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QAA Assessment Festival (online)
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Tue, 31 Jan 2023 17:03:37 +0000 |
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Online event: ''The Many Faces of Fatherhood'' - part of Men's Mental Health Series
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Tue, 31 Jan 2023 16:48:30 +0000 |
1999 lines |
Vacancy at Jisc - Programme Lead - Digital Leadership and Culture
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Tue, 31 Jan 2023 16:39:32 +0000 |
525 lines |
Pedagogy and Practice when Teaching and Learning Online - Agenda
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Tue, 31 Jan 2023 14:33:05 +0000 |
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Re: ChatGPT Padlet
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Tue, 31 Jan 2023 12:58:46 +0200 |
348 lines |
ChatGPT Padlet
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Tue, 31 Jan 2023 10:55:36 +0000 |
261 lines |
Chat GPT - SEDA seminar series
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Tue, 31 Jan 2023 10:42:04 +0000 |
398 lines |
Re: Out now - Edition 3 of Teaching Insights from Oxford Brookes University
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Tue, 31 Jan 2023 10:10:53 +0000 |
338 lines |
Out now - Edition 3 of Teaching Insights from Oxford Brookes University
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Tue, 31 Jan 2023 10:05:28 +0000 |
253 lines |
Lecture recording study
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Mon, 30 Jan 2023 15:55:22 +0000 |
2746 lines |
APT 2023 - Leading up event!
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Mon, 30 Jan 2023 13:58:46 +0000 |
325 lines |
Padlet Forum on ChatGPT and PGCert on Mon 30th Jan
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Fri, 27 Jan 2023 15:39:22 +0000 |
707 lines |
Re: Padlet Forum on ChatGPT and PGCert on Mon 30th Jan
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Fri, 27 Jan 2023 14:08:23 +0000 |
312 lines |
Advance HE Case Study Publication
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Fri, 27 Jan 2023 09:20:12 +0000 |
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FW: Reminder! DST 2023 Conference Proposals Due!
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Fri, 27 Jan 2023 09:02:24 +0000 |
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A blog post about how I learned to stop worrying about ChatGPT
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Thu, 26 Jan 2023 21:21:35 +0000 |
181 lines |
UEL Event: Developing students’ criticality (Thursday 2nd February, 10-11:30, Stratford campus)
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Thu, 26 Jan 2023 09:55:24 +0000 |
439 lines |
Senior Academic Development Adviser Vacancy at University of Chester
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Thu, 26 Jan 2023 08:42:51 +0000 |
60 lines |
Beyond the Obvious - a research collective.
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Wed, 25 Jan 2023 16:18:36 +0000 |
631 lines |
Re: Searching and Reviewing the Literature on SoTL: An Academic Literacies Perspective
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Wed, 25 Jan 2023 09:53:16 +0000 |
302 lines |
SEDA blog: Do we really know how to take digital education forward?
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Wed, 25 Jan 2023 09:45:53 +0000 |
503 lines |
Searching and Reviewing the Literature on SoTL: An Academic Literacies Perspective
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Wed, 25 Jan 2023 09:32:55 +0000 |
138 lines |
Belonging through Assessment: Pipelines of Compassion - celebration event, Friday 27 January, Online, 15:00 - 16:30 GMT and In-person, 17:00 - 18:00 GMT
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Tue, 24 Jan 2023 19:52:26 +0000 |
319 lines |
Digital strategies in UK higher education: making digital mainstream
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Tue, 24 Jan 2023 17:27:14 +0000 |
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Oxford Brookes University International Teaching and Learning Conference 2023 - Call for Contributions extended to 14 February
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Tue, 24 Jan 2023 15:06:00 +0000 |
204 lines |
🚨Exciting New Job Opportunity🚨Lecturer in Higher Education (Education and Research)
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Tue, 24 Jan 2023 13:46:08 +0000 |
545 lines |
Poetry and Reflection Workshop
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Tue, 24 Jan 2023 12:22:12 +0000 |
66 lines |
We are looking for an editor for the SEDA Blog
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Tue, 24 Jan 2023 09:58:53 +0000 |
417 lines |
JLDHE New Issue: Calls for reviewers
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Tue, 24 Jan 2023 08:05:15 +0000 |
1160 lines |
Re: Use of Twitch in HE
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Mon, 23 Jan 2023 17:07:36 +0000 |
13558 lines |
Call for submissions: Active Learning Network Online Global Festival of Learning
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Mon, 23 Jan 2023 16:02:38 +0000 |
308 lines |
Use of Twitch in HE
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Mon, 23 Jan 2023 15:36:53 +0000 |
183 lines |
Re: ChatGPT and the student digital learning experience
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Mon, 23 Jan 2023 13:06:42 +0000 |
870 lines |
Talking Teaching across the Globe, 31 January and 16 February 2023
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Mon, 23 Jan 2023 12:35:42 +0000 |
285 lines |
ChatGPT and the student digital learning experience
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Mon, 23 Jan 2023 11:35:20 +0000 |
58 lines |
University of Hull Learning and Teaching Conference (and other news)
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Mon, 23 Jan 2023 10:59:54 +0000 |
130 lines |
Recruiting an Academic Developer: Digital Learning at Trinity College Dublin
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Mon, 23 Jan 2023 10:35:53 +0000 |
196 lines |
'Where in the world is enhancement? Exploring the international impact of Scotland’s enhancement approach’ virtual panel, 13 February 2023
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Mon, 23 Jan 2023 09:52:12 +0000 |
166 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Mon, 23 Jan 2023 06:46:24 +0000 |
38 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Sun, 22 Jan 2023 15:31:45 +0000 |
1131 lines |
Re: ChatGPT
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Sun, 22 Jan 2023 12:16:03 +0000 |
289 lines |
Re: ChatGPT
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Sun, 22 Jan 2023 10:19:46 +0000 |
192 lines |
'ChatGPT and PGCert' Padlet Forum.
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Fri, 20 Jan 2023 17:00:08 +0000 |
374 lines |
Vacancies at Manchester Metropolitan University
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Fri, 20 Jan 2023 12:37:10 +0000 |
167 lines |
Re: Academic and admin vacancies at St Mary's Twickenham
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Fri, 20 Jan 2023 12:07:39 +0000 |
688 lines |
Re: [EXTERNAL]:Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Fri, 20 Jan 2023 11:45:44 +0000 |
2809 lines |
Re: [EXTERNAL]:Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Fri, 20 Jan 2023 10:41:59 +0000 |
3723 lines |
University of Hull Learning and Teaching Conference (and other news)
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Fri, 20 Jan 2023 10:23:18 +0000 |
802 lines |
Re: [EXTERNAL]:Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Fri, 20 Jan 2023 10:04:01 +0000 |
3626 lines |
You're invited to The University of Winchester's 3rd institutional Decolonising the Curriculum Event!
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Fri, 20 Jan 2023 09:54:22 +0000 |
2712 lines |
Re: Training SF Reviewers
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Fri, 20 Jan 2023 09:51:22 +0000 |
2544 lines |
Re: [EXTERNAL]:Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Fri, 20 Jan 2023 08:49:01 +0000 |
48 lines |
Re: Training SF Reviewers
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Fri, 20 Jan 2023 07:16:23 +0700 |
490 lines |
Re: Training SF Reviewers
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Thu, 19 Jan 2023 17:40:56 +0000 |
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Re: [EXTERNAL]:Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 16:18:33 +0000 |
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Re: [EXTERNAL]:Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 16:13:53 +0000 |
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Re: [EXTERNAL]:Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 15:52:37 +0000 |
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Re: [EXTERNAL]:Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 13:55:20 +0000 |
2107 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 13:15:58 +0000 |
2943 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 13:07:40 +0000 |
1767 lines |
PGCHE External Examiner Vacancy University of Kent
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Thu, 19 Jan 2023 13:06:19 +0000 |
647 lines |
Re: Request for a podcast participant
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Thu, 19 Jan 2023 12:18:18 +0000 |
2412 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 12:07:47 +0000 |
2081 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 12:05:53 +0000 |
2134 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 11:54:07 +0000 |
1555 lines |
Re: EERA conference query
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Thu, 19 Jan 2023 11:50:53 +0000 |
368 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 11:46:33 +0000 |
2449 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 11:46:18 +0000 |
2652 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 11:45:48 +0000 |
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Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 11:45:28 +0000 |
2935 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 11:28:30 +0000 |
2466 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 11:13:44 +0000 |
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Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 11:02:16 +0000 |
3262 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 11:01:46 +0000 |
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Threshold Concepts Biennial conference July 2023 (Port Macquarie) - imminent deadline!
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Thu, 19 Jan 2023 10:46:04 +0000 |
63 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 10:36:38 +0000 |
2868 lines |
Re: Training SF Reviewers
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Thu, 19 Jan 2023 10:31:32 +0000 |
2449 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 10:28:08 +0000 |
1201 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 10:23:41 +0000 |
1788 lines |
Head of Digital Learning vacancy at London School of Hygiene and Tropical Medicine
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Thu, 19 Jan 2023 10:00:06 +0000 |
156 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 09:54:03 +0000 |
1602 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 09:28:38 +0000 |
1506 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 09:23:38 +0000 |
3343 lines |
Training SF Reviewers
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Thu, 19 Jan 2023 09:23:26 +0000 |
2407 lines |
Re: Request for a podcast participant
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Thu, 19 Jan 2023 09:22:47 +0000 |
3069 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 09:15:06 +0000 |
1276 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Thu, 19 Jan 2023 08:46:07 +0000 |
856 lines |
Fwd: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Wed, 18 Jan 2023 17:52:11 +0000 |
265 lines |
Oxford Brookes International Teaching and Learning Conference 2023 - Call for Contributions
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Wed, 18 Jan 2023 16:56:30 +0000 |
305 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Wed, 18 Jan 2023 16:45:09 +0000 |
128 lines |
Job posting: Lecturer in Physics (T&S) at University of Liverpool
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Wed, 18 Jan 2023 15:41:29 +0000 |
39 lines |
Job posting: Academic Development Professional - closing date 8th February
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Wed, 18 Jan 2023 15:31:24 +0000 |
30 lines |
EERA conference query
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Wed, 18 Jan 2023 15:28:08 +0000 |
75 lines |
Webinar: The place and case for lectures and lecture capture in the new normal
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Wed, 18 Jan 2023 14:47:17 +0000 |
566 lines |
SEDA blog: Reflecting on the contribution educational developers can make to decolonising curricular
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Wed, 18 Jan 2023 13:03:36 +0000 |
653 lines |
Re: ChatGPT
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Wed, 18 Jan 2023 12:36:04 +0000 |
148 lines |
Re: ChatGPT Part 2
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Wed, 18 Jan 2023 11:49:56 +0000 |
100 lines |
FW: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Wed, 18 Jan 2023 11:25:00 +0000 |
95 lines |
EFYE Conference 2023: Call for Proposals close 25th January
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Wed, 18 Jan 2023 10:26:26 +0000 |
168 lines |
Two job opportunities: Inclusive University Postdoc & Research Fellow (UCC, Ireland)
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Wed, 18 Jan 2023 10:12:00 +0000 |
176 lines |
External Examiner required at University of Derby for Academic Practice and Leadership programmes
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Wed, 18 Jan 2023 09:59:21 +0000 |
862 lines |
Re: ChatGPT Part 2
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Wed, 18 Jan 2023 09:36:48 +0000 |
265 lines |
ChatGPT Part 2
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Wed, 18 Jan 2023 09:05:55 +0000 |
69 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Wed, 18 Jan 2023 08:59:28 +0000 |
115 lines |
Re: The inevitable discussion about that "ChatGPT3"
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Wed, 18 Jan 2023 08:32:00 +0000 |
513 lines |
Re: The inevitable discussion about that "ChatGPT3"
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Wed, 18 Jan 2023 07:40:00 +0000 |
257 lines |
Job posting: Academic Development Professional - closing date 8th February
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Tue, 17 Jan 2023 21:16:45 +0000 |
544 lines |
Re: The inevitable discussion about that "ChatGPT3"
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Tue, 17 Jan 2023 20:28:18 +0000 |
30 lines |
Re: Chat GPT - short-term approaches to mitigating any disruption to assessment
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Tue, 17 Jan 2023 19:28:37 +0000 |
90 lines |
Two job opportunities: Inclusive University Postdoc & Research Fellow (UCC, Ireland)
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Tue, 17 Jan 2023 18:14:21 +0000 |
169 lines |
FW: Beyond the Obvious - a research collective.
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Tue, 17 Jan 2023 16:53:04 +0000 |
595 lines |
Chat GPT: Short-term strategies to maintain assessment integrity
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Tue, 17 Jan 2023 15:54:07 +0000 |
229 lines |
PhD studentship - two weeks left to apply
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Tue, 17 Jan 2023 15:51:49 +0000 |
226 lines |
Oxford Brookes International Teaching and Learning Conference 2023 - Call for Contributions
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Tue, 17 Jan 2023 15:48:47 +0000 |
311 lines |
Re: Request for a podcast participant
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Tue, 17 Jan 2023 15:25:09 +0000 |
2974 lines |
Request for a podcast participant
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Tue, 17 Jan 2023 15:19:28 +0000 |
2350 lines |
The inevitable discussion about that "ChatGPT3"
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Tue, 17 Jan 2023 11:49:43 +0000 |
56 lines |
Chat GPT - short-term approaches to mitigating any disruption to assessment
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Tue, 17 Jan 2023 09:56:31 +0000 |
74 lines |
HEFi23 - Call for Proposals now open!
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Mon, 16 Jan 2023 11:59:06 +0000 |
1377 lines |
Educational Developer Posts at University Bradford - closing date this Friday
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Mon, 16 Jan 2023 09:21:56 +0000 |
40 lines |
Three External Examiner posts for i-Explore STEMM modules at Imperial College
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Mon, 16 Jan 2023 08:58:36 +0000 |
297 lines |
Re: Add back on
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Fri, 13 Jan 2023 08:48:59 +0000 |
628 lines |
Teaching support for postgrads who teach
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Thu, 12 Jan 2023 13:26:49 +0000 |
585 lines |
Re: Add back on
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Thu, 12 Jan 2023 11:49:51 +0000 |
4759 lines |
Re: Add back on
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Thu, 12 Jan 2023 11:24:49 +0000 |
4700 lines |
Re: Add back on
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Thu, 12 Jan 2023 10:56:17 +0000 |
482 lines |
Re: Add back on
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Thu, 12 Jan 2023 10:40:02 +0000 |
1152 lines |
Re: Add back on
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Thu, 12 Jan 2023 10:32:31 +0000 |
412 lines |
Re: Add back on
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Thu, 12 Jan 2023 10:21:36 +0000 |
4363 lines |
Re: Add back on
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Thu, 12 Jan 2023 10:01:13 +0000 |
342 lines |
Add back on
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Thu, 12 Jan 2023 09:36:05 +0000 |
123 lines |
FW: Liverpool Learning Summit 2023 Booking Links
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Wed, 11 Jan 2023 16:07:41 +0000 |
2414 lines |
Supporting students to learn from feedback - what works?
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Wed, 11 Jan 2023 15:41:09 +0000 |
4194 lines |
Supporting students to learn from their feedback - what works?
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Wed, 11 Jan 2023 13:42:38 +0000 |
4192 lines |
SEDA blog: Building Student Mental Wellbeing through Curriculum Design
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Wed, 11 Jan 2023 10:33:52 +0000 |
681 lines |
Re: REjoin
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Tue, 10 Jan 2023 19:14:29 +0000 |
270 lines |
Teaching Undergraduate (Open) Research Skills
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Tue, 10 Jan 2023 15:19:52 +0000 |
109 lines |
Advance HE CPD Scheme - ideas sought
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Tue, 10 Jan 2023 13:59:04 +0000 |
353 lines |
Re: REjoin
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Tue, 10 Jan 2023 12:04:49 +0000 |
255 lines |
Student transitions resources reviewed and updated for 20 Years of Enhancement
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Tue, 10 Jan 2023 11:21:20 +0000 |
10470 lines |
Free webinar tomorrow on Team Based Learning
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Tue, 10 Jan 2023 10:50:00 +0000 |
615 lines |
REjoin
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Tue, 10 Jan 2023 10:09:01 +0000 |
107 lines |
Educational Development Adviser (Professional Recognition), University of Aberdeen
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Mon, 9 Jan 2023 13:24:49 +0000 |
507 lines |
Liverpool Learning Summit 2023
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Mon, 9 Jan 2023 12:49:08 +0000 |
618 lines |
Educational Developer post at Bradford correction
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Mon, 9 Jan 2023 11:15:12 +0000 |
26 lines |
MA Higher Education Administration, Management & Leadership – New Programme for Professional Services Staff
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Mon, 9 Jan 2023 11:03:50 +0000 |
146 lines |
Applications for LILAC’s Information Literacy Award and Student Award are open
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Mon, 9 Jan 2023 10:37:10 +0000 |
2181 lines |
JLDHE New Issue: Calls for reviewers
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Mon, 9 Jan 2023 09:36:38 +0000 |
1131 lines |
Call for Proposals - TILTed Pedagogy
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Fri, 6 Jan 2023 16:34:56 +0000 |
1535 lines |
Educational Developer Posts at University of Bradford
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Fri, 6 Jan 2023 15:47:31 +0000 |
42 lines |
Re: Moving from Learning Development to Educational/Academic Development
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Thu, 5 Jan 2023 17:27:20 +0000 |
524 lines |
Re: Moving from Learning Development to Educational/Academic Development
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Thu, 5 Jan 2023 14:19:02 +0000 |
422 lines |
Re: Moving from Learning Development to Educational/Academic Development
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Thu, 5 Jan 2023 14:16:10 +0000 |
397 lines |
Moving from Learning Development to Educational/Academic Development
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Thu, 5 Jan 2023 13:03:54 +0000 |
404 lines |
Re: Jisc Change Agents’ Network Conference 2023 – Call for Contributions
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Thu, 5 Jan 2023 09:27:26 +0000 |
8627 lines |
Jisc Change Agents’ Network Conference 2023 – Call for Contributions
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Thu, 5 Jan 2023 09:16:11 +0000 |
8772 lines |
SEDA Blog: Happy 30th Birthday, SEDA!
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Wed, 4 Jan 2023 12:50:27 +0000 |
333 lines |
Fwd: Call for Proposals
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Wed, 4 Jan 2023 12:04:33 +0000 |
15193 lines |
Podcast
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Tue, 3 Jan 2023 19:55:09 +0000 |
31 lines |
Learning Technologist vacancy; closing date 15 January 2023
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Tue, 3 Jan 2023 13:22:09 +0000 |
1727 lines |
JLDHE New Issue: Calls for reviewers
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Tue, 3 Jan 2023 11:23:33 +0000 |
1166 lines |
University of Surrey Excellence in Teaching Symposium - Call for Papers
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Tue, 3 Jan 2023 10:59:59 +0000 |
1082 lines |
Bookings are now open for LILAC 2023
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Tue, 3 Jan 2023 10:14:43 +0000 |
2215 lines |