LEaD projects & initiatives
LEaD are involved in a number of collaborative projects and initiatives at City.
Digital Literacies Project
Digital literacies is a term which encapsulates not only the skills required to use technology but also confidence, appropriate use, and the various literacies associated with using technology, such as information literacy, communication and collaboration literacy and media literacy.
The project aims to understand, support and develop the digital literacies of City's staff and students to support effective use of technology.
ISLA [Inclusive Synchronous Learning Activities]
Inclusive Synchronous Learning Activities is the working title for the ISLA project, a new pedagogic and technical methodology for live teaching simultaneously to students who are situated both on campus and online.
Digital Accessibility
This is a 3-year initiative designed to review and improve City’s digital accessibility. There is an initial emphasis our teaching and learning platforms and digital resources. The initiative consists of a suite of technical projects and a range of staff development activities.
DALI - Designing Active Learning Initiative
This 5 to 7-year project focuses on the creation of technology-enhanced learning spaces that enable higher level or active learning.
LeAP – Learning Analytics Project
The Learning Analytics Project (LeAP) at City is exploring how Learning Analytics can be used to improve students’ educational experience and support the institution’s education performance indicators relating to progression and attainment.
Measuring value and impact for educational developers
This project is a response to emerging trends and patterns that seek to measure aspects of academic work and the student experience. Educational Development work has not been exempted from this level of scrutiny with units increasingly required to demonstrate value for money and evidence of impact.
Such approaches are frequently metric based and rarely meaningfully capture the richness and transformational nature of Educational Development work.
Find out more about the Measuring value and impact for educational developers project
Experience of academic staff in relation to educational technologies and its impact and implications on digital literacies and open practices
he overall aim of this project is to answer the following questions:
- What is the experience of staff who use educational technologies and how do their attitudes towards digital literacies and open practices impact on their teaching?
- How are staff currently supported to develop a good understanding of these literacies and practices as part of these two modules which form part of the MA in Academic Practice at City, University of London and what additional support might they need?
Find out more about the Experience of academic staff in relation to educational technologies and its impact and implications on digital literacies and open practices project Educational Technology Review project
Encouraging playful approaches in academic environments
The significance of play in relation to child development has long been accepted, but there is a growing recognition that play and games can have a key role in working environments for adults too. Play, or games, can encourage creativity and enable greater problem solving skills as well as prompting team work and engagement. This is potentially significant for the mission of universities to deliver high quality teaching that is research informed. Engaging in playful practices could help engage students more successfully as well as equipping students more effectively for future employment.
Find out more about the Encouraging playful approaches in academic environments project
Student and Staff Experiences of Assessment: What Lessons Can Be Learned from the Lockdown Years?
This research is designed to learn from student experiences of online assessment during the pandemic. It aims to identify the benefits and challenges of existing assessments according to the students who take them, in order to facilitate an evidence-based approach to the ongoing development and improvement of assessment practice at City, University of London post-pandemic.
Find out more about the student and staff experiences of assessment project