RUSTLE Really
Useful
Stuff on Teaching Learning Etc
Autumn Term 2009
Building Relationships, Developing Skills A new approach to the Academic Advisor role A few years ago faculty in Economics became concerned that the Academic Advisor system (then known as personal tutoring) was not really functioning very effectively. Many departments share that experience, but Economics came up with an innovative way to combine the Academic Advisor role with a first year, first term course to allow students to get to know their Advisor through regular meetings early on in their experience at university. This was done by restructuring Contemporary Economics Issues, a 12-credit core course originally designed by Mike Barrow, to run alongside the more theoretical Introduction to Economics course. Barry Reilly, who is currently convening the course explained the structure of Contemporary Economics Issues: The course consists of a series of lectures that involve as many of the Economics faculty as possible, typically 9 lectures by different lecturers, senior lecturers and professors so that students get the opportunity to know and interact with a broad range of Economics faculty. Whereas a typical course of this type might use weekly seminars led by associate tutors to support student learning, Contemporary Economics Issues consists of four one-to-one meetings between students and their Academic Advisors.
The first of these meetings happens in week 0 (before the first lecture) and allows the student and their advisor to discuss how the first term courses are structured, how they complement each other and what students can expect from the study of Economics at Sussex, because Barry firmly believes that 'if you build up a rapport with students early on it lasts all the way through'. The Contemporary Economic Issues course document, which includes guidance on prepar-
Instead of seminars led by associate tutors first years on this course get one-to-one meetings with their Academic Advisors ing, writing and referencing an essay, forms the basis of these meetings so students can be talked through the approaches they should be taking and the importance of deadlines. The second meeting is generally shorter and focuses on discussing the essay topic which the student has chosen (Continued on page 2)
Readers’ Requests Thank you to everyone who took part in the recent RUSTLE survey - it was good to hear that people are enjoying the regular features and to find out what readers would like in future editions. This is what you asked for… and where you can find it in this issue. Teaching hints and tips….. Teaching Tips from the Teaching Award Winners pages 3-4 Information about Subject Centres….. Introducing the Psychology Network page 4 Examples of good practice and innovations across campus ….. Building Relationships, Developing Skills pages 1-2 and One of US—inclusive teaching for all page 6 Updates on new teaching techniques and facilities ….. What’s New in SyD? page 6 Links to resources…. Web Links at the end of articles and Online resources for new students page 2 Ideas for engaging and motivating students …Getting Engaged page 5 Articles and resources on assessment …. Evaluating Formative Assessment on SyD page 4 and TLD Events page 8 There will be more of your requests in the Spring issue, including: information and resources on question banks, an Associate Tutor’s views on peer observation and a case study describing the first hand experience of colleagues using group work . To give your feedback on RUSTLE go to https://www.survey.bris.ac.uk/sussex/rustle09
and if you would like to contribute to a future issue please e-mail a.hole@sussex.ac.uk Autumn Colours by robynejay on flickr http://www.flickr.com/photos/learnscope/
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for their first essay, including the reading they have done and how they are planning to approach the topic. The next meeting is in week 7 when the Academic Advisor gives feedback on the first essay and offers advice on aspects of study and essay writing that can be developed for the second essay. The fourth meeting combines feedback from the second essay with a discussion of overall academic progress on other courses taken in the Autumn term. The benefits of this approach are enormous; the topics covered in the course allow the students to grasp the relevance of the Economics they are learning to the real world, which increases their motivation and commitment to the subject, while the 'circus' of faculty lectures introduces students to the majority of academics in their department. In
addition, the one-to-one meetings build relationships between students and their Academic Advisors and provide the subject-specific study advice and verbal feedback that students require - particularly in their first year. As a result students make better use of faculty office hours to get further advice on their essay topics. Student feedback has generally been very positive with a high level of satisfaction and many students identifying getting to know their Academic Advisor in the first term as a very important feature of this course. But this is not just about inducting students into a disciplinary culture, because as Barry points out: 'It is important for faculty to get to know their students too – students are core to what we do and we need to engage with them and understand what makes them tick, what their concerns are and what issues animate them'.
Where is the Evidence? EvidenceNet is a new service from the Higher Education Academy (HEA) that brings together 'evidence' relating to teaching, learning and assessment in Higher Education. The searchable database of resources includes local case studies, journal articles and large-scale research projects that can be used to inform teaching practice. You can also search for past and future events such as workshops, seminars and conferences on particular themes and find active groups and networks in your discipline or area of interest.
Web Link EvidenceNet from the HEA: http://www.heacademy.ac.uk/evidencenet
Online Resources for New Students This year there are even more interactive resources for first year students on the S3 website. S3 can be accessed by students before they arrive at Sussex to help them settle into academic life here and to provide continuing support during their studies.
More video interviews with Sussex students Study skills tutorials (e.g. reading strategies, critical thinking, time management, using feedback, numeracy skills, revision and exams) Video study guides from tutors at Sussex Quizzes and interactive resources S3 resources are designed to be used independently by students or as part of a teaching session and colleagues have suggested ways in which it could be used to support teaching. For example, when giving feedback you might want to refer students to pages on referencing or evaluating arguments, and the time management guide and list of people to talk to could be useful in an Academic Advising
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session. If you are new to teaching at Sussex, S3’s essential information pages can help you support your students. The S3 website has been developed by Clare Hardman, Student Experience Project Officer and Clare would like your help to ensure that all new students are aware of the resources available on the S3 website.
Please help to promote S3 Tell your students about the website Add links to S3 from your Study Direct sites Add links to S3 from your School website Hand out S3 postcards Refer to S3 in course handbooks Web Links and Contact S3 website: www.sussex.ac.uk/s3 For more information about the project or a supply of S3 postcards contact Clare Hardman c.l.m.hardman@sussex.ac.uk or 01273 873657
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Sussex Teaching Award Winners 2009 The winners of this year's Sussex Teaching Awards were announced at the Sussex Teaching and Learning Conference on 2nd June and the three recipients received their awards at Summer Graduation. Fiona Courage who is the Special Collections Manager in the library was 'surprised but chuffed' to win a teaching award in the 'academic support' category. She has worked in the library for 14 years and revels in her job with the 'exciting interesting archive'. Passionate about democratizing archives and archival research, Fiona loves introducing students to the archives, taking away the fear of researching primary sources and making archives accessible – a theme which continues in her outreach work with FE colleges, schools and community groups. The teaching award has given Fiona a real sense of achievement and pride because as she says 'usually people come in and out and you don’t know what effect you have had, but seeing it written down and having my work recognised makes me realise it is worthwhile and benefits students'. The process of submitting a portfolio for the teaching award was fun to do, Fiona’s Top Teaching Tip - The Secret Shopper quite stressful, but a We can learn a lot about teaching from putting ourselves very useful back in the position of learner – or as in Fiona's case, the and enjoyposition of a reader. Fiona paid a visit as a researcher to a able process for Fiona, because it provided a chance to relarge archive and got lots of ideas for things not to do in Speview what she had achieved and clarified what she enjoys cial Collections here. She highly recommends going to workabout her job. She was quick to point out, however, that she shops and lectures - and thinking about how you feel in that depends on wonderful support and inspiration from academic setting, because that can help you keep in touch with what colleagues who bring students into the Special Collections your audience might want. Perhaps you could sit in on a coland has learnt a lot from them and the innovative courses league's lectures, or you could sign up for one of the Teachthat use the archives. ing and Learning Development Events to recapture that student experience! Sarah King who won her award in the 'early career' category teaches in a very different setting. Based in Psychology and specialising in neuroscience, she does much of her teaching for the Medical School (BSMS), introducing students to the workings of the brain. Sarah particularly enjoys teaching students in her own laboratory (as you can see from the photo) where she can bring together research and teaching in exciting ways. Sarah's passion for communicating her research comes through when she talks about the impact her teaching has on the students: 'when you see that they get it – that is the best thing. They have that look on their face that shows they not only understand but think it is interesting too'. Sarah also has ideas about structur- Sarah’s Top Teaching Tip - Be Prepared to Say You Don’t Know ing and supporting courses New teaching staff usually worry about students asking to help stuquestions they cannot answer and of course this happens. dents learn more effectively. She provides detailed lecture Lively, engaged students are going to ask challenging quesnotes and puts a lot of effort into developing ideas over time tions and that should be encouraged, but they also need to through a process of constantly linking back to the first lecunderstand the contested nature of knowledge and that the tures and building and repeating material throughout the lecturer is not the fount of all wisdom on a topic. In Sarah's course. Even though students start the year thinking it is going to be really tough, they reach the point where it all comes case, teaching a subject on the cutting edge of scientific together and makes sense – discovery means that she is working at the limit of what we know and there are things that not only she doesn't know, and the feedback Sarah receives shows how much her but quite possibly no-one knows. For those of us teaching in areas that have been more thoroughly explored the quesstudents appreciate her aption you cannot immediately answer provides an opportunity proach. to open up the question to the whole group or direct students to where they might find some answers. Mike Titheradge, our winner in the 'experienced' category shows that it is not just young academics like Sarah who can enthuse their students. Mike has been at the university for 30 years and during that time has taken on most of the major roles within his school. Currently a senior lecturer in Biochemistry, he teaches a wide range of students from Life Sciences and BSMS in settings that include lectures, labs, tutorials, problem classes, research supervision and academic advising. Mike's students are full of praise for his teaching and he says that 'the student letters of support were wonderful – that was worth everything to me'. (Continued on page 4)
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It is this focus on the students and their learning which drives Mike – he is always willing to make time for students, his office door is open and he works closely with student advisors to support his students. Mike has also worked on improving the prospects of Sussex graduates applying for places at medical school by taking them through the process; offering guidance on the writing of personal statements, running mock interviews and providing feedback. The support of a good team, willingness to go the extra mile, continuing enthusiasm for his subject and clarity of presentation has proved a winning mix not just for Mike's students but also for new young academics who have benefitted from his experience and encouragement as they start teaching at Sussex.
Mike’s Top Teaching Tip - Less is More If we accept that good teaching is about helping our students to construct knowledge and understanding for themselves, rather than transmitting the contents of our brains into theirs, then it makes sense to structure lectures around the main points that students need to understand and to allow space for the learning process. It is tempting to cram everything you know about a topic into a course, but as Mike says 'you are an expert – the students don't need to know all that'. And if you have less material in your lectures you are less likely to go too fast for the students and will have more opportunities to stop and make sure they understand, pose and respond to questions, build rapport with your students and keep them engaged. Mike applies the same principle to his lecture materials, keeping slides uncluttered and providing handouts with a pale background and lots of room for students to add their own notes.
Introducing the HEA Subject Centres The Psychology Network From its bases at the University of York and the University of Abertay, the Psychology Network works to develop supportive networks and to improve the learning experience of psychology students in Higher Education. For anyone involved in teaching Psychology, the Network website offers a wealth of information and resources. There are numerous specialised networks focusing on topics such as teaching qualitative research methods and social psychology. Regional networks for Postgraduates who Teach (PGwT) organise workshops, a teaching award and an e-mail discussion list as well as providing web resources and sometimes bursaries for attending conferences. The website offers a collection of resources and events designed to support new psychology lecturers and a database of resources to be used in the teaching and learning of psychology. The Network also publishes the journal Psychology Learning and Teaching and every two years, organises the Psychology Learning and Teaching Conference (PLAT) a forum for the transfer and take-up of knowledge and practice within Psychology undergraduate and postgraduate teaching, learning and assessment. The next PLAT conference will be in Edinburgh from 30th June to 2nd July 2010. The website also provides links to other relevant conferences such as the BPS London Lecture (8th December 2009) and the International Conference on Teaching Statistics (Slovenia 11-16 July 2010)
Web Links and Contact Psychology Network website: http://www.psychology.heacademy.ac.uk/ Postgraduates Who Teach (PGwT) south-east regional co-ordinator: Vicki Collin, V.G.Collin@gre.ac.uk Psychology Learning and Teaching Journal: http://www.psychology.heacademy.ac.uk/html/plat_journal.asp
Evaluating Formative Assessment on SyD Research carried out at Sussex to evaluate the use of forone course as a case study, Paolo and Carol collected data mative assessment through the virtual learning environthrough interviews and focus groups with tutors and stument (Study Direct) was presented at ALT-C (Association dents as well as interrogating the documentation and VLE for Learning Technology Conference) ‘text’. The conference paper focused in September. Paolo Oprandi, an Edu‘You get to see what the tutor on analysis of the narrative of the parcational Technologist in ITS who is also ticipants and their experience of the is looking for. You get to undertaking a Professional Doctorate in peer assessment, drawing on research compare that kind of aspect. by Sussex colleagues John Pryor and Education, has been working with You can concentrate on what Barbara Crossouard and David Nicol Carol Shergold (ITS) on a case study of a mid-term peer assessment activity features they want, what the (keynote speaker at the Sussex Teachand presented some of their findings at ing and Learning Conference 2009) as important parts of the the conference. well as other key authors on formative assignment are’ Student assessment. Virtual learning environments (VLEs) are increasingly recognized as a vehicle to make formative Responses from students and tutors indicated that the assessment a viable teaching method even in larger teachprocess of seeing peers’ work helps to clarify the goals and ing groups and at Sussex a number of tutors are beginning standards of the assessment task. Because the assessto provide formative assessments through the VLE. Taking (Continued on page 7)
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Getting Engaged Student engagement is one of the topics that readers have said they want to see addressed in RUSTLE and Emma Walton from Learning and Teaching Support in the library is particularly passionate about engaging students so RUSTLE asked her to share her views and approach. Whilst engaging students in their learning is an issue for everyone with a teaching role it is particularly challenging for the Learning and Teaching Support team in the library who run sessions on information skills for students at all levels and in all disciplines – most of whom they will only see once. This diversity means that Emma and her team have to think very carefully about how to stimulate the participants to get the most from the sessions. As Emma says, ‘We live in completely internet-dominated, information -rich society and having the skills to evaluate information – not just to find it but to work out what is of value, to filter the
available information, is important for life as well as for academic pursuits’. It is essential that students know how to do the things that Emma and her colleagues are teaching so it is important to really engage students because ‘without that engagement we don’t think they will get what we want them to out of the session’. How do you engage your students? For Emma it is all about relevance and ‘sparking off their interests so they can see it is going to be of value to them’. In the case of information skills this can be approached on a year-by-year basis: for first years the library sessions are usually about acquiring skills for studying at university for the first time; for second years it is about building on existing understanding and tackling particular issues which may have arisen in essay feedback; and for third years and masters students it is likely to be about researching dissertations. But whatever the level, Emma insists it is vital that the sessions always relate to the course of study, because although the skills learnt are ‘completely transferable to any subject, social / personal life or work ... in order for students to be engaged they seem to always
need to be able to relate it to what they are doing at the time’. This is one reason Emma and her team like to work with lecturers in designing sessions for groups of students. As with many academic disciplines, librarians have some dusty stereotypes to overcome before they can engage their audience, but Emma believes that by making sessions as dynamic as possible with an informal atmosphere and lots of variety, flexibility, activity and interactivity this can be done. PowerPoint presentations no longer dominate and sessions are taught in PC clusters where students can work in pairs or individually on tasks that are meaningful to them while teachers move around the room and ask questions. Emma also finds the use of analogy helps to bring the topic closer to the students and tries to establish some common ground from the start – perhaps by asking ‘who uses Google?’. The task of making sessions relevant
and engaging is helped by the range of good and exciting tools which the library now has available including Subject pages, InfoSuss, webcasts and search tools via the Electronic Library. But how can you know whether students are engaged with the session? Involvement in an activity is always a good sign, and that will probably mean walking around the room because as Emma points out, in PC clusters especially it is easy to teach to the two front rows and it is also easy for students' attention to wander towards checking e-mail or Facebook. Emma likes to move around the room to get a good sense of the mood and if necessary introduce an activity. Responsiveness to student diversity is particularly important in stimulating engagement and wherever possible Emma builds her sessions around the needs of the students – for example, mature and/or professional students returning to university for professional development programmes may be anxious about using an academic library and the technology that goes along with that, so Emma makes sure that sessions focus on what the students need to know for their particular studies.
Web Links To arrange an information skills session for your students: library.learning.teaching@sussex.ac.uk Support for your teaching library web pages: www.sussex.ac.uk/library/informationfor/teaching.php Library information for academics: www.sussex.ac.uk/library/informationfor/academics.html New search tools for the Electronic Library– QuickSearch and SubjectSearch: www.sussex.ac.uk/library/electronic/
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One of US — Inclusive teaching for all Sussex students are a diverse bunch – each one an individual with their own history, concerns and approaches to studying – so it can be a real challenge finding a way to teach that meets everyone’s needs. In the past there was an emphasis on making specific adjustments to ‘normal’ teaching for students with particular needs, but increasingly academics now talk of ‘inclusive teaching’ that enables all students to learn effectively without excluding anyone. The aim is to plan teaching in a way that makes all our students feel that they belong in the classroom and the university.
working in groups and was able to contribute fully without feeling ‘singled out’ by the tutor. Clear learning outcomes let everyone know what is expected in a programme, course or session and Luke found them particularly helpful when tackling his assignments – by copying them and sticking them on his computer monitor he was able to really focus on what was expected of him as he tackled tasks. Constructive feedback is enormously helpful to students who not only want to know how their work compared to the standards set for that piece, but the strengths they should build on and aspects they need to improve in the next assignment. Luke received some very useful verbal and written feedback from tutors. When writing feedback it is better to type comments because many students, especially dyslexic students, find handwritten comments difficult to read.
Luke Evans, a recent graduate in Social Work who is dyslexic talked to RUSTLE about the approach to teaching that allowed him to succeed at Sussex.
Recording lectures and seminars is quite common these days, as digital technology has made it more practical, and Luke found that knowing he could listen again later reduced the stress of trying to keep up when there was a lot of information to process Photo by Juliana S on flickr http://www.flickr.com/photos/ perspectiva/254102459/ Getting to know students is key in a lecture. And of course, should to supporting them to make the a student miss a session due to ill health a recording is a most of their strengths and tackle their challenges, so the great study aid. Academic Advisor role is a crucially important one. Luke really appreciated meeting his Academic Advisor regularly Providing materials in advance can also help students to and being asked how things were going for him, but he also prepare for sessions and Luke found it helped him to get to liked to clarify exactly what was expected in assignments grips with material if he was able to print PowerPoint presand to get an early start on them, so the opportunity to talk entations before a session, read through at his own pace to his course tutors in their office hours was invaluable. and annotate them with ‘scribbles and notes’. Group work gives students the opportunity to combine their skills and learn from each other with everyone ‘playing to their strengths’ and students gaining confidence in expressing their ideas to others. Luke found he got a lot from
These simple strategies which Luke found helpful would be beneficial to all of our students – helping them to achieve their best and feel that they really belong at University and can succeed in their studies.
Web Link To find out more, or to contribute your own ideas and experiences visit the Sussex Inclusive teaching pages on SyD at
https://studydirect.sussex.ac.uk/course/view.php?id=8611
What's New in SyD? Study Direct has been upgraded – but what does that mean for teachers and students? There are some new features and some improvements to the functions we are used to, so here is a brief outline. Easier editing – with Drag and Drop editing you can easily move resources, activities, topics, and blocks. Flexible roles – 'assign roles' enables editors to specify different levels of access to a course site and the 'locally assigned roles' tab allows different roles and permissions for specific activities so it is now possible to set up peer review activities. Creating small groups – 'auto-create groups' can divide students into small groups. Just choose the number of groups or the number of students in each group and whether you want random or alphabetical groups. Groupings - the new 'grouping' facility allows more divisions within a single course, which could be useful on courses with several tutors. See all course grades – as part of the assignment 'drop box' tutors can now see an overview of all students and all assignments, and by hovering the mouse over a particular result , read the feedback provided. Tagging – students and tutors can now list their interests in their SyD profile and these can be displayed as a tag cloud. Help! As you work on SyD you will see question mark icons next to many items which link to explanations, and further support is just a click away on the 'Help' tab. There are FAQs, manuals, training sessions and an online query form to make sure you can get the best from SyD.
Web Link Study Direct Help Pages: https://studydirect.sussex.ac.uk/help/index.php?id=1
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How am I Doing? The annual Sussex Teaching and Learning the goal is constructive conference on 2nd June brought teaching feedback that staff together to explore and discuss new 'feeds forward' approaches to academic feedback and advice. Two external keynote speakers set the tone for a day of lively sessions that gave people the chance to exchange ideas about what directed is already being done at Sussex and to consider possiresearch-oriented bilities for future development.
tasks on the VLE
These are a few snippets from the day, which will hopefully whet your appetite for the resources available on the TLDU website, including notes on individual sessions, presentation slides and links to material referred to by speakers.
software to guide students through the process of planning an essay …. developing critical analysis
Web Link Conference page: www.sussex.ac.uk/tldu/conference
Ask students – what do they want feedback on? Electronic feedback
the goal of REAP is to develop in students the ability to monitor, manage and self-direct their own learning video recording of student presentations for feedback video-based feedback materials
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Evaluating Formative Assessment on SyD ment was mid-term and a large summative practical project followed, the students had an excellent opportunity to act on their learning resulting from the activity. Paolo used Activity Theory as a framework to analyse and theorise the learning practices within the course. The framework helped elicit and explain obvious tensions and contradictions experienced by the students. The act of peer assessing engaged students in a negotiation with their understanding of the course goals and therefore their own learning, which was of high pedagogic value. During this
process they were also engaged in some medium stake assessments of their peers, which introduced motivation and authenticity, but also uncertainty and, in some, dissatisfaction. In order to engage students the activity had a summative element, but this may have compromised the formative dimensions of the task. The research concluded that qualitative peer assessment had the potential to offer high quality learning experiences and this could be facilitated effectively through a VLE.
New Associates of the Higher Education Academy (AHEA) Three Associate Tutors from English have become Associates of the Higher Education Academy (AHEA) by successfully completing the AHEA Portfolio course run by TLDU. People who take the Sussex AHEA course are supported in putting together a portfolio to meet the requirements of the Higher Education Academy for the status of ‘Associate’ which gives national recognition of commitment to professionalism in teaching and learning in Congratulations to Higher Education and demonstrates that practice is Seda Ilter aligned with the UK Professional StanMaria Perysinakis dards Framework (PSF). The AHEA and post-nominal provides an indicator of Dimitris Savvidis professional identity for associate tutors and it is a portable
asset that has UK-wide relevance as well as facilitating participation in professional networks, including the network of discipline based Subject Centres, so is particularly useful for those intending to pursue an academic career. The course runs over a single term and consists of 3 seminars and a process of teaching observation. Candidates are required to have previously completed a Starting to Teach course for Associate Tutors and be teaching in the term that they undertake the AHEA course.
Web Links and Contact Sussex Associate Tutor Training Programme:
www.sussex.ac.uk/tldu/associatetutors HEA news, events and recognition schemes:
www.sussex.ac.uk/tldu/HEA Higher Education Academy: www.heacademy.ac.uk Tina O’Donnell on extension 8452
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Teaching and Learning Development Events TLDU offer an exciting programme of seminars and workshops on a wide range of topics related to teaching, learning, assessment, supervision and innovation. These events have been designed to be of value to all staff with teaching or tutoring responsibilities and are varied in terms of format, timing and location, as well as content, so that as many colleagues as possible can take part. The Autumn term sessions are listed here and the programme for the rest of the year, session outlines and details of how to book through Sussex Direct are available on the TLDU website. Introduction to SyD (Study Direct) Using an Interactive Whiteboard
Wednesday 14th October, 2-4pm Friday 23rd October, 10-12am
Academic Advising
Tuesday 27th October, 12-2pm
Planning Sessions
Wednesday 28th October, 2-4pm
Supporting International Students Personal Response System Learning in Small Groups Engaging the Disabled Student Marking & Feedback UK Education for New International Staff
Wednesday 28th October, 10.30am-12.30pm Friday 30th October, 12-1pm Wednesday 4th November, 2-4pm Thursday 5th November, 2-4pm Thursday 5th November, 10-12am Tuesday 10th November, 12.30-2pm
Effective Lecturing
Wednesday 11th November, 1-4pm
Inclusive Teaching
Wednesday 18th November, 10am-1pm
Understanding Dyslexia
Thursday 19th November, 12-2pm
Supporting Students who Experience Panic Attacks
Tuesday 24th November, 2-4pm
10 Minutes of Fame – Your Lecture in the Spotlight!
Wednesday 25th November, 10am-1pm
Feedback Using Study Direct
Thursday 26th November, 2-4pm
Designing Assessment
Tuesday 1st December, 10-12am
Navigating Programme Approval Designing Multiple Choice Questions Preparing a Teaching Portfolio Giving Effective Feedback Using Discussion Forums in Study Direct Doctoral Student Supervision Day
Tuesday 1st December, 2.30-4.30pm Wednesday 2nd December, 10am-4pm Thursday 3rd December, 2-3.30pm Tuesday 8th December, 10-12am Thursday 10th December, 12-2pm Tuesday 15th December, 9.30am-4.30pm
Web Links TLD Events 2009-10: www.sussex.ac.uk/tldu/tldevents Materials from the workshops and additional resources on the topics covered are now available on a Study Direct (SyD) site. To access the site go to https://studydirect.sussex.ac.uk/course/view.php?id=8637 and login using your ITS username and password (as used for e-mail). RUSTLE is produced by the Teaching and Learning Development Unit (TLDU) and is online at www.sussex.ac.uk/tldu/RUSTLE If you wish to comment or contribute please e-mail tldu@sussex.ac.uk
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