These resources relate to an event which took place on 12th May, 2012, at the University of Southampton. It marked the 75th anniversary of the arrival of Spanish child refugees in Southampton. The event was attended by over 200 refugees and their families, as well as Spanish and Basque dignitaries, students and members of the public. It was a day of memories, emotion, history and warmth. There were many documents on display, which had been collected largely by the Basque Children's Association, and on this day, the Association officially handed their archive over to the University for safe-keeping.

These photos were taken on 12th May, 2012, at the University of Southampton, at an event to mark the 75th anniversary of the arrival of Spanish child refugees in Southampton. The event was attended by over 200 refugees and their families, as well as Spanish and Basque dignitaries, students and members of the public. It was a day of memories, emotion, history and warmth. There were many documents on display, which had been collected largely by the Basque Children's Association, and on this day, the Association officially handed their archive over to the University for safe-keeping.

This resource comprises a short video, two recorded interviews and an image of traditional Basque dancers at an event which took place on 12th May, 2012, at the University of Southampton. This event commemorated the arrival in Southampton, 75 years ago, of child refugees from Spain, who were fleeing the civil war. This group of Basque dancers took part in the event, which was attended by dignitaries from Spain and the Basque regional government. Interviews were conducted in Spanish. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

To facilitate the re-use of the materials in the Legal and Social Issues of Electronic Publishing collection, the source files are available here in Open Document format and zipped together. All details, including instructions for extracting the files, are in the header page for this collection at: http://humbox.ac.uk/3101/ Note: 1 x zip file @ 2525KB

To facilitate the re-use of the materials in the XML collection, the source files are available here in Open Document format and zipped together. All details, including instructions for extracting the files, are in the header page for this collection at: http://humbox.ac.uk/3110/ Note: 1 x zip file @ 2716KB

To facilitate the re-use of the materials in the Electronic Publishing collection, the source files are available here in Open Document format and zipped together. All details, including instructions for extracting the files, are in the header page for this collection at: http://humbox.ac.uk/3078/ Note: 1 x zip file @ 12.7MB

This presentation is taken from a Master's level module, XML: Extensible Markup Language Legal, XSLT, document analysis and electronic publishing, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3110/

This presentation is taken from a Master's level module, XML: Extensible Markup Language Legal, XSLT, document analysis and electronic publishing, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3110/

This presentation is taken from a Master's level module, XML: Extensible Markup Language Legal, XSLT, document analysis and electronic publishing, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3110/

This presentation is taken from a Master's level module, XML: Extensible Markup Language Legal, XSLT, document analysis and electronic publishing, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3110/

This presentation is taken from a Master's level module, XML: Extensible Markup Language Legal, XSLT, document analysis and electronic publishing, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3110/

This presentation is taken from a Master's level module, XML: Extensible Markup Language Legal, XSLT, document analysis and electronic publishing, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3110/

This presentation is taken from a Master's level module, XML: Extensible Markup Language Legal, XSLT, document analysis and electronic publishing, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3110/

This presentation is taken from a Master's level module, XML: Extensible Markup Language Legal, XSLT, document analysis and electronic publishing, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3110/

This presentation is taken from a Master's level module, XML: Extensible Markup Language Legal, XSLT, document analysis and electronic publishing, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3110/

This presentation is taken from a Master's level module, XML: Extensible Markup Language Legal, XSLT, document analysis and electronic publishing, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3110/

A collection of teaching materials from a Master's level introductory module in XML and XSLT.

This is the Header Page for the collection: XML

A collection of teaching materials taken from a Masters level module at University College London with a focus on the Digital Humanities and the Legal and Social Issues of Electronic Publishing. The header page with list of contents and links is at:

This presentation is taken from a Master's level module, Legal and Social Issues of Electronic Publication, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3101/

This presentation is taken from a Master's level module, Legal and Social Issues of Electronic Publication, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3101/

This presentation is taken from a Master's level module, Legal and Social Issues of Electronic Publication, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3101/

This presentation is taken from a Master's level module, Legal and Social Issues of Electronic Publication, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3101/

This presentation is taken from a Master's level module, Legal and Social Issues of Electronic Publication, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3101/

This presentation is taken from a Master's level module, Legal and Social Issues of Electronic Publication, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3101/

This presentation is taken from a Master's level module, Legal and Social Issues of Electronic Publication, taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3101/

This is the header page for the collection: Legal and Social Issues of Electronic Publishing

This presentation is taken from a Master's level module, 'Electronic Publication', taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3078

This presentation is taken from a Master's level module, 'Electronic Publication', taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3078

This presentation is taken from a Master's level module, 'Electronic Publication', taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3078

This presentation is taken from a Master's level module, 'Electronic Publication', taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3078

This presentation is taken from a Master's level module, 'Electronic Publication', taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3078

This presentation is taken from a Master's level module, 'Electronic Publication', taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3078

This presentation on e-Books and reading is taken from a Master's level module, 'Electronic Publication', taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3078

This presentation on Web 2.0 and 3.0 is taken from a Master's level module, 'Electronic Publication', taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3078

This presentation is taken from a Master's level module, 'Electronic Publication', taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3078

This is a class exercise to accompany the e-Book presentation and is taken from a Master's level module, 'Electronic Publication', taught at the Department of Information Studies, University College London. The headed page for this collection of resources is at: http://humbox.ac.uk/3078

This presentation is taken from a Master's level module, 'Electronic Publication', taught at the Department of Information Studies, University College London. Instant publishing and 'peer review' of Wikipedia articles. If you don't agree with what it says, change it. The headed page for this collection of resources is at: http://humbox.ac.uk/3078

The activities in this collection provide opportunities for English lecturers (and others) to experiment and think creatively about the modules you currently teach or ones you may teach in the future. Some activities utilise videos of colleagues who have successfully designed whole programmes and individual modules. There are also worksheets and documents that you can download and modify.

The activities in this resource are built around an audio-recording in which English lecturers Dr Chris Thurgar-Dawson (University of Teesside) and Professor Ben Knights (English Subject Centre) discuss a module they launched and taught on ‘creative criticism.’ The activities provide examples and contexts for re-thinking and designing new modules by experimenting with varying emphases on 'creative' and 'critical' content and teaching methods. Even if you do not adopt the ideas presented, they might stimulate you to think about module planning from a different angle.

These activities are for English lecturers interested in developing their pedagogical skills in accord with the skills they would like their students to acquire. Both the individual and group activity are focused on the use of a stimulating list of 'desirable student attributes' such as having the patience to read long novels. How exactly are you hoping to affect your students' behaviour when you teach them? Obviously, you want them to attend classes and submit assessments, but what of more interesting, subtle practices? What intellectual, organisational, aesthetic qualities would you like your teaching to encourage? The argument of the activities in this resource is that thinking about possible answers to these questions is an excellent first step towards a reconceptualisation of your role as a lecturer.

There are three different types activities in this resource each of which are drawn from literature teaching but which are adaptable to other subjects. In one you are provided with a full module description and asked how it might need to be modified for particular teaching contexts, such as whether it is a final year ‘option’ course, or a compulsory first year course. In the next activity, ‘Pacing it out’ you are challenged to halve the number of texts studied on a module and adapt your teaching approach accordingly. The third type of activity addresses ‘Curriculum Framing’ and asks you to consider the pedagogical contexts for teaching particular texts.

The premise of the activities in this resource (appropriate for an individual or a group) is that the time that students spend between lectures, seminars and workshops is as important as the time they spend in class sessions because this is how and where students develop the critical ability to work independently. However, students, especially first-years, need to be taught these skills and these activities provide guidance on how you might go about that work with methods that that push beyond the well-worn phrase, ‘read the book and think about it.’

The activities in this resource are focused around an interview with Dr Hannah Crawforth (King's College London) about her design and launch of an innovative English Literature module, 'Shakespeare's London'. The activities, which are appropriate for individuals or groups, encourage you to think about how you might re-design and run old modules in new ways or launch new modules which draw students in with new features. The activities cover how one might take advantage of the location of your university (e.g. the local landscape or historic sites); how one might develop students’ research skills, and how one might ask relevant reflective questions about an existing module with a view towards revising and improving it.

There are three types of activities, appropriate for English lecturers working in groups or as individuals, in this resource. Their topics are employability, transition from A level, and getting the ‘delicate balance’ right between literature, language and Creative Writing when designing an English programme for today’s students. These activities rely in part on an interview with Professor Marion Wynne-Davies (University of Surrey). As Head of Department, Wynne-Davies shares the ideas and strategies she followed to launch the Surrey English degree programme in 2008.

The activities in this collection provide opportunities for English lecturers (and others) to experiment and think creatively about the modules you currently teach or ones you may teach in the future. Some activities utilise videos of colleagues who have successfully designed whole programmes and individual modules. There are also worksheets and documents that you can download and modify.

A resource designed for English lecturers interested in developing their skills. The activity involves the 'audit' of an individual lecturer's department against a document of recommendations for departmental good practice in teaching inclusively. It consists of an overview of the activity and a description of the activity for an individual lecturer.

Two exercises designed for English lecturers seeking to develop their skills. Both activities, one for groups, the other for individual lecturers, investigate the relationship between student condition (such as disabilities) and student comments about teaching. There is also an overview of the activities.

This Collection is the sixth of seven that make up 'The Pool', a selection of Open Educational Resources designed to support the professional development of English lecturers. This collection of activities for individuals and groups highlights the importance of teaching inclusively in English Studies. Of interest to lecturers at different career stages (especially those just setting out), and to leaders of accredited courses.

Four exercises on making electronic documents accessible, designed for use by English lecturers seeking to develop their skills: one individual and one group activity on the inclusive use of 'PowerPoint' and one individual and one group activity on the inclusive use of 'Word'. There is also an overview of the activities.

Two exercises on inclusive seminar design, for use by English lecturers seeking to develop their skills. One activity is for use by an individual lecturer working alone; the other is for use in a group setting. Both activities involve the viewing of video examples of English Literature seminar leaders in action. There is also an overview of the activities.

Two exercises on inclusive lecture design, for use by English lecturers seeking to develop their skills. One activity is for use by an individual lecturer working alone; the other is for use in a group setting. Both activities involve the viewing of video examples of English Literature lecturers in action.

Two exercises designed for use by English lecturers seeking to develop their skills. The activities encourage lecturers to think of students as individuals rather than as types. One activity is for use by an individual lecturing working alone; the other is for use in a group setting. There is also an overview of the activities.

This Collection is the sixth of seven that make up 'The Pool', a selection of Open Educational Resources designed to support the professional development of English lecturers. This collection of activities for individuals and groups highlights the importance of teaching inclusively in English Studies. Of interest to lecturers at different career stages (especially those just setting out), and to leaders of accredited courses.

A collection of articles that represents a diverse range of views on the use of the Internet in the history and philosophy of science.

A guide to the inter-disciplinary teaching of ethics.

Covering Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism, and written by respected academics with many years' research and teaching experience, and in conjunction with the relevant religious communities, this series covers key religious and cultural sensitivities that may arise within a university environment.

A guide to Sikhism written by respected academics with many years' research and teaching experience, and in conjunction with the relevant religious communities. The guide covers key religious and cultural sensitivities that may arise within a university environment.

A guide to Judaism written by respected academics with many years' research and teaching experience, and in conjunction with the relevant religious communities. The guide covers key religious and cultural sensitivities that may arise within a university environment.

This Collection is the third of seven that make up 'The Pool', a selection of Open Educational Resources designed to support the professional development of English lecturers. This resource collection aims to provoke thought about the role of assessment and feedback in undergraduate English programmes. Of interest to lecturers at different career stages (especially those just setting out), and to leaders of accredited courses.

A guide to Islam written by respected academics with many years' research and teaching experience, and in conjunction with the relevant religious communities. The guide covers key religious and cultural sensitivities that may arise within a university environment.

A guide to Hinduism written by respected academics with many years' research and teaching experience, and in conjunction with the relevant religious communities. The guide covers key religious and cultural sensitivities that may arise within a university environment.

A guide to Christianity written by respected academics with many years' research and teaching experience, and in conjunction with the relevant religious communities. The guide covers key religious and cultural sensitivities that may arise within a university environment.

This activity confronts English lecturers with the variety of concerns different interest groups have about assessment in their discipline, inviting them to be self-reflexive about their approach to assessment. It consists of three parts: 1. An overview of the activity; 2. An activity that can be carried out by individual lecturers; 3.An activity that can be done with a group (useful to leaders of accredited courses).

A guide to Buddhism written by respected academics with many years' research and teaching experience, and in conjunction with the relevant religious communities. The guide covers key religious and cultural sensitivities that may arise within a university environment.

This resource contains examples of sophisticated online multiple-choice questionnaires and challenges English lecturers to emulate them. It consists of three parts: 1. An overview of the activity; 2. An activity that can be carried out by individual lecturers; 3.An activity that can be done with a group (useful to leaders of accredited courses).

This activity invites English lecturers to mark sample student work and use the process as a springboard for considering approaches to marking more generally. It consists of three parts: 1. An overview of the activity; 2. An activity that can be carried out by individual lecturers; 3.An activity that can be done with a group (useful to leaders of accredited courses).

A subject specific guide designed for theology and religious studies students to help them identify and articulate how the skills that their degree is developing in them prepare them for the world of work.

This activity invites English lecturers to think outside the box of conventional assessment methods and develop new, creative methods. It consists of an overview of the activity and an activity that can be carried out by individual lecturers.

A subject specific guide designed for philosophy students to help them identify and articulate how the skills that their degree is developing in them prepare them for the world of work.

The journal of the Subject Centre for Philosophical and Religious Studies (200 - 2011). Discourse contains subject-specific articles, discussion, and high quality pedagogical research papers.

This activity provides materials for English lecturers to interrogate the relationship between assessment mode and learning outcome. It consists of three parts: 1. An overview of the activity; 2. An activity that can be carried out by individual lecturers; 3.An activity that can be done with a group (useful to leaders of accredited courses).

Issue 10.1 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 9.2 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 9.1 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 1.1 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 8.1 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

This activity encourages English lecturers to focus on the strengths and weaknesses of various forms of assessment common on English programmes. It consists of three parts: 1. An overview of the activity; 2. An activity that can be carried out by individual lecturers; 3.An activity that can be done with a group (useful to leaders of accredited courses).

Issue 7.2 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 7.1 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 6.2 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 6.1 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 5.2 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 5.1 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 4.2 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 4.1 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 3.2 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 3.1 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 2.2 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 2.1 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 1.2 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

Issue 1.1 of the journal Discourse: Learning and Teaching in Philosophical and Religious Studies

This activity is designed to help English lecturers think about the relationship between creative forms of assessment, learning outcomes and marking criteria. It consists of three parts: 1. An overview of the activity; 2. An activity that can be carried out by individual lecturers; 3.An activity that can be done with a group (useful to leaders of accredited courses).

This activity enables English lecturers to 'audit' the assessment regime they use in their modules.. It consists of three parts: 1. An overview of the activity; 2. An activity that can be carried out by individual lecturers; 3.An activity that can be done with a group (useful to leaders of accredited courses).

This Collection is the third of seven that make up 'The Pool', a selection of Open Educational Resources designed to support the professional development of English lecturers. This collection of activities for individuals and groups aims to provoke thought about the role of assessment and feedback in undergraduate English programmes. Of interest to lecturers at different career stages (especially those just setting out), and to leaders of accredited courses.

The object of this collection of resources is to both familiarise lecturers with the scope of online learning in English studies and to encourage thinking about the design, delivery and assessment of online learning.

This resource contains a pair of exercises that explore ways in which the Creative Writing workshop might be supported by technology in face-to-face, blended or distance learning contexts.

The activity in this resource, available for a group or individual, exposes the student to a selection of voices within the discipline who have different perspectives on the use and assessment of online discussion.

In this resource there is a group or individual activity that demonstrates a variety of approaches that a practitioner might take to assist their students to discover information contained within complex online databases efficiently.

This resource looks at the types of new media that a lecturer in English studies might employ when working online, the various contexts where that technology might be employed and the pedagogical strategies they might employ. There are two activities both available for individuals or groups. The first activity explores the range of technologies and their uses, the second involves the design of a learning activity around a piece of new media.

This resource explores how we structure online learning activities and the way we present them for our students. It contains two activities that involve exploring a range of interactive online activities from English Literature courses. Participants should also gain a wider appreciation of the means by which online activities can be delivered (structure, presentation etc).

This resource introduces some of the key concepts, tools and benefits of using e-learning in the teaching of English Studies and provides a useful starting point for introducing colleagues to the benefits of using a Virtual Learning Environment (VLE). The resource is made up of two activities one for use with groups and one for individuals.

The object of this collection of resources is to both familiarise lecturers with the scope of online learning in English studies and to encourage thinking about the design, delivery and assessment of online learning.

Two exercises on the use of creative writing in English Literature seminars. The exercises have been designed for use by English lecturers seeking to develop their skills. One activity is for use by an individual lecturer working alone; the other is for use in a group setting. Both activities suggest ways of turning to pedagogic use an activity which students of the English subjects are expected to be able to perform, but which teachers all too often simply see as a medium of assessment. They propose and exemplify writing as a pedagogic tool. There is also an overview of the activities.

Two exercises designed for use by English lecturers seeking to develop their skills. One activity is for use by an individual lecturer working alone; the other is for use in a group setting. The activities are designed to sustain novice lecturers and tutors in facing the things that most worry them about working with groups. The object is to achieve a base level of confidence which then bit by bit becomes self sustaining. The group activity involves the viewing of a video of English lecturers discussing potential solution to common seminar 'nightmare scenarios'. There is also an overview of the activities.

Two exercises on planning and running seminars designed for use by individual English lecturers seeking to develop their skills. The activities invite lecturers to plan small group teaching on the basis that the seminar is not simply a vehicle of transmission, but an organism with a life of its own, operating simultaneously at social, intellectual, and emotional levels.

Two exercises on seminar planning designed for use by English lecturers seeking to develop their skills. Both activities can be used either by individual lecturers or in groups. They involve viewing a video of an English Literature seminar. The activities have been designed to create a suggestive space in which to think about the languages of seminars, and the forms of social, intellectual, and personal exchange that take place within them. There is also an overview of the activities.

Two exercises on seminar planning designed for use by individual English lecturers seeking to develop their skills. Both activities involve viewing a video of a seminar in English Literature. These activities offer lecturers the opportunity to apply and enrich their understanding of the seminar in a concrete way. By treating an example of a seminar as a text, they open up a number of questions about the dynamic of the seminar process. There is also an overview of the activities.

Two exercises on seminar planning designed for use by English lecturers seeking to develop their skills. One activity is for use by an individual lecturing working alone; the other is for use in a group setting. These activities are designed to stimulate thought about the forms and processes of small group teaching, suggesting ways in which a lecturer or tutor might move mentally between preparing their curriculum or content knowledge and their developing insight into how people learn in groups. There is also an overview of the activities.

This Collection is the fourth of seven that make up 'The Pool', a selection of Open Educational Resources designed to support the professional development of English lecturers. This collection of activities for individuals and groups aims to help lecturers come to terms with some of the challenges of designing and running seminars. Of interest to lecturers at different career stages (especially those just setting out), and to leaders of accredited courses.

This Collection is the fourth of seven that make up 'The Pool', a selection of Open Educational Resources designed to support the professional development of English lecturers. This collection of activities for individuals and groups aims to help lecturers come to terms with some of the challenges of designing and running seminars. Of interest to lecturers at different career stages (especially those just setting out), and to leaders of accredited courses.

There are three activities in this resource, and they have been created around actual lectures delivered by staff at Royal Holloway, University of London, King’s College London and the University of Nottingham. Each lecture demonstrates different approaches to lecturing. The peer review activities are designed to prompt individuals or groups to begin thinking critically about what makes a good lecture/lecturer and what tools and tasks can help make a particular lecture more or less successful.

There are two activities in this collection and both encourage you to be able to make a conscious shift between content (what you want to get across) and the dramatic and affective form through which you are going to have to perform it. The activities are appropriate for individuals or groups and comprise peer review work as well as an opportunity to think of the lecture as a genre. One activity utilises video footage of Dr Hannah Crawforth (King’s College London), who discusses lectures as a form of rhetoric. The other activity asks that you attend a colleague’s lecture, record yourself giving a lecture, or use a video of someone else’s lecture as a starting point.

Here is a set of comments I use frequently when giving feedback to students. It's designed for EFL writers with an English level equivalent to IELTS 5.5 or above. The links are to sites I regularly use in teaching, and the recommended books are available in my university library. Feel free to adapt according to your students' level, needs and available resources. There are different ways you could exploit the comments set: 1. (on paper) as a cover sheet when returning written work. 2. (in Microsoft Word) as the basis for creating AutoText entries, which you can quickly insert into Comments when reviewing electronic copies of your students' work. 3. (in Turnitin) as the basis for creating a QuickMark set in GradeMark. I would love to receive feedback on this resource, including suggestions for how it might be improved!

Used as an introduction to a ‘Students into Schools’ module which accredits teaching placement and associated reflection. Could be used as a model for any introductory session where it is important to quickly engage participants

Simple tutorial/seminar plan to facilitate conversation with level 3 students about their career plans.

The activities in this resource, like the peer review activities elsewhere in this collection, are designed to prompt individuals or groups to begin thinking critically about what makes a good lecture/lecturer. Included are a mock ‘bad’ lecture to evaluate and an exercise in self-reflection on your own methods of delivering a lecture—are you more comfortable using an improvisational technique or do you write your lectures out word for word?

This collection of resources for English lecturers (and others) provides platforms and exercises through which to refine your ideas about what a lecture should and can do pedagogically. Included are examples of actual lectures, guidance on how to evaluate and reflect upon your own and other people's lectures, a mock ‘bad’ lecture and suggestions for how to stretch the limits of large-group teaching structures.

This collection of resources for English lecturers (and others) provides platforms and exercises through which to refine your ideas about what a lecture should and can do pedagogically. Included are examples of actual lectures, guidance on how to evaluate and reflect upon your own and other people's lectures, a mock ‘bad’ lecture and suggestions for how to stretch the limits of large-group teaching structures.

Unspecified

List of references for student voice work used at LLAS workshop on National Student Survey in June 2011

Text of a lecture on Hegel, language and logic

Courseguide for a 12-week, 15 credit module on selected topics from Hegel. Notable for use of unassessed group presentations

Presentation on pilot study on the transition from school to university. Presented at Northampton University teaching and learning conference

The document attached is a UG module entitled Introduction to Islamic law for lawyers. Feedback is welcome

A collection of resources to support RS tutors in providing feedback to students and activities for students to work on tutor feedback.

Powerpoint presentation on Autonomous Learning. This presentation was shown on the 23rd of June 2011 at the University of Leeds in the course of the event "SMLC Language Teaching Conference".

Conference presentation and handout.

Conference presentation supplementary materials. Conference presentation focuses on the use of CMC technology in business English classes.

Conference presentation on the use of computer-mediated communication in business English classes. The first part presents some ideas from research on teaching business communication. The second part focuses on the results of a systematic review of research on the use of new technologies in teaching English as a foreign language.

This text and translation into English accompanies the illustrated podcast in European Portuguese created by Will Masters, a student of Applied Languages at the School of Languages and Area Studies, University of Portsmouth, as a part of a research project entitled ‘The Role of Student Audio Casting and Production in the Language Learning Curriculum’. The recording presents a refelction on the student's first experiences of Portugal, and of learning Portuguese. The podcast can be used as a learning resource in several different ways: as a focus for discussion or aural comprehension by students of the Portuguese language.

This illustrated podcast in European Portuguese was created by Will Masters, a student of Applied Languages at the School of Languages and Area Studies, University of Portsmouth, as a part of a research project entitled ‘The Role of Student Audio Casting and Production in the Language Learning Curriculum’. The recording presents a refelction on the student's first experiences of Portugal, and of learning Portuguese. The podcast can be used as a learning resource in several different ways: as a focus for discussion or aural comprehension by students of the Portuguese language.

A collection of illustrated audio recordings in the Romanian language by students at the School of Languages and Area Studies, the University of Portsmouth. The recordings narrate the situation of contemporary Romania, and describe the city of Timişoara in Western Romania, the nation's second-largest city.

This text and translation into English accompanies the illustrated podcast in Romanian created by Valentina Moldovan, a Masters' student at the School of Languages and Area Studies, University of Portsmouth, as a part of a research project entitled ‘The Role of Student Audio Casting and Production in the Language Learning Curriculum’. The recording presents an account of Timişoara, Romania's second city, its landscapes, its historical and cultural importance.The podcast can be used as a learning resource in several different ways: as a focus for discussion or aural comprehension by students of the Romanian language.

This illustrated podcast in Romanian was created by Valentina Moldovan, a Masters' student at the School of Languages and Area Studies, University of Portsmouth, as a part of a research project entitled ‘The Role of Student Audio Casting and Production in the Language Learning Curriculum’. The recording presents an account of Timişoara, Romania's second city, its landscapes, its historical and cultural importance.The podcast can be used as a learning resource in several different ways: as a focus for discussion or aural comprehension by students of the Romanian language.

This text and translation accompanies the illustrated podcast in Romanian created by Sabina Androne, a Masters student at the School of Languages and Area Studies, University of Portsmouth, as a part of a research project entitled ‘The Role of Student Audio Casting and Production in the Language Learning Curriculum’. The audio summary reflects on the contemporary situation of the Romanian nation in the post-Ceausescu era. The podcast can be used as a learning resource in several different ways: as a focus for discussion, aural comprehension or as a base for further research by students of the Romanian language.

This illustrated podcast in Romanian was created by Sabina Androne, a Masters student at the School of Languages and Area Studies, University of Portsmouth, as a part of a research project entitled ‘The Role of Student Audio Casting and Production in the Language Learning Curriculum’. The audio summary reflects on the contemporary situation of the Romanian nation in the post-Ceausescu era. The podcast can be used as a learning resource in several different ways: as a focus for discussion, aural comprehension or as a base for further research by students of the Romanian language.

I am testing what kind of resource I can share on humbox

This seminar format is described and evaluated in terms of benefits, challenges and required resources; also offers references to further reading. Based on 'Religion, Culture and Gender', a level 2 module in Religions and Theology, University of Manchester.

This student-led discussion tool is described and evaluated in terms of benefits, challenges and required resources; also offers references to further reading. Based on 'Religion, Culture and Gender', a level 2 module in Religions and Theology, University of Manchester.

This student-led discussion tool is described and evaluated in terms of benefits, challenges and required resources; also offers references to further reading. Based on 'Religion, Culture and Gender', a level 2 module in Religions and Theology, University of Manchester.

This student-led discussion tool is described and evaluated in terms of benefits, challenges and required resources; also offers references to further reading. Based on 'Religion, Culture and Gender', a level 2 module in Religions and Theology, University of Manchester.

This student-led discussion tool is described and evaluated in terms of benefits, challenges and required resources; also offers references to further reading. Based on 'Religion, Culture and Gender', a level 2 module in Religions and Theology, University of Manchester.

This is a collection of tools for a student-led seminar framework. Each tool is described and evaluated in terms of benefits, challenges and required resources; also offers references to further reading. Based on 'Religion, Culture and Gender', a level 2 module in Religions and Theology, University of Manchester.

This student-led discussion tool is described and evaluated in terms of benefits, challenges and required resources; also offers references to further reading. Based on 'Religion, Culture and Gender', a level 2 module in Religions and Theology, University of Manchester.

Spanish writer Juan Ramón Barat reflects upon the aftermath of the Lorca Earthquake of 11 May 2011, which brought down many buildings in this historical city and caused several casualties. In this literary and social piece, distributed to the public on the 18th of May 2011, Barat points at the lack of business ethics in the construction business as one of the reasons behind the destruction caused by the earthquake. This is a good text for those interested in contemporary social, economic and political issues in Spain, as it relates very well to some of the demands and criticisms aired by campaigners of the so-called "Spanish Revolution" of the 15th of May 2011.

This half day conference, organised by Dr Manus McGrogan at the University of Portsmouth on 12 May 2011, uncovered the trajectories of some of the movements that emerged in early 1970s France, helping to define the radical left politics of the era. This was the aftermath of May ‘68’s mass upheaval, when France, in the grip of student riots and a general strike, had seemed on the verge of revolution. May’s utopian dimension, embodied in slogans such as ‘sous les pavés la plage’ and ‘prenez vos désirs pour la réalité’, held the promise of a world transformed in which each could pursue their own desires, a powerful spur to thousands of young activists, students and workers. The mass revolt of May had also shown that collective action could change the world. These impulses, shaped subsequently by political, socio-cultural and international events, combined to generate new, youth-inflected gender/sexual liberation movements, independent immigrant organisation, ecology groups, underground press, and other movements that were linked to, or autonomous of left political organisation. However, activists also had to contend with a Gaullist State that tentatively introduced reforms, whilst clamping down on the hard left ‘troublions’ still agitating for popular revolt. Intervention in the workers movement also proved problematic given the PCF/CGT dominance in the major workplaces. President Georges Pompidou, on a path of modernising France, perpetuated the social conservatism of his predecessor de Gaulle; faced with these barriers, activists of the Mouvement de Mai sought to merge political radicalism with the cultural underground to fashion an alternative France, as a May-inspired slogan intoned, changer la vie. But what happened to this surge of hope for change? Five academics presented papers on important aspects of this early 1970s radicalism, with the participation of students and lecturers from similar disciplines. They considered the origins and development of the new movements, their significance within Pompidou’s France; the interrelationship of movements, and finally their resonance, or relevance in the France of today. The conference was also part of the undergraduate programme in French History and was generously supported by the LLAS subject centre. The exam was based on the themes developed during the conference. A half day conference, organised at the University of Portsmouth on 12 May 2011, uncovered the trajectories of some of the movements that emerged in early 1970s France, helping to define the radical left politics of the era. This was the aftermath of May ‘68’s mass upheaval, when France, in the grip of student riots and a general strike, had seemed on the verge of revolution. May’s utopian dimension, embodied in slogans such as ‘sous les pavés la plage’ and ‘prenez vos désirs pour la réalité’, held the promise of a world transformed in which each could pursue their own desires, a powerful spur to thousands of young activists, students and workers. The mass revolt of May had also shown that collective action could change the world. These impulses, shaped subsequently by political, socio-cultural and international events, combined to generate new, youth-inflected gender/sexual liberation movements, independent immigrant organisation, ecology groups, underground press, and other movements that were linked to, or autonomous of left political organisation. However, activists also had to contend with a Gaullist State that tentatively introduced reforms, whilst clamping down on the hard left ‘troublions’ still agitating for popular revolt. Intervention in the workers movement also proved problematic given the PCF/CGT dominance in the major workplaces. President Georges Pompidou, on a path of modernising France, perpetuated the social conservatism of his predecessor de Gaulle; faced with these barriers, activists of the Mouvement de Mai sought to merge political radicalism with the cultural underground to fashion an alternative France, as a May-inspired slogan intoned, changer la vie. But what happened to this surge of hope for change? Five academics presented papers on important aspects of this early 1970s radicalism, with the participation of students and lecturers from similar disciplines. They considered the origins and development of the new movements, their significance within Pompidou’s France; the interrelationship of movements, and finally their resonance, or relevance in the France of today. The conference was also part of the undergraduate programme in French History and was generously supported by the LLAS subject centre. The exam was based on the themes developed during the conference.

I used this with postgrade students in conjuction with an adaptation of the ESECT card sort.

These are the slides from a presentation I gave at the LLAS annual event for new staff in languages, linguistics and area studies, on 15th April, 2011. The event was held at Jesus College, University of Oxford.

The object of this resource is to help colleagues in English and related subjects appreciate and work with a concept which brings together subject thinking and knowledge with educational thinking.

This resource is a development of the familiar idea of a learning journal. It represents an invitation to use private writing as a medium for extending and reflecting upon teaching experience. Thus it focuses on the use of reflective dialogue to defamiliarise day-to-day experience, and consciously improve teaching practice. The resource consists of an introduction and an activity for individuals to undertake in their own time.

This resource contains a set of activities that use 'Imaginative writing' in various ways as a tool for thinking and learning. Like many of the resources in The Pool, it aims to breach the barriers between subject thinking and educational thinking. The resource is made up of an introduction and two different activities: Activity 1: helps teachers and supporters of learning to explore the way in which their values and experience inform their minute-to-minute pedagogic decisions. Activity 2: involves identifying metaphors for teaching and then exploring them in practical ways.

This resource is designed to introduce lecturers to the Creative Writing Benchmark Statement, and to help them gain a deeper understanding of how the Benchmark works and how it can be applied in practice. It invites individuals or a group to explore for themselves the significance and value of this kind of document. This resource consists of three parts. 1. An overview of the activity 2. Using the Creative Writing Benchmark: an Individual Activity 3. Using the Creative Writing Benchmark: a Group activity.

A factsheet designed to introduce the UK Professional Standards Framework (PSF) and explain how it relates to the teaching resources developed for the professional development resources in the collection.

This activity is designed to familiarise early career lecturers with the English Benchmark Statement, and the principles underlying such documents. It consists of three parts: 1. An overview of the activity; 2. An activity that can be done with a group (useful to leaders of accredited courses); 3. An activity that can be carried out by individual lecturers.

This Collection is the first of seven that make up 'The Pool', a selection of Open Educational Resources designed to support the professional development of English lecturers. This resource collection (like all those which together form 'The Pool') is designed to inspire thinking about the formative relations between educational practice and the scholarly study of language, writing, and culture. Of interest to lecturers at different career stages (especially those just setting out), and to leaders of accredited courses.

This Collection is the first of seven that make up 'The Pool', a selection of Open Educational Resources designed to support the professional development of English lecturers. This resource collection (like all those which together form 'The Pool') is designed to inspire thinking about the formative relations between educational practice and the scholarly study of language, writing, and culture. Of interest to lecturers at different career stages (especially those just setting out), and to leaders of accredited courses.

This is a learning activity for students of Spanish Language in Final Year (BA) or for anyone who is in the levels C1 or C2 of The Common European Framework of Reference (CEFR). It aims at showing different linguisitc strategies for the correct and purposeful use of reported speech in the professional context of journalism. It contains three sheets, one with all the background readings and videos and the plan for the whole set of activities, another with the exercises of Activity 4 (Reported Speech in Spanish), and one with an assessed task. It is connected to existing video resources in this repository. This work was presented and used in the 2010 E. Allison Peers Symposium (University of Liverpool) to the participating students, writers and academics.

This AO table top dialogue sheet can be used with students or staff to facilitate discussions around the National Student Survey. There are instructions about how you might use it on the sheet itself. If you do not have access to an A0 printer the sheet can be printed off on multiple A3 (preferably) or A4 pieces of paper taped together. It has been derived from one used by Abbi Flint et al., “Preparing for success: one institution's aspirational and student focused response to the National Student Survey,” Teaching in Higher Education 14, no. 6 (2009): 607-618.

This collection provides a place to locate materials relating to Islamic Studies.

A Prezi designed for 'Employability Week' 2011, at the University of Wincester

Conference paper

How to conduct a systematic review?

This form encourages students to engage with tutor feedback on their work by taking them through a range of activities to unpack, and then act on, tutor feedback.

Slides to introduce a range of strategies for students to get more out of tutor feedback on their work.

Content created by staff and students at the University of the Arts London

Recording of a student critique from - http://process.arts.ac.uk/content/dirty-little-girl-book-signing-performance-and-studio-critique - Video studio critique showing foundation student at Wimbledon College of Art going on to BA Fine Art at Chelsea in September. This is performance piece based on tragic life books (1min) followed by a studio critique (19min). Student "I am exploring the concept of Child abuse chic, also known as grief porn; by using my own ‘tragic life’ I am making a satirical comment on this type of literature as well as looking at the glamorization of child abuse whilst questioning the morality of the misery memoir."

This document contains information for new users of archives and libraries in Russia and Ukraine. It contains contact information and practical tips on using archives and libraries, ordering material and making the most of a research trip to Russia or Ukraine. It also contains specialist vocabulary in Russian and Ukrainian.

Brief summary of 19th Century Spanish History

Most of these translations have been produced by students of Spanish Language and Culture of the University of Leeds in the course of a translation workshop organised and conducted by Ben Bollig and Antonio Martínez-Arboleda on 1 December 2010. Poems in bold were read on the 6th of December 2010 by Juan Ramón Barat, who spoke in video conference, and by the translators, to a large audience of students and university general public who came to the lecture. Translated and published with the author’s consent.

Summary of 18th century Spanish Literature

A collection of materials and resources about African colonial soldiers and how they are remembered in contemporary France and Africa

Workshop for staff to explore strategies to help students get more out of tutor feedback. Activities are in the PowerPoint, as well as links to a webfolio with additional materials.

A powerpoint describing 18th Century Spain.

PowerPoint with links to explore strategies to help students get more out of tutor feedback on their work. Look for other files in the collection to support the session.

Alien Ink is the first in a series of online graphic novels designed to tackle everyday teen issues, and provides a great resource of PSHE/ citizenship and media studies teachers keystage 3, 4 and higher. It is based around the lives of Trinity and Ryder, who curiously arrive in Camden at the same time as UFO sightings on Primrose Hill, and subsequently open a tattoo parlour that becomes a hang-out for local teens. See more at: http://www.alienink.co.uk Alien Ink raises a series of teen pressures, including relationship issues, sexual health and drug use, through the popular and accessible medium of graphic novels. Readers can interact with the comic via Facebook, MySpace, quiz apps, YouTube and the Pressure blog, and are encouraged to get involved in the Alien Ink world, discussing the issues raised or by submitting examples of their own creativity, be it artwork, graphic design, writing, poetry, or even their own tattoo design. Alien Ink will also be available to view on Facebook and, in a partially animated format, on YouTube. The comics are a great way to reach teens with stories that matter and to point them to information that will genuinely help. New chapters appear every week, with all chapters eventually available in a hardback in autumn 2010.

This resource can be used to teach young people vocabulary for parts of the body in the Arabic language.

A list of books and articles to help introduce sustainable development to students of languages, linguistics and area studies

A review of the research on the use of speech technology (speech synthesis and speech recognition) in language learning.

****TO ALL ARABIC TEACHERS****: a new interactive online resource (EVENTS CALENDAR & DIRECTORY) if you wish to keep track of EVENTS related to Arabic teaching and learning. Home-grown and still being updated..... Your generous feedback comments are really appreciated... http://www.v-arabic.com/events-directory/

Powerpoint presentation and 3 video interviews on Language Learning Motivation in Higher Education. Enhancing Modern Foreign Languages Teaching for New Tutors. University of Leeds. Sponsored by the Subject Centre LLAS (2008 and 2009) and LHRI (2010).

Introduction to acoustic phonetics. Basic concepts.

An Introduction to Speech Technology in Language Learning - covers both speech recognition and speech synthesis

Example of tutorial template

PowerPoint for staff development session

A systematic review of the use of technology in language learning, with a focus on EFL in the primary and secondary sectors.

A systematic review of the use of new technologies in language learning with a focus on primary and secondary students, EFL and vocabulary.

A systematic review of research on the use of technology in language learning with primary and secondary students. This talk focuses in on the use of technology in the teaching of reading in English as a foreign language.

Intro-To-Logic text focusing on the Method Of Counterexample

Workshop for teachers on the use of copora in foreign language teaching with a focus on data-driven language learning.

This checklist, stemming from the VirtualDucth project, is a planning tool for the creation of online multimedia study packs. It may be useful for similar projects.

This self-study pack traces the way the Dutch, from the sixteenth century onwards, defined their collective identity with reference to their ancestors, the Batavians of Roman times.

This self-study pack covers the Dutch efforts to find a Northern sea passage to Asia at the end of sixteenth century. Three voyages were undertaken in the mid-1590s, with the final expedition of Willem Barentsz and Jacob van Heemskerck acquiring canonical status in Dutch historical conciousness. Their ship got stuck in the ice off Nova Zembla, but the crew survived the harsh Arctic winter and returned to Amsterdam the next spring.

This self-study pack is designed to help you understand the Dutch Revolt in the sixteenth century, using a key historical document from the period. It is aimed at learners with an intermediate knowledge of Dutch. You can check out an original edition of the document, read some fragments of it, get help with historical references, analyse certain themes, and explore related pictorial material.

This self-study pack is designed to help you understand the Dutch Revolt in the sixteenth century, using a key historical document from the period. It is aimed at learners with only a minimal knowledge of Dutch. You can check out an original edition of the document, read four fragments of it, get help with historical references and concepts, analyse certain themes, and explore related pictorial material.

This collection contains assorted lecture handouts and exercises prepared by Matthew Steggle in connection with courses in pre-1700 English Literature.

A PowerPoint that forms part of a module studying death in religion

This is part of a suite of self-guided exercises developed for Level 5 undergraduates taking a module on World Drama 1880-1960. The resources were developed as part of a project on "Developing Independent Learning", funded by an English Subject Centre grant: a fuller description of the project is at http://www.english.heacademy.ac.uk/explore/publications/newsletters/newsissue8/hopkins.htm.

Lecture handout including a reference list of useful passages

Mock sentences from exam scripts, to invite discussion of what sorts of sentences belong in good exam answers.

Mock timed essays designed to promote discussion of what makes a good exam answer.

Seminar handout from a Level 6 module on Renaissance tragedy. A collection of early commentary on Beaumont and Fletcher's The Maid's Tragedy.

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This self-guided exercise, aimed at Level 5 literature students, invites them to read Genet's The Balcony in terms of Lacan.

A self-guided exercise aimed at Level 5 Literature students.

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