Bristol Institute for Learning and Teaching

Research supervision at Bristol – online workshop
2022-06-13 14:00 - 15:30 (Europe/London)
Register here via Single sign-on
This workshop is open to new, experienced and aspiring research supervisors and will provide an opportunity to explore key themes in research supervision at Bristol. As a workshop participant you will:

Explore what good supervisors need to know at Bristol
Identify your personal approach appropriate to your context
Reflect upon examples of best practice in research supervision

This workshop will be facilitated by the Bristol Institute for Learning and Teaching (BILT). The workshop will be hosted online on Blackboard Collaborate and will run three times:

Monday 25thApril, 14:00 to 15:30

Thursday 28thApril, 10:00 to 11:30

Monday 13thJune, 14:00 to 15:30

Please book your place via Develop, joining instructions and pre-session activities will be provided ahead of the workshop.
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Decolonising Education from Theory to Praxis - Seminar two: Conceptualising decolonisation as praxis
2022-06-09 13:00 - 14:30 (Europe/London)
A BILT/CBH/UNESCO Global Chair/Bristol Conversations in Education Seminar series.
Register here
The aim of this online seminar is to set out our initial understanding of decolonisation as praxis. We will return to reconsider this understanding in the conclusion. The seminar will run from 1 – 2:30pm (last 30 mins is for discussion).
This online seminar is an opportunity to collaboratively interrogate the meaning of decolonisation as praxis. Reflecting the discussion on the meaning of decolonisation in the upcoming volume, Decolonising Education: From Theory to Praxis, the seminar will engage with the analysis by supporting discussion on:
Global and contemporary themes in the decolonising debate, as it has manifested in different geographical and temporal locations.
The typology of decolonising, including framing decolonising education in relation to a genealogy of anti-colonial and postcolonial thinking about colonialism, and education’s role as a site of struggle and resistance in the colonial project.
Decolonisation as praxis in education, drawing from critical pedagogy and its focus on the reciprocal and dialectical relationship between theory and practice, while remaining very much situated in specific contexts and structures of power.
The seminar and subsequent chapter will seek to advance framing decolonisation as an epistemic intervention that seeks to challenge the unspoken assumptions which we currently practice with respect to the question of knowledge. For example, to what extent do our extant intellectual practices remain rooted in the coloniality of power? What does it mean to ‘decentre’ the colonial epistemology such that it becomes merely one epistemic tradition amongst many that we platform in our teaching and learning.
The conversation will also provide an opportunity to reflect on the mainstreaming of decolonising discourse and its increasing use as a metaphor, its conflation with diversification and the occulting of conversations around structures of power and violence.
Joining the seminar
You will be sent the joining link close to the date, the seminar will run from 1 – 2:30pm (last 30 mins is for discussion)
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Discussing assessment for inclusion: Slow Reading Circle with a Twist
2022-05-17 - 2022-05-21
Register here
Registration closes at 12pm on Monday 16th May 2022
Are you interested in collaborative reading and discussing assessment for inclusion?
If so, join us online for this asynchronous reading circle with a twist.
What is assessment for inclusion and why does it matter in academia? Are we doing it at Bristol? If so, to what extent? And, so what?
This reading circle invites colleagues across the University to discuss those (and other) questions around assessment for inclusion.
To support inclusion, this reading circle takes the ‘slow’ approach by spreading it over four days. Each day will begin with a prompt to guide your reading/discussion activities for the day.
All you need to do is access MS Teams and commit to approx. 20 to 45 minutes daily for this, at any time of the day, over the four days.
To maximise the effectiveness of the reading circle, the asynchronous discussion will include a twist in the form of the academic reading circle format (Seburn, 2015), where participants will be invited to explore the text (Nieminen, 2022) from different critical perspectives, and then discuss the text with those perspectives in mind. For example, you might be asked to contextualise the text by investigating the background of the authors and topic, or you might be tasked with connecting the text to other texts/concepts around assessment for inclusion.
Slow Reading Circle schedule
Tuesday 17th May – Friday 20th May 2022 on MS Teams
Day 1: READ: Read the allocated text on assessment for inclusion
Day 2: FOCUS: Check your role allocation & prepare for the discussion
Day 3: DISCUSS: Discuss the text
Day 4: INTERACT: Return to the discussion and comment on at least two posts by others
Session details
The session is open to everyone who is interested in critically reading and discussing a text on assessment for inclusion with colleagues across Faculties.
Joining details
Joining instruction will be sent out via email ahead of the Slow Reading Circle with a Twist.
Looking forward to seeing you there,Jo Kukuczka (SFHEA)
Centre for Academic Language and Development (CALD) & BILT Associate
References
Nieminen, J.H. (2022). Assessment for Inclusion: rethinking inclusive assessment in higher education, Teaching in Higher Education, DOI: 10.1080/13562517.2021.2021395
Seburn, T. (2015). Academic Reading Circles. The Round
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Assessment Literacy
2022-05-11 13:00 - 14:00 (Europe/London)
Register here
In this online workshop Dr Rebecca Pike and Dr Rose Murray from the School of Biological Sciences will explore how improvements in assessment literacy (for both staff and students) were realised through a series of co-creation initiatives involving student partners.
The workshop will outline these initiatives, what worked well, how their impact was evaluated and how the initiatives could be usefully applied across different Schools.
The three initiatives include:

The Assessment & Feedback Portfolio (AFP): The AFP is a collection of tools available to students in Blackboard which contains clear information about assessments, resources to help them improve their academic and transferable skills, and a tool that allows students to consolidate their feedback for themselves and identify the skills they are demonstrating well or need to improve.
The Feedback Cafe: A fortnightly drop-in opportunity for students to ask questions about upcoming assessments or to discuss their feedback. The Cafe is run by a mix of academic staff, study skills advisors, and student skills advocates.
Feedback Engagement Workshops: interactive workshops were run for students in each year of our UG programme which showed students how to engage meaningfully with their feedback and how to use the AFP.

Joining instructions will be sent out via email ahead of the event.
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Making feedback work: Workshop
2022-04-27 11:00 - 12:00 (Europe/London) | Wills Memorial Building, room 1.5 (on the 1st floor across from the Great Hall), BS8 1RL
Register here
Registration is open until 9am 27/04/2022
Taking place in person in Wills Memorial Building room 1.5
This workshop will introduce a practical theoretical framework (Halliday, 1994) that enables deeper understanding of what is going on in our students’ writing assignments (such as reports, essays, case studies, etc.).
The introduction of the framework will be followed by its application to students’ writing, as well as our feedback practices.
What to bring
If you can, please bring a sample of your students’ writing that you wish to analyse (incl. marking criteria).
If you can, please bring your laptop.
Session plan

Meaning and purpose: Introduction to the framework.
Deconstructing a text: Student writing analysis in action
Constructing a text: Theory-informed feedback production
Peer review.
Reflection & Feedback

Session details

This session is relevant to all involved in feedback on students’ writing assignments such as report, essay, case study, etc.
This session has been created in response to the recent NSS and in support of the Baseline Principles developed by the University,
Due to the interactive and face to face nature of this session, the workshop will NOT be recorded.

Looking forward to seeing you there,
Jo Kukuczka (SFHEA)
CALDBILT Associate
References
Halliday, M.A.K. (1994). An Introduction to Functional Grammar. London: Edward Arnold
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Student Research Festival
2022-04-27 10:00 - 16:00 (Europe/London)
**This event is taking place on Zoom – participants will be emailed a link in the week leading up to the event**

The Student Research Festival returns in 2022! Showcasing the best student-created research developed over the past year, it is due to take place digitally on the 27th April between 10am and 4pm.
This year promises to be bigger and better than ever, featuring presentations, posters and other multimedia from students across the sciences, humanities and arts. Throughout the day, BILT will be running multiple Zoom streams from which you can choose to tune in to a variety of talks and discussions and engage with those presenting their research.
Attendance is free and open to all students at the University of Bristol, but please book your ticket to ensure we can get the Zoom links and full timetable out to you. We’ll update with a complete timetable closer to the event.

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Research supervision at Bristol - online workshop
2022-04-25 14:00 - 15:30 (Europe/London)
Register on Develop via single sign-on
This workshop is open to new, experienced and aspiring research supervisors and will provide an opportunity to explore key themes in research supervision at Bristol. As a workshop participant you will:

Explore what good supervisors need to know at Bristol
Identify your personal approach appropriate to your context
Reflect upon examples of best practice in research supervision

This workshop will be facilitated by the Bristol Institute for Learning and Teaching (BILT). The workshop will be hosted online on Blackboard Collaborate and will run three times:

Monday 25thApril, 14:00 to 15:30

Thursday 28thApril, 10:00 to 11:30

Monday 13thJune, 14:00 to 15:30

Please book your place via Develop, joining instructions and pre-session activities will be provided ahead of the workshop.
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Teaching and assessing large groups
2022-04-25 13:00 - 14:00 (Europe/London)
Register here
This online workshop will showcase examples of successful teaching and assessing of large groups and will include contributions from a range of staff at the University. Contributors include:
Dr Joel Ross (Mechanical Engineering) – Large group teaching: Tools of the trade?
In this show and tell Joel will be presenting some of the strategies that have been implemented in their team taught engineering lab unit with over 600 students.
The implementation of home laboratory kits, formative peer assessment and audience participation have been key to the delivery of unit with a focus on what students are doing in the synchronous sessions.
Joel will discuss how these tools have helped enable a meaningful learning experience on this team taught unit.
Professor Alan Champneys (Engineering Mathematics)
Engineering Maths 1 is the service course currently taught to almost 900 1st year engineering students. To engineers, maths is marmite; some see it is the fundamental building block of engineering science, others as a necessary evil, a rite of passage that must be overcome before they can do the ‘real’ creative stuff. There are also mixed backgrounds from BTECs to double A* in maths/further maths.
Yet over the years, through genuine team teaching and acting on feedback, the unit has proved one of the most popular in the Engineering Faculty. As with all teaching, the pandemic has provided fresh challenges, but has also brought fresh opportunities, particularly in the use of digital technology for both instant polling and automatically marked formative assessments through which we can constantly ‘take the temperature’ of how the material is being assimilated.
Dr Annika Johnson (Economics)
When a cohort doubles in size, simply doubling the planned teaching delivery is rarely possible and it is often undesirable.
To maintain both the quality of the students’ experience and educational outcomes, the organisation outside the classroom is every bit as important as the delivery of teaching within. Co-lecturing, live Q&As and polling are exciting during the live session, but equally important are developing cohort identity, consistency of student experience and quality of feedback offered by the inevitably large teaching team.
Reflecting on optimal unit design across a range of unit sizes from 200 to 600 students, Annika considers the key threshold numbers which necessitate redesign. She recommends some practical templates for implementing units on different scales, while making the most of the university’s existing physical and digital resources.
Joining instructions will be sent out via email ahead of the event.
*registration closes at 11am, 30th March
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BILT on Develop - for events, workshops, conferences, research supervisor resources & more
2022-04-22 - 2025-04-22
Search for BILT on Develop for:
Show tell and Talk workshops
Annual conference
Research Supervisor Development – online resources
Other scheduled events and workshops
Develop is the staff development site and is access via single sign-on. When you are on the login page click the ‘Login with Single Sign-On‘ button, the login and password fields are for Develop site admin access only.

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The Flipped Classroom
2022-04-04 12:00 - 13:00 (Europe/London)
Register here
This online workshop will showcase examples of how the flipped classroom has been successfully embedded at the University, it will also include practical guidance from the Digital Education Office for those looking to embed flipping in their own teaching.
The flipped classroom is a form of blended learning, a pedagogic approach in which the conventional notion of classroom-based learning is inverted: students are introduced to learning material before class with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers.
Contributors include:

Dr Andy Wakefield – School of Biological Sciences: Andy will reflect on 2-3 years’ experience of teaching an undergraduate ecology unit using a ‘flipped classroom’ pedagogic model by providing students with short interactive videos that included quizzes to reinforce learning, these videos are aimed at transitioning away from a passive watching experience. In-person teaching sessions (“workshops”) then operate like short practicals, offering students a greater opportunity to learn by doing. This also creates additional opportunities for team-based and peer-learning. Andy will give a summary of how he runs his unit and will present initial results from an analysis of the student perspective of this approach to teaching.

The Bristol Vet School Clinical Skills Team: The Bristol Vet School Clinical Skills Team will share insights from their recent experiences developing flipped classrooms for every clinical skills practical in the curriculum. These were designed to ensure students could make optimal use of practical time during Covid. It was a team effort with each member upskilling in a particular area e.g. video production, Xerte. The flipped content focused on the ‘knows how’ (i.e. steps to perform a skill) as well as a few innovative ways to practise at home! Feedback has indicated that students felt better prepared for practicals and more confident to perform clinical and surgical skills; instructors were able to spend more time providing feedback. An in-depth evaluation is underway with a few students from each cohort keeping a diary to comment on each flipped classroom. The results will inform further improvements as ultimately, clinical skills flipped classrooms will last forever, not just for Covid.
Suzanne Collins – Digital Education Office: The DEO will recap the basics of flipped learning, using learning design principles to help you re-design sessions, as well as covering some of the main supported tools we have which can support you flipping your classroom. There will be highlighted top wins for students, and top staff concerns addressed. DEO staff will then be on hand to try and answer your technology related questions.

Joining details will be sent out a few days before the event.
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Accessibility and Blended Learning Conference
2022-03-23 13:00 - 17:00 (Europe/London) | Zoom
Book here
Registration is open until 12pm on Wednesday 23rd March.

About this event

This conference invites students and staff to engage in conversations about how blended learning impacts access to teaching and learning.
The aim is to gain a greater understanding of both the advantages and barriers of blended learning for disabled and neurodivergent students.
As part of the conference, we will be hosting a panel with students and university staff exploring the experiences of disabled students with blended learning. This will be followed by a workshop focused on developing inclusive and accessible assessment. During the conference we will explore the nuances and differing experiences of accessibility, centre students’ personal experiences and raise awareness at the university about barriers to accessibility and the steps that can be made to support disabled students throughout their academic journey. This conference is hosted by BILT Student Fellows Ellen Graves (Blended Learning and Online Community) and Kai Charles (Experiences of Disabled Students).
Proposed schedule:

1pm: Introduction and Keynote talk from Piers Wilkinson (more details below)
1:30pm: 15 minute break
1:45pm Blended learning and experiences of students with disabilities panel

A panel with students and staff, centering students’ personal experiences of blended learning and discussing both the advantages and barriers to access it. Chaired by Kai Charles.

2:45pm 30 minute break
3:15pm Inclusive assessment workshop
4pm 15 minute break
4:15pm Final thoughts

Half an hour for conclusion, a chance for attendees to share any thoughts or questions & Mentimeter activity
Participants will be sent a Zoom joining link closer to the date of the conference.

Keynote speaker
Piers Wilkinson is the Policy and Campaigns Lead at Diversity and Ability (D&A), an award winning disabled-led social enterprise, which directly supports students, employees, and organisations to achieve their potential through building inclusive practices and cultures.
Piers has been deeply involved in student representation at all levels for over 6 years, culminating in their election to national representative positions between 2016 and 2020, and in March 2020 was appointed to the Disabled Students’ Commission.
Piers also works as an Access and Inclusion consultant, working with local, national, and international organisations to build meaningful and sustainable inclusive cultures utilising lived experience. Other notable projects Piers has been involved in include the 2018 Accessibility Regulations, the Student Mind’s Mental Health Charter, the Arriving at Thriving report, and supporting grassroots community organisations to improve digital engagement and achieve impact goals during the Covid pandemic.

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Discussing feedback for learning: Reading Circle with a Twist
2022-03-22 13:00 - 14:00 (Europe/London)
Register here
*Event registration closes at 12pm 22/03/22

Are you interested in collaborative reading and rethinking of feedback for learning?
If so, join us online for this synchronous reading circle with a twist.

To maximise the effectiveness of the session, the discussion will follow the academic reading circle format (Seburn, 2015), where participants will be invited to look at the text from different critical perspectives, and then discuss the text with those perspectives in mind. For example, you might be asked to contextualise the text by investigating the background of the authors and topic, or you might be tasked with connecting the text to other texts/concepts around sustainable feedback.
Please note that you do not need to be familiar with the academic reading circle format to participate in this session as all will be explained on the day 😊.
Pre-session activity
Read or skim-read Boud & Molloy, 2013 (available from the University’s library) prior to the session.
Session plan

Welcome & instructions
Role allocation and discussion preparation
Discussion
Reflection & feedback

Session details
– This session has been created in response to the recent NSS and in support of the Baseline Principles developed by the University,
– The session is open to everyone who is interested in critically reading and discussing the text by Boud & Molloy (2013) with colleagues across Faculties,
– Due to the interactive nature of this session, the discussion will NOT be recorded.
Joining instruction will be sent out via email ahead of the event.
Looking forward to seeing you there,Jo Kukuczka (SFHEA)CALDBILT Associate
References
Boud, D. and Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education. 38(6), 698-712.
Seburn, T. (2015). Academic Reading Circles. The Round.
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Peer-feedback
2022-03-16 12:00 - 13:00 (Europe/London)
Register here
This online workshop will explore research and showcase examples of how effective peer-feedback has been successfully embedded across different areas of the University. Contributions include:
Rabeya Khatoon (Senior Lecturer in Economics) : How simple incentives can improve participation in peer assessment
The literature on peer assessment points to the struggle of engaging students with assessment and suggested various incentives for participation, such as marking reward (e.g. Chevalier, Dolton, and Lührmann 2018), grade loss (e.g. Gillanders, Karazi, and O’Riordan 2020), and grading the reviewer based on the quality of their review (e.g. Gamage et al. 2017). Based on Khatoon and Jones (2021) and Khatoon, Saygin, Sievertsen, and Simion (work in progress, 2022), I’ll present a couple of examples where simple incentives such as the conditional release of additional material or a pass/fail minimum attempt arrangement can boost student participation in peer assessment.
Becky Selwyn (Senior Lecturer in Mechanical Engineering): Tips for designing and implementing peer feedback
Professional engineers require strong written communication skills, which must be developed during the course of an engineering degree. We use a scaffolded process to support ~650 students in a 1st year unit learning to write technical reports, with students receiving feedback on each assignment to feedforward into the following assignments. Staff feedback is usually ineffective as it is often poorly understood or ignored by students. We developed a peer feedback process to help students engage with the assessment criteria and critically reflect on both the work of their peers and their own work, with the hopes of improving engagement and improving student performance in the final assessment. I’ll present our experiences so far, including what hasn’t worked, some student perceptions, and some top tips that we have picked up along the way.
Stefania Simion (Lecturer in Economics): Gender differences in peer feedback behaviour
Short summary: Peer feedback, where students provide feedback on other students’ work, is increasingly used in higher education (Huisman, Saab, van Driel, and van den Broek, 2018). We know from other settings that performance feedback suffers from gender biases on the recipient and that this bias depends on the gender of the sender (Mengel, Sauermann, and Zölitz, 2019). My presentation will focus on a group of undergraduate students, who engage with peer feedback for a mandatory unit. In particular, I will discuss our up to date findings on gender differences in peer feedback behaviour (based on Khatoon, Saygin, Sievertsen and Simion – work in progress, 2022).
Joining instructions will be sent out via email ahead of the event.
Registration closes at 11am on 16th March
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Uncovering beliefs and emotions, and how they impact the feedback partnership: Q&A with Dr Maxine Gillway
2022-03-10 13:00 - 14:00 (Europe/London)
Have you ever wondered how your beliefs and emotions impact your feedback practices?
Could or should feedback practices be standardised?
Register here
*Registration closes at 11:30am, 10th March.

In this conversational online session facilitated by BILT Associate (Jo Kukuczka), Dr Maxine Gillway from Centre for Academic Language and Development (CALD) will share findings from her doctoral research by answering your questions on teachers’ beliefs in action in feedback.

Pre-session activity or join us early.
To fully benefit from the session, you are invited to familiarise yourself with Maxine’s research prior to the session by:

listening to Maxine’s podcast (YouTube, 22 mins), and/or, viewing Maxine’s thesis.

Alternatively, join the Zoom session 30 minutes early (at 12:30pm), where we will be playing the podcast prior to the live Q&A session starting at 1pm.

Padlet
Using the session’s Padlet you are invited to post/like questions for Maxine. They will be answered on a first come first served basis.

Session details

We anticipate the Q&A session to last approximately 45 minutes.

The session is open to all academic staff and relevant to all involved in feedback practices.

The session will be recorded, and the recording will be made available on the BILT website after the event.

Joining instructions will be sent out via email ahead of the event.
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"Reimagining the MSc project" workshop
2022-03-07 13:00 - 14:00 (Europe/London)
Register here
Facilitated by Collaborative Award for Teaching Excellence nominees from the Digital Health Project Team – Professor Ian Craddock. Amberly Brigden and Dr Hanna Isotalus from the School of Electrical and Electronic Engineering.
Overview:
Most taught MSc degrees conclude with a major individual research project (or “dissertation”). The research project model is traditional but arguably flawed – in many contexts it is too brief to give much scope for true research; it fails to prepare students for working environments which are largely team-based; it seldom offers the type of multidisciplinary problem-solving which characterises most of our global challenges.
Further, at a time when Universities are seeking to expand postgraduate taught numbers, the model of an individual academic supervising an individual summer project often does not scale easily.
Challenged with these issues, a team from Engineering will, in this workshop, describe a new model of group-based project which was implemented for the first-time last year; the project is Bristol’s nomination for the national Collaborative Award for Teaching Excellence Award and will also be presented at the AdvanceHE conference later this year.
Workshop details:
In this workshop the project structure will be explained, and feedback presented from staff and students.
The second half of the workshop will encourage attendees to discuss the extent to which some of the solutions might be generalised to be applicable in other postgraduate programmes.
Joining details:
The workshop will take place on Teams, joining details will be sent a few days in advance.
Registration closes at 11am on 7th March.
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HEA Principal Fellow Workshop - book by 1st Feb
2022-02-15 10:00 - 12:00 (Europe/London)
The BILT Team is pleased to announce that booking is now available for the newly developed HEA Principal Fellowship (PFHEA) workshop. This will take place on Tuesday 15th February 2022, 10.00 – 12.00, online via Zoom.
This workshop is suitable for those who are already working on applications for PFHEA, and for those who may be interested in PFHEA the future. If you are unsure as to whether this workshop is relevant to you, please consider using the Fellowship Category Tool.
Principal Fellowship (PFHEA) recognises substantial strategic leadership and influence in learning and teaching in higher education. It is aimed at individuals who are highly experienced and able to show a sustained record of impact on teaching quality through their strategic leadership institutionally, and/or (inter)nationally.
This two-hour online interactive workshop will explore the contents of a PFHEA application and the assessment criteria, and will offer a space to develop ideas for and or/refine your Record of Educational Impact (REI).
Please book your place by 1st February 2022, via email: create-asd@bristol.ac.uk.
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Hybrid teaching workshop
2022-02-09 14:00 - 15:00 (Europe/London)
Register here
Taking place on Teams.
Hear the key messages from BILT’s research with staff and students, and learn about the latest provision in teaching spaces. This will be followed by a hybrid surgery where you can ask questions and share issues about hybrid teaching. Members of the Digital Education Office and IT Services will be available to offer advice.

2.00 – 2.15pm – Research and facilities update
2.15 -3.00pm – Hybrid surgery (ask questions and share issues)

Please register if you would like to come. You can attend from the beginning or just for part of the session.
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Decolonising Education from Theory to Praxis - Seminar one: The changing contexts of the decolonisation debate
2022-01-27 13:00 - 14:30 (Europe/London)
A BILT/CBH/UNESCO Global Chair/Bristol Conversations in Education Seminar series
Register here
This online seminar will seek to situate efforts to decolonise Bristol university within an analysis of the wider socio-historical, political, and discursive context. The seminar will run from 1 – 2:30pm (last 30 mins is for discussion).
This analysis will be undertaken at three inter-related scales of the global, national, and local.
The global context will consider how struggles to decolonise education should be seen in relation to the history of empire and of anti-colonial struggles, as well as in relation to historical and contemporary struggles of indigenous groups, workers, people of colour, women, environmentalist groups for justice and recognition. Therefore, this will include an analysis of campaigns in countries such as South Africa including the anti-apartheid movement, the Rhodes Must Fall and Fees Must Fall movements at UCT.
The national context will centre on struggles for racial and cultural justice in the UK against a backdrop of Brexit and austerity, and increasingly hostile right-wing media and politics ostensibly concerned with issues of ‘free-speech’, including around self-professed pro-Empire academics such as Nigel Biggar and Niall Ferguson (Riley, The Free Speech Wars, MUP: 2020). Consequently, the chapter will consider this trajectory towards the so-called ‘culture wars’ of the 2020s, particularly how they flow into discourses of derision against decolonisation that have emerged in recent years. This national context thus includes contemporary struggles to decolonise education within the higher education sector including through movements such as Rhodes Must Fall Oxford (Rhodes Must Fall, Rhodes Must Fall: The Struggle to Decolonise the Racist Heart of Empire, London: Zed Books, 2018), #WhyIsMyCurriculumWhite, and the important impact of the Black Lives Matter protests in 2020, particularly how these connect to broader debates over empire, slavery, and memory.
The local context considers Bristol’s history as a slave port, its changing demography reflected in increasing diversity, and its history of grass roots activism including the toppling of the statue of Edward Colston in 2020 (Saima Nasar (2020) Remembering Edward Colston: histories of slavery, memory, and black globality, Women’s History Review, 29:7, 1218-1225).
The seminar will locate activity within the University of Bristol in relation to this wider context including the links between the university, the slave trade and colonialism, its historical status as an elite university detached from its local context, the content of curricula, and more recent efforts to decolonise. This seminar will also introduce the context of our case studies which run throughout the book, how and why they came about when they did, what influenced them and how they are responding to these ‘scales’ of context locally, nationally and globally.
Joining the seminar
You will be sent the joining link close to the date, the seminar will run from 1 – 2:30pm (last 30 mins is for discussion)
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Show, Tell and Talk: BILT Student Hackathon: Exploring transformational experiences - summary and outcomes
2022-01-26 14:00 - 15:00 (Europe/London)
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Find out about the outcomes and findings from our December 2021 hackathon on exploring transformational student experiences. The hackathon provided a unique opportunity to explore the experiences of students since coming to University, looking at their perceptions of their subject, their original reasons for coming to University and what – if anything – has changed.
The hackathon explored what it takes to create a transformational student experience, rather than one which is purely transactional, and what conditions enable students to find meaning in their subject, rather than focusing on value for money or career goals.
This online session will be led by BILT’s Digital Resources Officer and BILT Student Fellow Manager, Amy Palmer with contributions from this year’s BILT Student Fellows.
You can view the outcomes from the 2020 Blended Learning Experience student hackathon on the BILT Blog ‘The ‘Blended learning experience’ student hackathon summary’
The BILT Student Hackathons are an annual activity where students come together from all over the University to tackle and problem solve some of the common challenges and issues experienced by students.
Joining details will be sent out a few days before the event.

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Personal Tutoring – online workshop
2022-01-12 14:30 - 16:00 (Europe/London)
Enrol via Develop
This workshop is suitable for those new to personal tutoring and those wishing to refresh their skills.
This one and a half hour online workshop hosted on Blackboard Collaborate by the CREATE team aims to support you in:

relating the University of Bristol policy on academic personal tutoring to your own practice
locating different forms of student support provided by the university
evaluating strategies for supporting students’ personal and academic development

If you are not able to make either of the live workshops, you can complete an asynchronous resource that will help you work towards the same learning outcomes.

Further information

There are several pre-sessional tasks on Blackboard that should be completed to get the most out of the workshop. These tasks should take no more than an hour to complete

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Personal Tutoring - online workshop
2022-01-10 13:00 - 14:30 (Europe/London)

Introduction to HE Teaching at Bristol
2022-01-10 10:00 - 2022-01-14 11:00 (Europe/London)
This online course has been designed for those new to teaching/and or supporting learning including:

Teaching support roles – for example demonstrators, graduate teachers and associate teachers
Research staff (pathway 2) with some teaching responsibilities
Teaching staff (pathway 1 or 3) new to teaching at Bristol waiting to join the PGCAP or the CREATE HEA Fellowship Scheme

All research staff and PGRs who teach are required to engage in appropriate training to support them in their teaching: this training course fills this requirement and replaces the Starting to Teach programme.
Course aims
This short online course is scheduled across 3 days for 90 minutes per day. The aim of the course is to provide you with the skills and knowledge to plan learning and teaching for flexible and blended delivery.
In the course you will:

Explore current thinking about engaging and interactive learning
Examine principles of inclusive teaching
Engage with good practice in marking and giving feedback
Experience how different technologies can support different types of learning and teaching
Apply principles of good practice to your teaching and your context

Provisional course information and dates

Day 1 – Monday 10th January 2022:
Live online 10.00am – 11.00am
Approx. 0.5 hours pre-session online activity
Active and interactive learning in the blended environment

Day 2: Asynchronous online
Approx. 1.5 hours online activity
Teaching inclusively

Day 3 – Friday 14th January 2022:
Live online 10.00am – 11.00am
Approx. 0.5 hours pre-session online activity
Marking and giving feedback

Asynchronous activities for Day 1 and Day 3 will be released the week commencing 18th January 2022.
How to enrol
Please enrol on the course through Develop (using Single sign-on), we will then be in contact via email nearer the time with more information.
If you do not yet have a University of Bristol account but would like to attend, please complete this form.
Enrol now
FAQ
For teaching support staff: will I get paid?
All hourly paid staff will get paid to engage with the course. You can claim up to 4.5 hours. Claim alongside your teaching hours; any queries direct to your line manager/MyERP signee.
As this is an online course, we will use Blackboard engagement statistics to verify your engagement and on completion you will receive a certificate.
What if I have already engaged with the University’s Digital Design course or Blended Learning and Teaching course?
This course draws from these events but has new and specifically designed material suitable as an introduction to teaching. You don’t need to attend Introduction to HE Teaching at Bristol if you have already attended a BILT course over the last year, but you are welcome to attend if you wish to refresh your skills and would benefit from further input.
For any enquiries please contact create-asd@bristol.ac.uk
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Personal Tutoring - Asynchronous online course
2021-06-18 - 2022-01-03
Enrol via Develop
This workshop is suitable for those new to personal tutoring and those wishing to refresh their skills.
This one and a half hour online workshop hosted on Blackboard Collaborate by the CREATE team aims to support you in:

relating the University of Bristol policy on academic personal tutoring to your own practice
locating different forms of student support provided by the university
evaluating strategies for supporting students’ personal and academic development

If you are not able to make either of the live workshops, you can complete an asynchronous resource that will help you work towards the same learning outcomes.

Overview

We are releasing this as an asynchronous course, which you can engage with at a time that works for you.

Further information

There are several pre-sessional tasks on Blackboard that should be completed to get the most out of the workshop. These tasks should take no more than an hour to complete.

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Digital and Blended Design
2021-01-14 10:00 - 2021-01-22 10:00 UTC
Register here
The aim of this online course is to provide you with the skills and knowledge to design online and blended learning, teaching and assessment.
In the course you will:

Explore and share inspiring practice drawn from the new blended environment
Explore engaging and inclusive design for your context
Analyse how different technologies/platforms can support different types of learning, teaching and assessment
Apply principles of online design to your teaching, assessment, units and programmes

By the end you will have designed a sequence of online activities for a week of teaching, and will have the knowledge and skills to build a user-friendly course in Blackboard using a range of different tools and types of task.
Previous participants have really valued the experience of seeing the learner perspective as you will do on this online course. There will also be optional hands-on activities where you can practice setting up and using digital approaches from a teacher perspective.
What if I have already engaged with the University’s Digital Design course?
This course draws from the Digital Design course but has new sessions on Day 1, Day 6 and Day 7.
How to join
We will enrol everyone onto the Blackboard course a few working days before it starts, once enrolment has been completed you will receive a welcome email.
Timetable
Day 1: Thursday 14th January – What works? – digital and in-person .
10.00am – 11.00am: 1 hour live session   (a further session at 2 will be offered if large numbers). Approx. 0.5 hours asynchronous activity
Day 2: Friday 15th January – Design for digital .
Approx. 1.5 hours asynchronous activity
Day 3 : Monday18th January – Interactive teaching .
Approx. 1.5 hours asynchronous activity
Day 4 : Tuesday 19th January – Research-rich learning .
Approx. 1.5 hours asynchronous activity
Day 5: Wednesday 20th January – Designing for inclusion .
Approx. 1.5 hours asynchronous activity
Day 6: Thursday 21st January – Designing online assessment .
Approx. 1.5 hours asynchronous activity
Day 7: Friday 22nd January – Empathy, relationships and community.
10.00am – 11.00am: 1 hour live session , (a further session at 2 will be offered if large numbers)  . Approx. 0.5 hours asynchronous activity
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Academic Personal Tutoring
2021-01-12 14:00 - 15:30 UTC
Suitable for those new to personal tutoring and those wishing to refresh their skills.
This one and a half hour online workshop hosted by the CREATE team aims to support you in:

relating the University of Bristol policy on academic personal tutoring to your own practice
locating different forms of student support provided by the university
evaluating strategies for supporting students’ personal and academic development

Book here
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