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Digital learning

  • AI related Case studies from Dr Don Parker
    November 27, 2025

    AI related Case studies from Dr Don Parker

    BILT
  • Case study: AI as Mirror: Learning Conversations in Practice
    November 27, 2025

    Case study: AI as Mirror: Learning Conversations in Practice

    Dr Don Parker
  • Case study: Designing assessments that AI can’t fake
    November 27, 2025

    Case study: Designing assessments that AI can’t fake

    Dr Don Parker
  • Case study: AI, agency and the future of Learning
    November 27, 2025

    Case study: AI, agency and the future of Learning

    Dr Don Parker
  • Higher Education discussions on AI, Summer 2025
    June 3, 2025

    Higher Education discussions on AI, Summer 2025

    Dr Aisling Tierney
  • Exclude, Embrace, Ban?
    November 29, 2023

    Exclude, Embrace, Ban?

    Dr Peter Peasey
  • Panel on How AI is Changing the Teaching and Academic Landscape
    November 7, 2023

    Panel on How AI is Changing the Teaching and Academic Landscape

    Dr Aisling Tierney
  • June 6, 2022

    Microbiology live online lab practicals

    Dr Isabel Murillo Cabeza
  • Online Exams
    May 3, 2022

    Online Exams

    Dr Alicia Gonzalez-Buelga
  • Rethinking blended spaces
    January 31, 2022

    Rethinking blended spaces

    Ellen Graves
1 2 3 … 7
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Case Studies

Agency and Choice. A.I. Assessment. Authentic Learning and Employability. Belonging. Community-Engaged Learning.

Decolonisation. Digital Learning. Feedback. Group Work. Inclusive Design. International Student Experience. Interdisciplinary. Large Group Teaching. Pedagogic Research Culture. PGR Community. Playful Learning. PBL/ Case-Based. Programmatic Design. Skills Development. Student Voice. Sustainability. Wellbeing.

Bristol Institute for Learning and Teaching was formed in 2017 and exists to drive innovation in education, pedagogic research and grow a community of scholars across the University of Bristol and beyond.

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  • Post Categories
    • An interview with…
    • Assessment and Feedback
    • BILT Briefings
    • BILT Funded Projects
    • Decolonising the Curriculum
    • Meet the BILT Community
    • Publishing a book in a year
    • Student Voice
    • Teaching and Learning Gallery
    • Teaching Stories
  • Case Studies
  • Events
    • Events calendar
    • The BILT annual conference resources
      • BILT Conference 2025
      • BILT Conference 2024
      • BILT Conference 2023
    • Bristol Teaching Awards
    • Bristol Futures Student Showcase
  • Resources
    • Assessing Large Groups
    • Assessment and Feedback
    • Responding to Student Feedback: A Guide for Staff
    • Curriculum Framework themes
      • Disciplinary and interdisciplinary
      • Global and civic engagement
      • Inspiring and Innovative
      • Intellectually stimulating
      • Personal Development
      • Sense of Belonging
    • Dissertation Alternatives
    • Embedding Innovation and Enterprise
    • Feedback Practices
    • Group work
    • Programme Director Toolkit
    • Problem Based Learning (PBL)
    • Resonance Pedagogy-based activity ideas 
      • Resonance Pedagogy 101  
      • Resonance Pedagogy: turning schools into resonant spaces
      • An interview with… Hartmut Rosa
    • Resources for Personal Tutors to help students with transition to study
      • Personal Tutors Resource Gallery
    • Small Group Teaching (for those who are new to it)
    • Resource Archive
    • BILT University of Bristol website
  • Student Voice
    • Student Research Festival showcase
      • 2021
      • 2022
    • Student Research Journals
      • Issue 1
      • Issue 2
      • Issue 3
      • Issue 4
      • Issue 5
      • Issue 6
    • Zines
      • Bristol Futures Zine 2022
      • Bones Fused Wrong, 2022
      • The Active, Collaborative Cookbook, 2020
      • International Student Experiences Research, 2024
      • Designed for all: Presenting Perspectives of Historically Excluded Students in the Faculty of ASSL, 2024
    • Humans of Bristol University
    • Student Posts
  • Subscribe
  • Write for us

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