Wonder if the new Bluetooth standards Auracast thing works well. Spotted that for first time at a train station.

I’d be hunting for where I put any old cable headphones, if they had bothered to say.

Sounds like the start of Hitchhikers Guide with the local council.

I have never managed to get a theatre loop system or alternative to work…

Cost of living and the pandemic usually cited as key factors.

CoL clearly still an issue and getting worse, so we’ll see where that impacts.

For a while wondered what difference year at school of lockdowns made and difference for those with more years after at school.

We had a fascinating discussion with some students around *how* best to help them understand the pedagogical approaches at university. When asked some students disagreed with idea of some being explicitly addressed early on as they said they simply wouldn’t have understood without experience first.

Regarding first year undergraduates my usual line to lecturers is “these aren’t students they are sixth formers on campus”. Not a perfect idea, but seems to land with some around the assumptions we’d make for “student”.

Having said that, what assumptions students make is also interesting.

What understand or what critical mean in your discipline is often quite good way into discussing disciplinary thinking.

However, not simple/easy conversation and consequently a debate on how easily you can simply tell the students vs discuss vs the need to experience it as a process as well

One of the best discussions I remember from a workshop was where we ended up having a 40 min discussion on everyone’s various different discipline linked explanations of “critical”.

Acourse design session, one of those times you dump the plan as the chat was better than what you had planned.

I really wonder what's taken them so long. This has been an issue for years and is very clearly adding danger to the road or (quietly, unmeasured) stopping people from travelling.

Must be a long list lit little popular things like this a gov could do to improve life, outside the hard big stuff.

“I should be more free next week/month” forever

Yes, can see that with how easily FHEA/PGCert/Ed Dev is dropped at sight of finance issues.

I'm not sure either universities or academics are ready (nor widely want) for what that would entail (e.g. chartered approach, GMC) for teaching/FHEA. I recall it was discussed a little but rejected for now.

This is also increasingly spreading beyond to academics as well in terms of that transactional approach to staff.

Consequences, for a sector that really relies on a lot of voluntary, ad hoc, collaborative, etc work to actually run - not good. (See also peer review).

Perhaps related (to the flat point) is a rather transactional approach and relationship taken by institutions - here's a job, just find someone to do it, if you want something else (progress/senior/whatever) you should go for another job (which people then, erm, do... elsewhere).

Until 6 months later when you discover the team has now developed its own jargon…

Need an academic jargon/language version of the xkcd standards comic

xkcd.com/927/

For the other half, we have some great case studies/projects where critical evaluation, visualisation, reflection and writing approaches (and more) are the focus.

A4 #LTHEChat
Live scenes from the reality on the ground:

(I’m only half joking)

I’m going to try a speculative alt answer here.
Move from thinking of the individual academic to look at the team. Aside from (many comments on this) including LDs etc, consider the teaching focussed academics too as part of a team to lead these areas (needs reward/recognition).

This mistake is made over and over again. Just such a waste, losing good people every time.

At heart of this is institutions not in practice regarding professional services as professionals.
Look at [insert PS role] as a profession, then look at how you support CPD, progression and development.

A2 #LTHEChat
Second one: peer draft feedback - seeing the skills in others or aiming to help them with these, helps visibility and meaning in context.
Not perfect, may need tutor guidance before/during or after for things they all miss etc but peer feedback is a good active start.