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 Building student engagement and belonging in higher education at a time of change: final report from the What Works? Student Retention and Success programme Thomas, L. (2012) Building student engagement and belonging in higher education at a time of change: final report from the What Works? Student Retention and Success programme . Building student engagement and belonging in higher education at a time of change: final report from the What Works? Student Retention and Success programme, . (.). pp. 1-100. Abstract Analysis and evaluation on the most effective practices to ensure student retention and success in higher education, in particular for those students from disadvantaged backgrounds.

 Building student engagement and belonging in higher education at a time of change: final report from the What Works? Student Retention and Success programme  Thomas, L. (2012) Building student engagement and belonging in higher education at a time of change: final report from the What Works? Student Retention and Success programme . Building student engagement and belonging in higher education at a time of change: final report from the What Works? Student Retention and Success programme, . (.). pp. 1-100. Abstract Analysis and evaluation on the most effective practices to ensure student retention and success in higher education, in particular for those students from disadvantaged backgrounds.

"This report presents the findings from a UK pilot of selected questions from the National Survey of Student Engagement (NSSE). 8,582 responses were gathered from nine institutions in Spring/Summer 2013. The report includes breakdowns for different groups of students, in addition to findings relating to the validity and reliability of the survey questions."

"The present research assessed the potential effects of expecting to teach on learning. In two experiments, participants studied passages either in preparation for a later test or in preparation for teaching the passage to another student who would then be tested. In reality, all participants were tested, and no one actually engaged in teaching. Participants expecting to teach produced more complete and better organized free recall of the passage (Experiment 1) and, in general, correctly answered more questions about the passage than did participants expecting a test (Experiment 1), particularly questions covering main points (Experiment 2), consistent with their having engaged in more effective learning strategies. Instilling an expectation to teach thus seems to be a simple, inexpensive intervention with the potential to increase learning efficiency at home and in the classroom"

"The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities."

"The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities."

Publishing recordings of lectures and other recorded audio and video teaching materials is a growing practice supported by a loose family of technologies, often awkwardly labeled 'lecture capture'. At this seminar Dr Jon Anderson of the School of City and Regional Planning, Steven Vaughan of Cardiff Law School, and Dr Steve Rutherford of the School of Biosciences presented three contrasting perspectives on how this practice can be used to supplement, or even redefine, teaching practice. The session was well attended, with around 50 members of staff hearing from the speakers and engaging in question and answers and discussion.

"FASTECH is designed to use readily available technologies to support the systemic enhancement of assessment and feedback strategies and practices at programme, faculty and institutional levels. A key aim is to provide evidence of, and guidelines for, technological improvements and change processes that can be used to enhance the effectiveness and efficiency of assessment and feedback at these levels throughout the sector. By welcoming engagements, developing our work with, and inviting contributions from members of the HE community throughout the project, we aim to build a strong community of practice, focussed upon developing understanding of how to improve assessment and feedback practices and environments."

Oppia is a tool for creating interactive online activities that enable students to learn by doing. Its creators believe that this is often a more effective and efficient way of learning than either watching videos or reading texts, since it allows the student to engage more deeply with the activity in a way that videos or books often do not.

"This benchmarking tool is the latest in a series of resources Jisc has produced to help you improve the student experience at your institution. It was produced in collaboration with the National Union of Students (NUS) and The Student Engagement Partnership (TSEP) as part of the Jisc Digital Student Project (digitalstudent.jiscinvolve.org/wp/) and the Jisc Change agents' network (jisc.ac.uk/rd/projects/change-agents-network)"

"In 2012, Duke University began using MOOCs to promote innovation in teaching and learning within the campus community, with the goal of importing successful new pedagogical ideas into Duke classrooms. Since that time, 30 instructors from 28 departments have developed 31 MOOCs on Coursera, attracting 2.8 million enrollments and issuing more than 72,000 certificates. Various examples show how these instructors changed their teaching approach in both MOOCs and traditional courses, including by improving classroom materials and activities, crafting better measures of student learning, and experimenting with new pedagogies to increase engagement and learning."

This paper presents a summary of literature and main issues relating to the impact of social networks in Higher Education in the UK, with particular emphasis upon students' communication and engagement with faculty via social network sites. The review wil

The tools available to create great learning content continue to get better each year. Developers are focusing on providing products that are easier to use, more feature-rich, and able to create engaging content quickly. To help you find the right produc

Instead of focusing their attention on promoting information to mainstream media, some university public affairs offices are using the power of social media to engage the community directly.

Find out what your followers are thinking. Engage with your customers. Get feedback.

Paul Bevan, National Library of Wales describes how a national library is engaging with the opportunities provided by Web 2.0.

"I have always liked David White's ideas about digital visitors and residents. And in the training sessions we run we find an increasing individual differentiation in people;s confidence and competence in using digital technologies. In this video David White (@daveowhite, http://twitter.com/daveowhite) of the University of Oxford explains how the Visitors and Residents model provides a framework to understand individuals' engagement with the Web based on motivation and context. In part 1 of this series, he argues that the metaphors of 'place' and 'tool' best represent the use of technology in contemporary society and allow us to better adapt to the challenges of new forms of academic practice."

"Since 2006, academics at the University of Surrey have been using a 'clicker' based Electronic Voting System (EVS) to engage students and promote interaction in their classrooms. Although the system has served the University well its reliance on proprietary hardware has limited wider adoption. An issue for students was the need to book clickers out from library services and carry additional electronic devices around (not to mention the prospect of incurring a fine if they lost them). For staff, getting the USB 'dongles' (receivers) to pick up the signal from the clickers at the beginning of the lecture was a concern. The time and resources required to manage and distribute clickers and dongles were a further consideration, as were long-term maintenance costs for the institution."

"In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants' usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments."