Centre for Learning & Teaching
Supporting teaching, sharing good practice and celebrating education
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From Age-friendly to VR: My Adventure in a New VIP
Hello everyone. It's Vienne. Following a wrap-up post about the Age-friendly VIP, I'd like to share my participation in a newly joined VIP focused on creating immersive training experiences in virtual reality (VR), specifically related to sexual harassment intervention training....
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FeedbackFruits and Groupwork
Overview Group work is an integral part of Architecture and Civil Engineering. With companies wanting students to have the transferable skills to work productively in teams, as well as the Office of Students including group working skills as a sector-wide...
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Heart Hackathon 2024 - how did Team Bath Heart do?
In November 2024, the student-led Team Bath Heart (TBH) team from the University of Bath took their 'totally artificial heart (TAH)' design to the annual Heart Hackathon in Utsunomiya, Japan, where they competed against eight teams from five countries. Team...
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VIP - Creating immersive training experiences in VR - On The Right Track
Hi everyone! My name is Tracy, and I’m thrilled to begin documenting my journey with the University’s Vertically Integrated Project (VIP) scheme. I am currently a second-year student, and I have been part of the ‘Creating immersive training experiences in...
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New Decolonising Learning & Teaching Community of Practice launches
Last week marked an exciting step as the inaugural meeting of our new Decolonising Learning & Teaching Community of Practice took place. Around 25 staff members, each bringing enthusiasm and fresh perspectives from a wide range of departments and professional...
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Takeaways from the second CLT GenAI Teaching Lab
Recently, the CLT hosted an engaging session exploring Generative AI (GenAI) as a Teaching Assistant, sparking conversations on the transformative potential of AI in education. Academic staff are continually challenged to balance teaching, research, and administrative responsibilities, and AI offers...
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