Welcome to the FSE Blended and Flexible Toolkit, this series of articles is designed to reaffirm the basic principles behind Flexible and Blended Learning, what do we mean by these terms? How should they be implemented? How we can start to think about flexibility when designing learning materials and how to ensure we create flexible […]
Purpose This guidance supports staff in using Generative AI (GenAI) responsibly and effectively in teaching and learning. It aligns with the University of Manchester policies and promotes academic integrity, digital fluency, and inclusive education. This article covers: Core Principles for Using GenAI To achieve best practice when using GenAI, you must adhere to the below […]
One of the core values of the University of Manchester’s vision and strategic plan is a commitment to equality, diversity and equal opportunities for all. As such, we are committed to making teaching and learning accessible and inclusive. This article covers: Why is it Important to Create Accessible Teaching and Learning Content? Getting Started With […]
Assessment Forward Learning is a formative assessment framework that enables students to critically assess their peer’s work in a way that constructively develops their own understanding of upcoming assessment criteria.
Videos from April 2022’s online showcase and discussion of active learning lectures, bringing together speakers from across the Faculty.
Here you can explore a range of programmes aimed at developing your teaching and learning practice.
Planning the structure and delivery of your blended course is important. This webpage details some useful steps to help with this process.
This webpage details a list of resources and processes you can use to produce high quality screencast videos.
One of the main tasks with a blended learning approach is to produce blended learning material, we anticipate a large amount of this will be video content. This webpage details a list of resources that are available to help give your learning content a more professional touch.