New for academic year 26/27, a fresh approach to developing pedagogical understanding and use of learning technology. Background As a University, we believe that learning technology can support teaching and learning. For instance, our Assessment and Feedback Principles and Priorities (section 7.1) [University of Edinburgh, 2022] specifically recognises the potential for learning technologies to enhance the effectiveness of assessment, marking, and feedback processes for students and staff alike. The Educational Design & Engagement (EDE) team of Learning Technology & Web Services in the Information Service Group, has a long history of providing support from specialists in the use of learning technology to staff and students across the disciplines. This is all grounded in good practice in the use of learning technology as well as technical knowledge. Our existing support has been well received, but we recognised the opportunity to offer a new kind of support, one that takes a more holistic view of how learning technology could be used to support key themes in education and also realise the policies and strategies in place at Edinburgh. This would enable us to take a pedagogy-first approach with recommendations for how to incorporate a range of supporting learning technology with a good practice perspective. The workshop format A workshop format was selected as it offered advantages to both attendees and facilitators. For attendees, it would give the opportunity for them to be actively engaged, learn from their peers, practice what they have learned, and receive feedback within the session. For EDE facilitators, it gives the opportunity to learn about experiences of staff in their day-to-day practice and assess if points had been understood (and make changes to the workshop if necessary). What attendees can expect Interactivity: The workshop combines hands-on practice, presentations, and discussion. Attendees should be ready for a high degree of interaction; they will get the most from the workshop from being as actively engaged as possible. Applicability: Each workshop requires attendees to bring experience from their specific teaching context and make this part of the event which results in the workshop being adaptable to the needs of all staff, whatever discipline, and will complement their teaching. Learning from peers: Groupwork is key to learning here. Having attendees work together, mostly in small groups or pairs, ensures attendees have the opportunity to contribute ideas but also learn from each other, recognising that while there is good practice there is often more than one way something can be accomplished. Depth over breadth: Content is carefully chosen and limited to focus on key areas, allowing the maximum opportunity to explore ideas in depth. Accessibility: Emphasis is placed on how to design with accessibility and fairness in mind that does not exclude learners. Learning technology as support: Attendees will have the opportunity to explore educational technology that can be integrated into Learn. No previous experience in the learning technology demonstrated is necessary, and demonstrations with additional resources would always be provided to ensure everyone can take part. Principles into practice: There is a focus on the importance of putting practical ideas into practice, and at the end of each workshop, attendees are guided to reflect on what they learnt and begin to write an action plan to realise this in their teaching practice and support for students. Additional related resources: Additional materials and pointers to related training is shared after the workshop. Opportunity to feedback: Feedback is also collected to ensure that these workshops can be continually improved. Who should attend These workshops are for teaching staff and those who support teaching who would like to explore teaching topics with colleagues across the University in an active and structured way. We also offer bespoke workshops to Schools.Booking information coming soon. This article was published on Thursday 6 August 2026
