Maria Tannant

4 Abonné

My expertise lies in creating effective and innovative learning environments/activities/resources that blend traditional methods of learning, teaching and assessment practice with new online technologies and pedagogic practice. This is primarily achieved by building solid working relationships with faculty and university departments and having a full understanding of the curricula and ambitions for the intended learning. I am also involved with advising senior management on best practice and strategic alignments with regard to learning technology/digital pedagogy. My current research looks at personal learning networks (PLNs) and personal learning environments (PLEs) and what role/direct...

blackboard uca vle learning arts creative library templates tel assessment lms university resources community modules accessibility university for the creative arts independent learning xerte inclusive learning dsa online assessment grademark registry faculty turnitin user experience durham university first year student experience learning technologies mobile technology ple student engagement campus pack online teaching pedagogy flexible technology module literacy system engage digital technologist collaboration elearning audit institution technologies course discover stuff finding learning.technology assistive self-directed learning inclusive

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Maria Tannant

Présentations

UCA - Accessibility and Using Technology in your Teaching by Maria Tannant

Blackboard: Using Templates and Modules for Self-Directed Learning by Maria Tannant

Finding Stuff: Making UCA Library Resources Discoverable in the University VLE/LMS

Moulding and integrating LMS practice to meet UCA's institutional needs

Empower and Enhance with Blackboard Course Templates and Community Modules

Reflective, formative spaces for learning, teaching and assessment using Campus Pack Learning Objects

Online Assessment - a marriage between Registry and Faculty

Learning to Learn Seamlessly

J’aime

Academic and professional identity

Use of recorded presentations by postgraduate students: a case study