Welcome to the Jan-March Learning & Teaching Enhancement theme: Engaging and Empowering Learning with Technology.
In the second instalment of this series, I am inspired by the rich array of blogs that have sparked a re-evaluation of my own teaching approach. These discussions underscore the critical need to utilise diverse channels more strategically to form deeper connections with students. This series unfolds with a comprehensive exploration of integrating technology in educational settings, showcasing innovative methods that not only support student learning but also enhance our teaching experiences.
In the second instalment of our series focused on engaging and empowering learners through technology, I find myself inspired by numerous blog posts that challenge me to re-evaluate my own teaching methods. These reflections prompt me to explore how I can use various channels to connect with students more effectively. Rather than merely expecting students to show up and participate, it’s crucial to recognise and address their specific needs. In my Interactive Retailing course, we discuss the transition from multi-channel to omni-channel retailing. This shift isn’t just about using multiple channels; it’s about understanding consumer preferences across these channels and customising retail strategies accordingly. Similarly, in teaching, we can utilise a variety of platforms—such as the classroom, LearnUltra with its diverse tools like quizzes and videos, virtual meeting rooms, and even AI technologies like ChatGPT—to enhance educational delivery and engagement.
In this series, authors discuss the myriad of benefits of integrating different channels into teaching practices, not only to support students and facilitate learning but also to enhance the teaching experience itself. The series begins with a deep dive into podcasting, featuring a dialogue between two authors from different disciplines. Callum McGregor discusses how he uses podcasting to create an ‘intimate distance’ in online learning, enhancing the connection with his students remotely. Meanwhile, Kristina explores the use of podcasts as an innovative form of assessment in her courses, providing a fresh perspective on evaluating student learning.
The subsequent two blogs in the series delve into the crucial role of feedback in learning, particularly how immediate feedback can significantly enhance student engagement and ensure more effective learning outcomes. Dani Orejon Mantecon elaborates on an innovative approach—developing a step-by-step interactive manual. This manual guides students through online content and interactive quizzes, which has not only boosted their confidence in laboratory settings but also increased their overall satisfaction with the course. Similarly, David Reid leverages his expertise from his PhD studies at The University of Edinburgh and designed a learning analytics system. This system analyses how students interact with remote laboratories and provides them with on-demand feedback. His reflections highlight that students who engaged with this system were twice as likely to complete their tasks as expected compared to those who did not.
In the following entry of the series, Kartic Subr reflects on how incorporating generative AI into his curriculum has revolutionised learning. By engaging students in a novel manner, this technology has made grasping complex topics both more accessible and efficient, benefiting not only the students but also tutors and himself. While generative AI presents its own set of challenges, it poses a significant opportunity to restructure educational approaches and enhance learning outcomes.
In contrast to purely technological applications, Dimitrios Gerogiorgis explores his approaches to blended learning, highlighting the crucial role of in-class seminars. In his discussion, Dimitrios outlines his “4S Strategy” for maximizing engagement during these seminars, which includes Setting the stage, Sparking the active seminar, Strolling around the room, and Summarising and inspiring beyond the session. He offers practical advice on how to effectively implement this strategy to achieve deeper student engagement.
In the following two entries of the series, Paula Smith and Emily O’Reilly delve into strategies for enhancing inclusivity in online courses. Paula addresses the emotional challenges and feelings of isolation often encountered in online SLICC courses by incorporating virtual cafes and group activities that foster a sense of community, receiving positive feedback from students. Meanwhile, Emily concentrates her efforts on creating inclusive assessment methods for her online classes. By offering technical support and addressing various challenges associated with remote learning, she ensures that all students can successfully upload their presentations to LEARN and feel more empowered in their educational journey.
Finally, in the concluding blog of the series, which I will author, I plan to explore the use of virtual reality (VR) as an educational tool. Introducing VR into my retailing class has presented significant challenges. Despite being technologically savvy, many students have not yet had direct experience with VR, often finding it unrelatable. By integrating VR headsets into the curriculum and allowing students to engage with a simulated retail environment, I aim to enhance accessibility to complex concepts and stimulate creative thinking about how they might apply this technology in their retail assignments. Additionally, I will reflect on the potential for broader adoption of this technology in educational settings in the future.
I hope that this blog series inspires us to consider the lessons learned and reflect on how we can adapt these strategies within our own teaching contexts. How can we activate more of these channels in ways that truly resonate with our students? Let’s explore how these innovative approaches can be tailored to enrich our own classes and enhance student engagement.
Kirsten Cowan
Dr Kirsten Cowan is a Senior Lecturer in Marketing in the Business School. She has been working at The University of Edinburgh for the past six years, teaching mostly undergraduate students. Her research explores how immersive technologies can influence consumer decision-making by changing the way that people think and remember. This research has led to the creation of a book entitled ‘The Reality of Virtuality’ and several articles published in top marketing journals. Her research has also led her to integrate virtual reality in the classroom to facilitate student learning. She has a PhD from The University of North Texas.
