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THEMATIC FOCUS FOR 2019-21
Our institutional conversations and collaborative work during the  rst period of LTA activity will focus on four thematic areas. Individually and collectively these will advance our work to implement Inspiring Learning by opening space to share existing practice and explore opportunities for further innovation.
STRENGTHENING LEARNING COMMUNITIES
Supporting students to feel they belong in their University learning environment underpins many areas of pedagogic thinking, particularly in relation to retention and student success. Engaging with these themes is complex, requiring a recognition of the diversity and hybridity of student interests and identities. What connections matter, at what points and to whom?
Through this theme we focus on how staff and students meaningfully communicate, connect and work together to create authentic learning communities.
CREATIVE SPACES, INSPIRING LEARNING
The learning landscapes we work within are undergoing considerable change.
The relationship between space, technology and pedagogy is continually being reframed. Digital and physical spaces are increasingly intertwining, opening new opportunities for teaching and student learning. Students learn in workplaces, in digital environments, in labs and maker-spaces, in ‘learning commons’,
in lecture theatres and seminar rooms across global campuses.
It is important, then, that we consider how we develop and use the spaces available to staff and students in ways that inspire learning and create opportunities for meaningful interaction.
This theme provides the focus for our  rst Learning and Teaching Day, a University-wide event that will provide a springboard into further collaboration and institutional conversation.
ASSESSMENT FOR LEARNING: REFRAMING ASSESSMENT AND FEEDBACK CONVERSATIONS
Developing ‘learning to learn’ capabilities is
at the heart of the vision of the Heriot-Watt graduate outlined in the Inspiring Learning Strategy. This challenges us to consider how we approach assessment and feedback, speci cally how to ensure this is an active, empowering learning conversation rather
than simply the passive receipt of marks and comments. Through this theme we will explore the range of practices across Heriot-Watt, consider recent research and innovation in the  eld, and champion the practical adoption of an assessment for learning approach that is consistent and coherent.
STUDENT WELLBEING AND THE CURRICULUM: NEW CHALLENGES, NEW PRACTICES
Student wellbeing and awareness of the mental health pressures many learners experience during their time at university is an area of increasing focus across the sector. Addressing these concerns challenges us
to think creatively about all aspects of the student experience, including how we shape and frame our curriculum. As part of the strategic focus on the curriculum, we will open an institutional conversation about how to develop learning that has at its heart a commitment to well-being.
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