Scottish Higher Education Developers October 2018 | Página 3

Contents
FOREWORD: A SYPNOTIC HISTORY OF SHED
Darren Comber, University of Aberdeen ............................................................................................................ 1
INTRODUCTION
Fiona Smart, Edinburgh Napier University ..................................................................................................... 5
DIGITAL ASSESSMENT FEEDBACK
Alison Nimmo, Glasgow Caledonian University ........................................................................................... 6
THE PRINCIPAL’S TEACHING AWARD SCHEME (PTAS)
Daphne Loads and Emily Salvesen, The University of Edinburgh ........................................................ 7
DEVELOPING CONTEMPLATIVE PRACTICES IN HIGHER EDUCATION
Iddo Oberski, Queen Margaret University ....................................................................................................... 8
PEER SUPPORT NETWORKS
Sean Morrisey and Katy Savage, University of Strathclyde ................................................................... 10
DEVELOPING A COMMUNITY APPROACH OF LEARNERS ENGAGED IN
CONTINUING PROFESSIONAL DEVELOPMENT
Mary McCulloch and Catriona Cunningham, University of Stirling ................................................. 11
STUDENTS AS COLLEAGUES IN THE REVIEW OF TEACHING PRACTICE
Rachel Murray, Edinburgh Napier University .............................................................................................. 12
THE CHALLENGES AND TRANSFORMATIONS OF PART-TIME
BLENDED-LEARNING STUDENTS TEACHING PERFORMING ARTS IN AN
OFTEN VOLATILE AND CHANGEABLE SECTOR
Jamie Mackay, Royal Conservatoire of Scotland .......................................................................................... 13
HOW TO MOODLE AT THE UNIVERSITY OF GLASGOW
Shazia Ahmed, Laura Bojaca, Vicki Dale, Nicole Kipar, Kenneth McKenzie,
Alexander Moss, Amanda Geary Pate and El Spaeth, University of Glasgow ............................... 14