Reconceptualising learning and teaching staff development at Strathclyde: supplementing formal provision with informal spaces

Sean Morrissey; Katy Savage

doi:10.47408/jldhe.vi22.770

Reconceptualising learning and teaching staff development at Strathclyde: supplementing formal provision with informal spaces

Sean Morrissey, Katy Savage

Research output: Contribution to journal › Article › peer-review

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Abstract

The sector-wide pivot to blended/online learning in response to the Covid-19 pandemic brought with it innumerable challenges and opportunities. As members of an Educational Development teamat the University of Strathclyde–a research intensive university –we were tasked with supporting staff throughout the institution to respond quickly to these challenges and embrace the opportunities of blended/online learning.

Original language	English
Number of pages	6
Journal	Journal of Learning Development in Higher Education
Volume	22
DOIs	https://doi.org/10.47408/jldhe.vi22.770
Publication status	Published - 13 Oct 2021

Keywords

Covid-19
academic development
professional identity
peer support
blended learning and teaching
online learning

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10.47408/jldhe.vi22.770Licence: Other

Morrissey-Savage-JLDHE-2021-Reconceptualising-learning-and-teaching-staff-development-at-Strathclyde-supplementing-formal
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Final published version, 149 KBLicence: Other

Supporting the wellbeing of learning and teaching staff
Savage, K. (CoPI) & Morrissey, S. (CoPI)
9/03/20 → …
Project: Non-funded project

Cite this

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Reconceptualising learning and teaching staff development at Strathclyde: supplementing formal provision with informal spaces

Abstract

Keywords

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Projects

Supporting the wellbeing of learning and teaching staff

Cite this