pitfalls of technological determinism or the replacement of every one of us with the robot Sheldon from the ‘Big Bang Theory. The reality is that this should never have become a polarised debate, where the choice was either the unregulated and ill-defined change agenda driven by technological adaptation or the last line of defence of the ‘way it has always been’. Technology (if such a concept can be simply defined) is a means; a society changing and generation shaping means for sure, but a means nonetheless. LTI are here to be part of your approach to engaging with technology to enhance learning and teaching. From the simplest innovation to the most transformative intervention and at a pedagogical or instructional level, technology is a critical part of modern teaching. So, if you are thinking about whether you should use ‘technology’ in your teaching or learning, contemplating a change in pedagogy or simply finding out what your colleagues or learners are doing with their technology, then maybe these five reasons might help shape your thinking.

1. All your students are already using technology to a wide variety of degrees
This is a simple assertion. All of us are using technology; from cash machines, to smartphones, to laptops to tablets to our oyster card. Each of these pieces of technology serves a purpose. They change the way we do things. They change the language we use and they shift core practices around processes (such as paying, communications, processing and thinking). There are no universal rules about this. Generations after us are not naturally better than their parents at being technologically adept. These technologies are simply there. They develop, change and progress like most other means. In your classroom you have an array of devices more powerful than any of the ones that went before. There are ways to use that technology for the benefits of learners and learning. Instant communications, collaborations, interactions outside the classroom, annotations, engagement with readings, critical thought, right down to managing the calendar. These skills are not native, nor are they uniform. Learners and teachers may need support, training, mentoring and practice. That’s where we can help.

2. All the jobs students will do are shaped in part by technology
We use technology to do all our jobs. You are reading a blog now. Almost every discipline has been impacted by technology; from research practice to visual rhetoric through to open access. How do we integrate these changes into curricula, teaching and assessment? Like any other programme/design process, we are research informed, we maintain rigour and we understand what skills and knowledge graduates will need to be develop expertise and understanding. Technology is just another part of that. Technology can help simulate real world employment situations, global phenomena or inter-personal scenarios. Technology can develop the communication, collaboration, identity or teamwork skills required in most modern workplaces. Technology skills such as media making, coding, social media or searching are critical trans-disciplinary concepts. Either inside or outside teaching and learning, having access to these skills enhances the employability of your graduates. LTI have a number of great cases where courses and programmes have embedded these skills. Maybe some of those practices will work for your course/programme or have an impact on your student satisfaction?

3. Technology is not a scorched earth approach to teaching
No institution wants to replace you with robots after recording your lectures. There is no replacement for the interaction and engagement face to face contact supports (either live or facilitated). However, you can add aspects of innovation to your teaching that build on and magnify that impact. Encouraging students to interact and engage through collaborative assessment, support each other and provide peer feedback, comment and discuss your lectures and tutorials or annotate and debate your PowerPoint slides. Technology does what it says on the box. It enhances, it adds, it disrupts and it transforms. Whether this is technology students use outside the classroom, or the innovative, flexible spaces were are looking to create within; Technology does not teach. Technology does not make people learn. You do. Students do. We want to work with you to enrich the student experience through innovative approaches to pedagogy, to the embedded use of technology such as Moodle, lecture capture and social media and through encouraging your students to use their own technologies to enhance their own learning.

4. Technology can make things possible that you previously thought impossible
One of the great potentials of technology is change. Technology for education represents a wonderful catalyst for change. One department commented to us recently that they have been waiting for the technology to catch up with their thinking. Maybe thinking about technology will change the way you think about assessment, challenge some of your assumptions about feedback, maybe it will open a door or close another. Maybe technology will shift the lecture from being bounded by transmission pedagogies to being discursive and interactive. We advocate for technologies to be more than an economic replacement of one practice with another. They are a chance for a rethink, a chance inspiration or a series of experiments that allow you to embed some play and fun into your teaching and learning. One of the most important roles here at LTI is innovation, thinking about and making available cutting edge ideas, practices and platforms in order to provide all staff with opportunities to rethink and experiment with their teaching.

5. Technology does enhance learning
Give it a go. The gap between what our learners see and understand as their online learning experience and the face to face experience is narrowing. It is all just learning. The capabilities required to search quickly, determine the veracity of information and do this whilst doing three other things are developing rapidly. These skills are by no means universal or natural, but they are developing and they are shaping how people learn. From students being able to re-watch lectures 8 or 9 times to make sure they understood concepts to being able to access a support network at 4am through twitter (or just to know when the Library lift is out of order @LSELibraryLift) technology is enhancing learning right now. LTI are here to help you, offer ideas and a critical (but friendly) perspective. We can offer you money, technology and expertise. We are happy to share with you all our experiences, knowledge and coffee. But most of all we share our confidence that we can help you make your teaching and learning better.

Want to get in touch? Drop us an email lti.support@lse.ac.uk

November 17th, 2015|Digital Literacy, Ed-Tech news and issues, LTI Grants, Teaching & Learning, TEL Trends|1 Comment|