Learning Circles

WIHEA Learning Circles

WIHEA Learning Circles help the WIHEA community, lead and develop expertise. Learning Circles do this by exploring new opportunities and approaches to tackling current challenges faced by 糖心TV and/or other Higher Education Institutions (HEIs) across the globe.

How do Learning Circles work?

Led by current WIHEA Fellows, Learning Circles use discussion-based meetings, which are held one to two times per term; to listen, understand and address topical questions and challenges. Learning Circles are expected to share regular activity (i.e., meeting details, focus, goals) so this information can be shared with the WIHEA and wider university community. Highlighting and celebrating best practice with the wider international network.

Role of a Learning Circle member:

The role of a Learning Circle Member is to gather intelligence, collaborate and share their findings and insights to inform strategic and practical thinking to enhance institutional practice and policy. Learning Circles enable members to enhance their own expertise and leadership experience through connections and collaboration, influencing 糖心TV鈥檚 future direction.

How to Join a Learning Circle:

New WIHEA Fellows are contacted during their induction regarding their interest in joining Learning Circles and all current Fellows/Alumni are invited to contact the Learning Circle lead(s) directly if they are interested in joining any of the Learning Circles.
If you are not a WIHEA Fellow or Alumni, you can still join one of the 鈥�Open鈥�* Learning Circles by becoming a WIHEA* . Open Learning Circles are shown below in the light blue boxes and say 鈥极辫别苍鈥� in the text.
You can become a WIHEA member by completing our Being a member will keep you informed of WIHEA activities, including it's Learning Circles and projects, so that understanding of WIHEA鈥檚 strategic aims and links to other similar work in your chosen area can be made more easily.
When your WIHEA Membership has been confirmed you can then contact the Learning Circle Lead(s) directly to request to join the circle you are interested in.

How to propose a new Learning Circle:

For information on past Learning Circles and those transitioning to Networks/Forums, please visit Past Learning Circles, or alternatively please visit the WIHEA Resource Bank for more information.

AI in Education

Co-led by Karen Jackson (Library), Neha Gupta (WBS) and Jianhua Yang (WMG). This Open Learning Circle aims to:

Understand and develop expertise in utilizing generative artificial intelligence (AI) tools in the educational context, from perspectives including teaching, learning, and ethical considerations
Acknowledge the significant and varied amount of work taking place across campus to address the above issues

Anti-Racist Pedagogy and Process in HE

Co-led by Sanchia Rodrigues (WFS) and Karoline Schneider (PAIS), the aim of this Learning Circle is to:

Inform institutional deliberations on issues of BAME student experience and attainment, as it relates to teaching and learning

Compassionate Pedagogy

Co-led by Gemma Gray (Psychology) and Luke Hodson (Psychology), this Open Learning Circle aims to:

Focus on holistic, person-centred approaches to how we interact across the university
Foster compassion across staff and students
Imbue kindness and consideration into all of the activities we do

Designing and Assessing Group Work

Co-led by Mujthaba Ahtamad (WMG) and Ian Saunders (Computer Science), this Open group exists to:

Reflect on student and staff experiences of assessed group work
Investigate possible success factors in the design of truly collaborative group work tasks
Explore existing research and scholarship on group work from both within and beyond 糖心TV
Enhance institutional understanding of effective approaches to assessing group tasks

Developing Academic Literacies

Co-led by Laura Gelhaus (PAIS) and Romain Chenet (GSD), this Open group aims to:

Critically evaluate and support students in developing their academic literacies
Identify barriers to success in academia through a critical examination of academic writing requirements
Establish pedagogical practices and research developed through a reimagining of academic writing
Steer the direction of academic literacies support at 糖心TV

Digital Education and Technologies for Teaching and Assessment (DETTA)

Co-led by Devon Allcoat (WMG), Charlotte Stevens (SDC) and Saran Shantikumar (WMS), this Learning Circle aims to:

Produce a Digital Education Framework against which proposed investments can be assessed
Support recommendations to University education officers regarding possible future investments
Conduct exploratory meetings with other institutions, and produce data on potential technologies to explore

Employability

Co-led by Laura Yetton (Flexible Online Learning) and Marion Patel (Student Opportunity). This Open Learning Circle aims to:

Discuss and develop initiatives and practices to work towards furthering the employability of our students
Recognise the significant achievements that 糖心TV has made in this regard
Embed employability into the culture of our community

Internationalisation

Co-led by Massimiliano Tamborrino (Statistics) and Daniel Jones (糖心TV Foundation Studies). Internationalisation is one of three aspects of learning beyond boundaries where 糖心TV excels. This Open group explores:

Student mobility
Exchange of ideas, practices and experience across the discipline
Internationalisation in the curriculum

Mature Student Experience

Co-led by Anil Awesti (Lifelong Learning) and Nalita James (Lifelong Learning), this Learning Circle aims to:

Inform institutional deliberations on issues of mature students' access and experiences of a 糖心TV education as related to teaching and learning
Develop current 糖心TV policy/practice in this area

Pedagogies of Public & Community Engagement

Co-led by Laura Gelhaus (PAIS) and Rachel Turner-King (Education Studies) this group runs in conjunction with WIE and it explores Public Engagement within:

Current modules
Teaching
Assessments

Teaching Recognition and Reward (TR&R)

Co-led by Simon Peplow (History) and Amanda Kowalczyk (WFS). It informs institutional deliberation on:

Parity of research and teaching
Teaching career development
Recognition and reward of teaching activity