Open, Transferable and Technology-enabled Educational Resources The OTTER project enables the production and release of high-quality open educational resources (OERs) drawn from teaching materials delivered at the University of Leicester.
A "new wave" of universities is emerging that is redefining higher education and consigning the old axis of elite and non-elite to history. The claim was made by Bob Burgess, vice-chancellor of the University of Leicester, before this week's publication of performance indicators for widening participation and non-continuation rates by the Higher Education Statistics Agency. Professor Burgess argued that Leicester was at the vanguard of a movement typified by a shift away from a focus solely on teaching and research, to one in which more weight is put on exceeding targets for improving access and enhancing the student experience.
Leicester Research Archive is a digital collection of research output from members of the University of Leicester, UK. It currently includes articles, book chapters, theses, reports, conference papers, and research databases, and can include any form of research output including data sets. Much material is freely available in full text. If an item is not available in full text, you can try the DOI or other links from within LRA. Please note that these links will only give access to full text if you are entitled to see that full text or if it is openly available.
Welcome to the University of Leicester Image Library - a centralised asset library that allows you to find and download University photographs as well as logos and templates.
Feedback on academic performance is of critical importance to students’ learning, and in their perception of the quality of instruction they receive. Here we report the outcomes of a study comparing the views and expectations of first year biological science undergraduate students and academic staff regarding feedback provision and utilisation. The results indicate that while students and staff are generally satisfied with the feedback process, there are some tensions generated by perceived differences in desired academic outcomes. In particular, these tensions focus on perceptions of inconsistency in the feedback processes and in the use made of feedback to inform future practice.
We detail the research, development and initial outcomes of an intervention process to promote capability building in designing for e-learning at a dual mode university in the UK. The process, called CARPE DIEM, was built on a pilot study and became a Higher Education Academy 'Pathfinder' project named ADELIE. We report on the model workshop, its deployment, research and development over a 12-month period with a variety of subject groups working in small teams with learning technologists, pedagogical facilitators and librarians. Outcomes include improved scores on an institutional e-learning benchmarking exercise and increased capability for designing for online activities for students in the Virtual Learning Environment (VLE). The model is stable enough to be tried in other institutions and continues to develop in scope.
A novel approach to improving staff welfare is being offered by the University of Leicester. The local Staff Counselling and Welfare Service has invited a hypnotherapist to address interested staff later this month on the technique's use in controlling st