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This OER provides a brief description of Writing-Enriched Curriculum.
This OER will be of benefit to colleagues interested in learning more about writing-enriched curriculum as a ‘a feasible and desirable framework for more intentional and incremental writing support which taps into the different strengths of discipline experts and writing professionals’.
Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA)
This work is licensed under a CC BY-NC-SA license, allowing sharing and adaptation for non-commercial use with proper attribution, provided derivative works use the same license.
https://creativecommons.org/licenses/by-nc-sa/4.0/If you have modified or adopted this resource, share your version here. Tracking adaptations helps us measure impact and connects others with useful updates.
This report draws on Patricia Gibson’s research around critical approaches to Artificial Intelligence (AI) in Education and the increasing automation of Educational Technologies (EdTech).
Comparing student and educator perceptions of generative artificial intelligence for teaching, learning and assessment: results from two institutional surveys
Through a thought-and-action mapping strategy known as interactive management, the current research modelled a unique, collaborative "pathway of impact influences" to describe such considerations from the perspectives of TUS higher management and external stakeholders.
As part of this project small workshops in linear algebra where held both nationally and internationally. The main workshop website is https://sites.google.com/view/tusdcu-linearalgebraworkshop/home
A one day workshop to help bring together early stage researchers to learn and discuss topics in Linear algebra.
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