Digital playground

Topic: LITEbox Development


📥  LITEbox Development

LITEbox logo colour

LITEbox is a University-wide initiative supported by the Alumni Fund. It will create an environment where the whole University can learn about new and existing technologies for use in learning and teaching, and share their experiences of them. LITEbox will achieve this by hosting events and providing information relating to these technologies online.

If you would you like to share your use of technology within learning and teaching, please get in touch.


Previous LITEBox events

Reserve yourself a space at an event by emailing or clicking through each link.

5th May 2017 TurningPoint Interactive Polling - Free Lunch and Learn
Robin Smyth (Turning Technologies)
Click Here
9th May 2017 MCQs and Deep Learning Workshop: A Possible Fix?
Dr Matteo De Tina (University of Bath, Economics)
Prof Anthony Gardner-Medwin (University College London, Physiology)
Dr Steve Draper (University of Glasgow, Psychology)
Click Here
 11th May 2017 LITEbox Event - Get the most out of BoB
Alex Morris (Learning on Screen)
Click Here
25th May 2017 Re:View (Panopto) Training Drop-Ins
William Gaffney (Re:View)
Click Here

Find out more about other previous events with write ups and recordings, or browse related case studies from around campus.


Physical spaces

There are also two physical campus spaces, CB 5.13 and 8W 1.28, designated as LITEbox spaces, which are technology enabled rooms for teaching or student group work.


Scroll down to find our most recent blog posts.



Tech-facilitated public engagement in teaching: Mapping our findings so far

📥  LITEbox Development

As part of Phase 2 of the LITEbox/TDF project ‘The role of technologies when connecting students with external publics’, I found myself on a train to Telford with team leader Jess Francombe-Webb and Ed Stevens from the Public Engagement Unit. We were meeting with Cath Bonner, an external public engagement mapping expert, at the Ironbridge Gorge museum. Cath had previously worked with the museum to produce a mapping tool for their visitors, so it was the perfect location to inspire us to produce our own map of our project so far.

As mentioned in a previous blog post, Phase 1 of the project involved identifying and mapping examples of how academics across the University are using technology to connect their students to external publics. Not only was Cath going to help us map these findings, but she will also host a webinar as part of Phase 2; a series of workshops to showcase the best practices we have unearthed across the University.

On the train journey to Telford, we completed several tasks Cath had set us. The tasks inspired us to begin thinking about the project and the data we have collected so far in different ways, for example by creating a metaphor and a cultural web for our data. After going through the work we had produced, Cath asked us what we instinctually felt would be the best way to map our findings. It became apparent that the tasks had highlighted many different aspects of the project, and that mapping the depth and scope of the project on a single, simple-to-navigate map was going to be a challenge.

We were able to break down our findings into four stages: why, who, what, and how; each influenced by the process that came before. Once we had established these stages, we needed to produce a visual representation on which to map them. Thinking about Bath landmarks, and what in particular makes the University of Bath stand out, we decided to base our map around the town, the University, and the hill that connects the two. Starting at the bottom, we embedded our different motivations (the ‘whys’) in the River Avon, toying with the slogan ‘have you dipped your toes in the water?’ Travelling up the hill are questions relating to the ‘who’ and the ‘what’- providing users with some things to think about when generating a new public engagement project. At the top of the hill sits the University. Connecting the town to the University by way of the hill is a transformed version of the public engagement pyramid. The three points- transmit, receive, and collaborate- are instead presented on an infinity symbol. Transmit is located in town, representing academics visiting publics to transmit their knowledge. Receive is located at the University, representing inviting publics to the University to pass on their knowledge and experiences to the receiving students. Finally, collaborate is located at the midpoint on the hill- halfway between the town and the University- to represent collaborative working in which both publics and academics contribute their knowledge and expertise. At each point we plan to embed our case studies, representing good practice of each type of technology-facilitated public engagement in teaching here at the University of Bath.

Our time with Cath was extremely useful in getting us to think about the project in different ways. Although the initial purpose was to map our findings in a more creative way, we are so pleased with what we have produced that we are hoping to develop it further into an unexpected but additional output of the project. Funding dependent, we are hoping to develop the ‘map’ into a self-diagnostic tool to help staff and students identify where their previous experiences with public engagement place them, and to guide them through the thought process underlying the development of new ideas for engaging students with external publics using technologies.


Cath’s details

Cath Bonner: Training Manager at Ax-Stream

UXD Consultants and Approved Axure Training & Support Partner



Reflecting on my role as LITEbox officer


📥  LITEbox Development

For more than a year I have been working with a team of others to help develop LITEbox alongside my studies, but unfortunately, due to graduating, I am moving on somewhere else.

This role has allowed me to meet and talk to staff from all around campus and to see the University in a way which a normal student does not. I didn't realise that there was so much support available for learning and teaching behind the scenes, nor how much effort teaching staff put in outside of lecture times. One thing I've come to appreciate is how hard everyone at the University works to help improve the education of students!

LITEbox has been developing a community of practice which is continually growing, and this has been great to see. I've recently been hearing from staff members about how they are now using technology in their teaching which they had initially heard about through LITEbox, which really shows the impact that this project is having and that not only is the project interesting but it is affecting how students are being taught.

It has been great working alongside the core team of Rob Hyde, Emma Rich, Jessica Francombe-Webb and Sarah Turpin, who have a great passion for this project, as well as the wider project team and staff members who are very keen to share their stories and successes of using technology for learning and teaching.

My role within the LITEbox project has been to seek out uses of technology around campus and promote these, either through events or through online case studies, so that staff can learn from what others around campus are doing. The events always include such a vibrant discussion session at the end which gives staff, from any faculty or department, the opportunity to explore new technologies in a way which would not be possible without this project.

The blog, which offers an online presence of the project, has had over 12,000 views in the last year. The 20 events, which allow the physical sharing of knowledge and ideas, have had over 500 attendees. One of our recent events on the issue of Copyright for teaching had over 60 attendees with two external presenters. To me this just shows how much of a success this project has become.

My personal favourite event was the 5x5 technology showcase back in February which was very well attended, and despite some last minute hiccups, ran very successfully and received lots of positive feedback. Due to the success and feedback another similar event will be run in September this year; it is a shame I won't be here to attend!

With technology constantly developing and being able to improve all areas of people’s lives, I really do hope LITEbox continues to grow, allowing both staff and students to benefit from the sharing and developing of each other’s ideas.

Not only have I been able to develop my writing and communication skills to such a great extent while working on this project, but my interpersonal skills have definitely improved through speaking with a variety of staff members from around the University. I really do feel lucky to have been offered the opportunity to work on a project which both excited me and allowed me to develop myself so much. I can only hope that my future will allow me to work on such interesting projects with people as passionate about their jobs as I those I have met through this role.


Faculty of Engineering & Design TEL Reflections

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📥  LITEbox Development

This post has been written jointly by Andrew Heath (Associate Dean, Learning & Teaching), and Rachel Applegate and Yvonne Moore (Faculty Learning Technologists)


The Faculty of Engineering and Design held its first Technology Enhanced Learning event in March. It was a great chance to hear examples of good practice from staff. We decided that a short (50 minute) session was the best for busy staff with a few very short presentations. A few key themes emerged:

  • How to encourage and manage interactions with large cohorts of students
  • Streamlining assessment practices and providing timely feedback for large cohorts was another key topic
  • Helping students to engage with external publics such as professionals in industry was also of interest.

It became clear that these topics relate to the emerging strands in the forthcoming University Education Strategy, and within this context, the Faculty is considering how to increase and improve postgraduate provision.

The presentations from the event highlighted ways in which technology can be used to facilitate large group activities, enabling students to communicate and collaborate and be assessed.

The four presentations of learning and teaching activity were:

  • Moodle – for online MCQ assessment
  • Lino-it – for sharing views anonymously
  • Audience Response System – for interactive question and answer sessions in class
  • Re:View (Panopto) student presentations – for developing employability skills.

Find out more about each of the presentation topics in the event write-up (includes a recording of the event).

It was helpful that each presenter gave a realistic view of the activities in terms of perceived success as well as barriers they faced along the way and what could be done to overcome these in future. The discussion at the end of the session identified that others could benefit from the presenters’ experiences. This sharing of good practice is key to promoting excellence in learning and teaching. It also highlighted to the Faculty Learning Technologists that there are developments going on that are quietly happening without any support from them. This opens up questions about efficiency and sharing good practice that they hope to address in the future.

The event was well attended and positively received and we’re already in the process of planning the next one, focussing on assessment and feedback. A huge thanks to the presenters, Jos Darling, Marcelle McManus, Mirella Di Lorenzo and Aydin Nassehi. Further thanks to Jos Darling (Director of Teaching, Mechanical Engineering) who also organised the event, along with Rachel Applegate (FED Learning Technologist).


Faculty of Science TEL event


📥  LITEbox Development

This blog post has been kindly written by Catherine Haines, Student Experience Officer, Faculty of Science.


Over 60 academics and colleagues in teaching related roles from across the Faculty of Science attended the ‘teaching enhanced learning’ event on 9 March. The event was organised by Dr Alan Hayes, the Associate Dean for Learning and Teaching and followed on from on from last semester’s LITEbox Technology Panel Debate chaired by Peter Lambert.

The event was set up in world café style with colleagues from across the faculty showcasing how they use technology in their teaching. Dr Hayes gave a brief introduction and then handed over to the presenters.

The presenters and presentations are listed below:

There was also input from colleagues across the university, including Kyriaki Anagnostopoulou and Marie Salter from LTEO, Tim Maulin from LITEbox, Dr Wali Aslam, Conor Eastop and Pascal Loizeau.

As well as showcasing how technology is being used in each department, academics were encouraged to give feedback on the barriers they face when trying to use technology in teaching. They were also asked what technologies they wanted the University to invest in.

There were four sources of consultation feedback:

  • A Linoit board was set up to gather feedback
  • Paper feedback was collected during the event
  • A live Twitter feed took place throughout the event #esciencebath
  • Socrative was used to collect feedback at the end of the event


The feedback produced eight key findings for teaching enhanced learning:

  1. Request for a eLearning technologist employed within the faculty
  2. Request to establish a Faculty eLearning group (monthly meetings)
  3. Request for iPads (or similar) to be provided to staff
  4. Request for more time to prepare, plan, research and evaluate
  5. Investment in technology
  6. Investment in Moodle
  7. Investment in PebblePad
  8. Investment in staff training

The event ended with Dr Hayes leading a session to gain feedback using socrative.

The event was summarised using Storify.


HSS ‘Engaging with Technology in Teaching’ Event Reflection

📥  LITEbox Development

This blog post has been kindly written by Dr Cassie Wilson, Associate Dean (Learning and Teaching) Faculty of Humanities and Social Sciences.


The Faculty of Humanities & Social Sciences ‘Engaging with Technology in Teaching’ event which took place at the end of February provided a great opportunity for academic, professional services and administrative staff within the Faculty to observe and discuss the innovative practices which are currently being employed across the departments. Despite a slight panic with the initial slow uptake of participants, the attendance was very good with representation from all departments and job families.

The presentations given covered a wide variety of uses of technology in learning and teaching including; the use of skype and film in the classroom (Wali Aslam, PoLIS; Darragh McGee, Health), the use of Moodle quizzes in the assessment of large cohorts (Matteo De Tina, Economics), audience response systems (Richard Joiner, Psychology), the use of technology outside the classroom (John Troyer, SPS) and online student presentations (Geraldine Jones, Faculty e-learning officer). The purpose of each presentation was to demonstrate how the technology was employed alongside the conveyance of a key message in the use of technology in learning and teaching. The presentations were concluded with questions and discussions with the audience.

Reflecting on the event, I think the following key messages summarise nicely what was presented and discussed;

‘The use of technology does not have to be complex and onerous’
The presentations on the use of skype in the classroom showed just how simple the use of technology could be. The support for this from colleagues in AV is readily available and just needs to be tapped into! The thing about technology is that planning is absolutely a necessity and turning up on the morning of a lecture, without any prior preparation, in the hope that everything will work smoothly is not advised!

‘Technology should not necessarily be a replacement for more traditional methods of delivery’
A lively discussion around where technology fits into our learning and teaching arrived at a consensus of opinion that technology should not be replacing face to face contact but enhancing engagement and quality of teaching alongside increasing efficiencies were possible.

‘One size does not fit all’
All the uses of technology discussed during the session seemed entirely fit for purpose and as a result had been very successfully implemented. The issue that was raised was that these practices cannot be successfully transferable to every setting so there is a need to find what works for you and in the process of doing this individuals will be forced to reflect on current teaching practices which is never a bad thing!

The event was, in my opinion, a real success and this was a result of presenters who demonstrated a clear passion for the use technology inside (and outside!) the classroom. One really positive outcome of the day has been the formation of a Faculty ‘Innovation in Learning and Teaching’ group which will be led by Jess Francombe-Webb. The development of this group is likely to ensure that more events like this are hosted and the variety of innovative practices adopted across the Faculty are continued to be shared and promoted. The event was recorded (as you would expect!) so if you would like to view it please click on the following link;

Cassie Wilson
Associate Dean (Learning and Teaching)
Faculty of Humanities and Social Sciences


Reflecting on the TDF Public Engagement & Technology project so far...


📥  LITEbox Development

Just over a month ago I was fortunate enough to be recruited onto a TDF project investigating how staff use technology in their teaching to connect their students to external ‘publics’ (essentially any person or group external to the University). In a whirlwind month we are now submerged into phase one; mapping how staff across the University may be tapping into these aspects and to use technology to capture snippets of their experiences.

Back in February, our first team meeting was a quick-fire brainstorming session to give us some leads, followed by a mass-email sending session. Surprisingly speedy replies in tow, we arranged meetings with the respondents; a lesson in how difficult it is to get academics in a room at the same time. Clashing calendars aside, we successfully managed to arrange a series of coffee meetings. We entered the meetings with vague ideas of how staff might be using technology to connect their students to people outside of the University, but we had no idea just how interesting, exciting, and inspiring each of the individuals would be. The project has allowed me to connect with academics across the University with backgrounds completely different to mine, and given me an insight to perspectives other than my own. The range and variety of experiences we have had recounted to us is extraordinary, who knew it was all happening under our noses here at the University of Bath?

Admittedly not everyone met the full criteria of using technology to connect students to external publics, but that’s not to say these people were in any way less useful, interesting, or informative. The reasons provided for neglecting certain aspects of the project were intriguing and fascinating. Going into the meetings we had expected the main barrier to be lack of time, and indeed this was the case for some. But the meetings took us down paths we had never even considered; the appropriateness of technology use and the ethics of connecting with certain publics, just to name a few.

Although it is still early days in the project, there are already some important themes emerging. The first concerns the appropriateness of using technology in teaching and engaging with people external to the University. Several individuals have spoken about not just using technology for the sake of it. Technology should be used to enhance the process, which requires analysing each individual situation, thinking about what you would like to achieve, and asking the question: is technology beneficial, or even necessary?

Another important theme is discipline-specific issues and barriers. Again linking in to the above point, certain fields may be reluctant to use technologies due to their implicit and longstanding value of face to face interaction. When working with vulnerable publics, it is of utmost importance to maintain close and personal interactions, and so you have to be cautious when attempting to integrate technology into this dynamic. Equally, one must consider the public with which they may be potentially engaging, and question if it is appropriate to connect their students to such external groups. Many of the conversations we have had highlighted the importance of considering the ethics and politics surrounding connecting your students to certain publics, and what potential consequences there may be.

As phase one is drawing to a close, I’ve taken some time to reflect on my experiences of the project so far, and I have to say it’s been incredibly rewarding. The people we’ve met have been passionate and inspiring, and the knowledge and ideas they have contributed have been invaluable. Phase one has been an absolute pleasure, and I look forward to the experiences yet to come.


TDF Project: the role of technologies when connecting students with external publics

📥  LITEbox Development

Following the award of a Teaching Development Fund (TDF) grant the LITEbox team, in collaboration with the Public Engagement Unit (PEU) and e-Learning team, will be creating new opportunities for staff to explore the benefits of using technology to facilitate engagement with external publics to enrich their teaching.

The aim of the project is to explore and disseminate innovative engagement with new and existing technologies across the University that create opportunities for students and external publics (e.g. national/international scholars, third sector organisations, businesses, local and national government, peers) to engage with one another in diverse ways that enhance the learning experience. The TDF funding will be used to create a community of practice which shares and disseminates ideas to innovate this aspect of research-enriched teaching. To achieve this aim, there will be three phases during which the LITEbox team and student officers will:

Phase 1: map current use of technology to connect students with external publics.

Phase 2: identify examples of good practice across the institution and talk to staff about their experiences. A series of ‘engaged’ workshops will be co-convened to share experiences of staff, students and external publics, drawing on experiences across the Faculties/School (x 4) as well as an example from another university (x 1 webinar).

Phase 3: work in collaboration with the e-Learning Team, AV, the Public Engagement Unit and a student focus group, to evaluate and review these practices and develop a series of easily accessible online resources. This will include an online ‘hub’ of data e.g. blog posts, podcasts, case studies and online videos.

Arising from these phases will be a series of dissemination activities that will include:

  • Pre- and post-LITEbox event videos to increase the accessibility and visibility of events and to support the engagement of academic and Professional Services staff in using technology.
  • Production of a data suite of examples of innovation/good practice on the LITEbox blog. This will include case studies, blog entries, podcasts and other material made accessible to staff across the University. These resources will also be hosted on relevant sections of the PEU’s website to enhance visibility.
  • In conjunction with the PEU, LITEbox will hold a ‘Public Engagement Conversation’ to report back project findings.
  • As the Innovation Lab develops, LITEbox will work with the AV team and e-Learning to signpost the provision of a safe, supported environment for all staff to ‘experiment and explore’ new technologies. LITEbox controls an open booking system for this space, making it available for the academic community to trial innovative teaching activities such as video-conferencing and using interactive screens.
  • A short report identifying the barriers, concerns and needs of staff through the workshop evaluations and share findings with relevant Professional Services.
  • Workshop/conference paper at Exchange 2016 and any other relevant internal events.
  • Active promotion of all LITEbox events/activities through existing University channels.
  • LITEbox presentations will also be given to relevant University fora such as Director of Studies’ Forum, Senior Tutors Forum and Faculty/School Learning, Teaching & Quality Committees.
  • Promotion of the resources/outputs through the Bath Course and Bath Scheme.

For those of you who would like a bit more detail please read on below . . .

For the others, if you would like to be involved or have any questions please do not hesitate to contact Dr Jessica Francombe-Webb, and Samantha Wratten



Technology Supporting External Engagement

📥  LITEbox Development

Are you interested in how technology can support engagement with external people and organisations to enrich your teaching? Do you already use technology in this way?

Would you like to share your work and explore new opportunities for research-enriched teaching?

The LITEbox team will be pleased to hear from you – contact Dr Jessica Francombe-Webb, Project Leader (email:


Get involved in our community of engaged practice
Following the award of a Teaching Development Fund (TDF) grant the LITEbox team, in collaboration with the Public Engagement Unit (PEU) and e-Learning team, will be creating new opportunities for staff to explore the benefits of using technology to facilitate engagement with external publics to enrich their teaching . These will include:

  • A series of workshops to explore the opportunities and barriers when using technology to facilitate external engagement in learning and teaching contexts.
  • Creation of an open data suite of examples of innovation/good practice to include case studies, blog entries, podcasts and other materials.
  • A joint PEU/LITEbox ‘Public Engagement Conversation’ to report project findings.
  • A workshop providing space for discussion of findings and innovative practice at the annual ‘Exchange 2016’ event in May.


Commenting on this new project Dr Jessica Francombe-Webb said:

“We are delighted to have been awarded this funding as this will enable us to build on the work of LITEbox so far by introducing a new strand. The TDF funding will specifically enable us to create a community of practice which shares ideas to innovate this particular aspect of research-enriched teaching.”


For this project, the four LITEbox Co-Leaders, Drs Emma Rich, Reader and Jessica Francombe-Webb, Lecturer, Dept for Health, Mr Rob Hyde, AV Service Manager, Ms Sarah Turpin, Head of Academic Skills Resources, Academic Skills Centre are joined by Dr Kyriaki Anagnostopoulou, Head of e-Learning, LTEO and Mr Ed Stevens, Public Engagement Officer, Public Engagement Unit.

Ms Samantha Wratten has been appointed as the new LITEbox Project Officer working alongside current LITEbox Officer, Tim Maulin.

Further information: contact Dr Jessica Francombe-Webb ( or Samantha Wratten (


November's LITEbox events

📥  LITEbox Development, LITEbox Event

Following the success of the technology panel debate and Carole Mundell's Lessons from the Universe, we would like to highlight four upcoming events for all staff to attend. Our events range from tips on creating a successful blog, to delivering your lectures with an exciting flipped teaching approach.

If you would like more information, or to attend any of these events please email

Using online multimedia message walls to encourage participation

Wednesday 11 November 2015. 1.15pm - ​2.05pm. CB 5.13

An interactive workshop convened by Dr Jessica Francombe-Webb will seek to explore 1) whether online multimedia message walls can address any of the perceived shortcomings of forums, and 2) how multimedia message walls offer alternative ways of collating students' thoughts, ideas and questions to stimulate learning and feedback.

Facilitating virtual group work, online student presentations and remote delivery of lectures using web-conferencing

Thursday 12 November 2015. 12.30pm - 2.00pm. 8W 1.28

This is an LTEO organised event, please email Dan White to book a place
This seminar will focus on web-conferencing to provide innovative methods of engaging with students. Many teaching and learning activities can be moved to an online environment, through the use of web-conferencing tools, offering significant benefits to both staff and students.

Blogging is for pros

Tuesday 17 November 2015. 6.15pm - 7.45pm. CB 5.13

In this session by Ross Ferguson, the different uses of blogging in a corporate context will be explored and some best practice tips for blogging success will be shared using real-world examples of what works. Subjects will include content design, editing, engaging with audiences, and evaluation.

A flipped teaching toolkit for a quantitative module

Wednesday 18th November 2015. 12.45pm - 1.45pm. CB 5.13

If you are thinking about flipped teaching, adding interactivity to your class, or self-paced instruction through virtual learning environments, this session will be of interest to you. Dr Aydin Nassehi will showcase some of the innovative e-learning technologies​ which he very successfully uses to enhance his teaching practice and increase student engagement.

event schedule