The learning and teaching support network promoting best practice in the information and computer science academic community (poster session)

2001 ◽  
Author(s):  
Aine McCaughey ◽  
Sylvia Alexander
Keyword(s):  
Computer Science ◽  
Best Practice ◽  
Poster Session ◽  
Academic Community ◽  
Support Network ◽  
Learning And Teaching ◽  
Teaching Support

EUROCALL Annual Report 1999/2000

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 132-136 ◽  
Author(s):  
JUNE THOMPSON
Keyword(s):  
Information Technologies ◽  
Annual Report ◽  
Support Network ◽  
Higher Education Funding ◽  
Learning And Teaching ◽  
Teaching Support ◽  
The Subject ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

EUROCALL continued to operate from the Language Institute at the University of Hull. The former CTI Centre for Modern Languages became part of a much larger Subject Centre for Languages, Linguistics and Area Studies, in turn part of the Learning and Teaching Support Network (LTSN) funded by the UK Higher Education funding bodies. The team at Hull is responsible for aspects of the Centre’s activities relating to communication and information technologies (C&IT), and consists of June Thompson, Fred Riley and Julie Venner who serves as EUROCALL membership secretary. We were pleased to be joined in May 2000 by Janet Bartle who is the Academic Co-ordinator, C&IT for the Subject Centre.

scholarly journals Funding of development projects by Learning and Teaching Support Network - Centre for Information and Computer Sciences2

2009 ◽  
Vol 25 (81) ◽  
pp. 12-16
Author(s):  
Alan Brine
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Information Science ◽  
Support Network ◽  
Higher Education Funding ◽  
Integrated Network ◽  
Development Fund ◽  
Learning And Teaching ◽  
Final Destination ◽  
Teaching Support

The Learning and Teaching Support Network was established at the beginning of the year 2000 by the higher education funding bodies. It is intended to provide an integrated network of subject centres to enhance learning and teaching activity in UK higher education. The subject centre responsible for Information and Computer Sciences is responsible for promoting quality information, resources and expertise in computing and library and information science. The LTSN - ICS is addressing its strategic aims by creating networks and establishing contacts within the discipline. The Centre has made available a development fund to support small academic projects in teaching and learning from both information and computer sciences. The successful projects are described here, as is the detailed refereeing process that was undertaken to determine the final destination for the development fund money.

The UK Centre for Legal Education: Enhancing Learning in Legal Education

2003 ◽  
Vol 3 (3-4) ◽  
pp. 177-178
Author(s):  
Ann Priestley
Keyword(s):  
Good Practice ◽  
Legal Education ◽  
Support Network ◽  
High Quality ◽  
Learning And Teaching ◽  
Teaching Support ◽  
Set Up ◽  
The Uk ◽  
Quality Learning

The UK Centre for Legal Education (UKCLE) is the LTSN subject centre for law. LTSN, the Learning and Teaching Support Network, was set up by the Joint Funding Councils in January 2000 to promote high quality learning and teaching and transfer good practice across disciplines. It is made up a generic centre and 24 subject centres.

scholarly journals Psychology Learning and Teaching in Wales

2005 ◽  
Vol 4 (1) ◽  
pp. 6-10
Author(s):  
Dominic Upton ◽  
Jesse Martin
Keyword(s):  
Higher Education ◽  
University Students ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Support Network ◽  
Learning And Teaching ◽  
Self Perceptions ◽  
Teaching Of Psychology ◽  
Teaching Support ◽  
Introductory Paper

A Learning and Teaching Support Network (LTSN) for Psychology sponsored workshop was held in April 2003 to discuss issues related to the research, teaching and learning of psychology in Wales. Representatives of a number of psychology departments from Welsh Higher Education Institutions (HEIs) attended the workshop. This introductory paper presents an overview of the current teaching of psychology in Welsh higher education: the departments, the research being carried out and the unique political context in which Welsh HE currently finds itself. Following this introduction are articles from Enlli Thomas who discusses the problems associated with attempting to teach psychology in Welsh; Paul Sander who reports on the problems associated with teaching increasing numbers of students; Lance Workman who reports on the differing and changing, self-perceptions of old and new university students; and finally Ray Crozier, who presents a study that explores shy students' views on seminars.

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