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Subtitling and Migrant Stories – Annabel Treshansky's Blog

https://blogs.ed.ac.uk/annabel-treshansky/2020/10/21/subtitling-and-migrant-stories/

This is a requirement for our course materials, to ensure our videos are more accessible for, for example:. ... Most of the courses I have been involved in so far have been on the physical sciences side of GeoSciences, but today I got to edit (and

Aidie Chumbe / Knowledge Integration and Project Planning: Narrative Futures: Art, Data and Society (2023-24)

https://blogs.ed.ac.uk/s1727645_knowledge-integration-and-project-planning-narrative-futures-art-data-and-society-2023/

theory (which will […]. s1727645 3 May 2024This week shone a spotlight on the course : Representing Data. ... gave a lot of thought to perhaps the most interesting course of all: Ethical Data Futures.

Getting Started with Postgraduate Research – an online course starting on 14th October 2024 – iad4phd

https://blogs.ed.ac.uk/iad4phd/2024/10/09/getting-started-with-postgraduate-research-an-online-course-starting-on-14th-october-2024/

There’s still time to sign up for Getting Started with Postgraduate Research – a 3-week, interactive online course for all new postgraduate researchers at the University of Edinburgh. ... We hope this online course will help you settle into your

It’s been a while and so much has happened. – Climate Change Adaptation and Cultural Heritage

https://blogs.ed.ac.uk/climate_culture/2024/06/04/its-been-a-while-and-so-much-has-happened/

Local level engagement has been the focus CRITICAL since 2020. CRITICAL has produced various outputs including an e-learning course , film documentaries, various reports and local level community toolkits. ... We will share these here and we are now

SLICCs (Student-Led, Individually-Created Courses ): A Supportive Experiential Space Where Students Can Flourish

https://blogs.ed.ac.uk/learningexchange/2021/02/15/sliccs-student-led-individually-created-courses-a-supportive-experiential-space-where-students-can-flourish/

Rowa-Dewar who co-directs the MPH (online) explain the value of Student-Led, Individually-Created Courses (SLICCs) as a profound opportunity for personal and professional growth…. ... SLICCs (Student-Led, Individually-Created Courses ): A Supportive

Aliah Iman Khairul Azhar / Environmental Design: Materials, Ecologies, Futures (2022-2023)[SEM1]

https://blogs.ed.ac.uk/s2422419_environmental-design-materials-ecologies-futures-2022-2023sem1/

By Alice Finney (2022). Source: Dezeen. com . Thanks. Love, Aliah. Nov 27, 2022. ... Everyone was from different courses , countries, and of course , very different backgrounds.

Introducing the CRITICAL Phase 2 projects – Climate Change Adaptation and Cultural Heritage

https://blogs.ed.ac.uk/climate_culture/2023/02/13/introducing-the-critical-phase-2-projects/

Access the full online course materials: Re-thinking Cultural Heritage and Climate Change Adaptation course .

How we chose Articulate as the platform for Effective Digital Content – Website and Communications Blog

https://blogs.ed.ac.uk/website-communications/how-we-chose-articulate-as-the-platform-for-effective-digital-content/

let learners apply the course concepts to examples from their own working context. ... This course used a discussion forum for learners to share ideas and questions.

Summary in week 11：Review, summarize and re-imagine – Chuyue Xu / Curating (2024-2025)[SEM2]

https://blogs.ed.ac.uk/s2658803_curating-2024-2025sem2/2025/04/05/summary-in-week-11%ef%bc%9areview-summarize-and-re-imagine/

Any views expressed within media held on this service are those of the contributors, should not be taken as approved or endorsed by the University, and do not necessarily reflect the views of the University in respect of any particular issue. Toggle

Schools and gender: the unfinished history of an open seminar – University of Edinburgh Academics for Academic Freedom

https://blogs.ed.ac.uk/edinburghafaf/2022/04/11/schools-and-gender-the-unfinished-history-of-an-open-seminar/

Any views expressed within media held on this service are those of the contributors, should not be taken as approved or endorsed by the University, and do not necessarily reflect the views of the University in respect of any particular issue. Hide.