Recent articles about teaching and learning at LCC
QR code or Quick Response Code was developed In 1994, by Japanese company DENSO WAVE. This kind of barcode can be scanned by smart phones to link to a webpage. It’s also really easy to generate a QR code like the one in the main image for this article. If you scan it, you will […]
Gallery view Collaborate Ultra has introduced a new way of viewing participants – the Gallery view. Gallery view allows Moderators, Presenters, and Participants to see up to 25 participants at a time or to zoom in on fewer videos. Attendees can also scroll through as many as 250 active cameras using arrows on the side […]
21/22 academic year saw the first cohort of Student Digital Learning Champions working with the LCC Digital Learning team. This was an enriching experience for both us and the students. The legacy of their projects, we want to keep alive in the coming academic year. Four Champions worked on 4 projects. Although the Digital Learning […]
Digital accessibility is an essential component for an inclusive approach to teaching online. As Moodle is a website it must align with WCAG 2.1 Level AA guidelines. Our learning material must be digitally accessible so that it can be used by everyone, especially disabled and neurodiverse students, approximately 25% of UAL students. The average Ally […]
Within the digital learning profession there is interest in ‘race & tech’ generally, topics such as AI and racial bias for example, and in tackling structural racism in our own sector. Two years ago members of the UK HE digital learning community formed a community of practice around anti-racism which was formalised as a special […]
Asynchronous learning activities don’t require students to be online at the same time. For example: Writing a private reflection Watching a video Collaboratively editing a shared online document Giving peer feedback Participating in a forum discussion Asynchronous learning activities give students flexibility and provide extra time to process, practice, reflect or respond. Directed asynchronous activity […]