We work in partnership with Goldsmiths' staff, lending our support and expertise to the shared goal of excellence in teaching and learning.
Who we are
We are a team of learning technologists and academic developers supporting inclusive and engaging innovation in the curriculum, and providing effective development, recognition and reward for all staff involved in teaching and supporting students’ learning.
We do this through a wide range of enhancement activities, including accredited courses, one-to-one support, events, online resources, the sharing of institution-wide innovative practice, and bespoke workshops.
We play a key role in enabling Goldsmiths’ strategic ambitions for education and the student experience.
Technology Enhanced Learning
We provide technical and pedagogical support and guidance for staff in Technology Enhanced Learning (TEL).
Our staff can help with the design of learning materials to make the most of flexible learning opportunities, from induction through to assessment. We can prototype ideas, research the possibilities and help staff to construct learning activities and resources. We also assist with day-to-day enquiries via our dedicated email helpline tel (@gold.ac.uk) and daily drop-ins.
We work closely with colleagues in IT and Digital Services to ensure upgrades and updates work smoothly and keep an eye on research, trends and innovations across the sector via local and national networks.
Our supported platforms provide abundant opportunities to create engaging and accessible activities and resources to supplement face to face teaching.
- Learn.gold is Goldsmiths' Virtual Learning Environment (VLE), based on the Moodle platform. It is central to the student learning journey
- Panopto supports recorded lectures, video assessments or supplemental pre-recorded materials. Easy to use, it offers built-in discussion and quiz features
- Turnitin enables similarity checking of submitted work to help students improve their referencing and prevent plagiarism
- Teams offer synchronous meetings and webinars
- Wooclap offers engaging real time polls face to face or online
Academic and curriculum development
Goldsmiths' Postgraduate Certificate in Learning and Teaching in Higher Education (PGCHE) is designed to enhance the pedagogical practice of staff new to teaching.
It is open to Goldsmiths’ staff via an application and selection process.
The programme consists of a series of study days, teaching observations, reflection logs, projects and coursework.
During the Study Days established teachers discuss existing pedagogical theory and practice informed by the lived experience of teaching at university.
Participants on the programme explore, discuss and debate theories of learning and teaching in Higher Education, and reflect on their own teaching activities, both individually and with their peers.
The Experiential route (ER) is Goldsmiths’ pathway for staff with recent or current experience teaching or supporting student learning to gain recognition as Fellows of Advance HE. We offer 3 levels of fellowship:
Associate D1 – open to all staff who teach or support student learning in higher education.
Fellowship D2 - for staff with at least 3 years experience teaching in higher education, although this is flexible
Senior Fellowship D3 – for staff with leadership experience in learning and teaching
We offer support in curriculum development and for individuals, particularly in inclusive practice and decolonising the curriculum. These include short online or face-to-face courses and sessions focussing on EDI centred practice, web resources, and bespoke sessions with programme teams.
Communities of Practice
We work with academic and professional services staff to create self-sustaining communities of practice across the university to support ongoing embedded staff development particularly around Equality, Diversity and Inclusion.
Meet the team
Dr Fiona Handley, Director of TaLIC
Fiona was formerly Principal Lecturer in Learning and Teaching at the University of Brighton and the Head of Learning and Teaching at the University of Winchester, where she led their PGCHE, experiential route and an MA Student Engagement.
She did her PhD at UCL in archaeology before working in various roles in universities, heritage and museums in the UK and abroad. Her background is in academic development and digital education, and she continues to have research interests in staff digital capabilities, assessment and feedback, and immersive digital learning environments, particularly virtual reality.
She is a member of the UCISA Digital Capabilities Steering Committee and works closely with organisations including Jisc, ALT, SEDA and HEDG.
Adeola Adeshina, Administrative Coordinator
Adeola manages the administrative process for both the PGCHE programme and the Advance HE Experiential Route to Fellowship.
Adeola has completed a first degree in Forensic Science, followed by a master’s degree in management, both at the University of Central Lancashire. During this time Adeola fell in love working with the diversity of student and staff experiences, within the higher education environment.
She has spent almost a decade working in higher education with a plethora of experience in the administrative field. Adeola has worked in various roles at Goldsmiths in the marketing, admissions, and disability teams. She has also completed a mental health first aider course and is proactive in advancing EDI within higher educational institutes.
Andrew Linton, Programme Convenor for the Post-Graduate Certificate in Teaching and Learning in Higher Education
Andrew is a Lecturer in Teaching and Learning for Higher Education at Goldsmiths. Andrew has more than twenty-five years teaching experience in higher education, at a number of universities in London and the Home Counties.
This includes supporting and delivering teaching and learning activities across a broad range of academic disciplines.
His teaching and learning interests include; pedagogic practice, assessment strategies, micro-teaching, curriculum design and development, decolonising the curriculum, inclusive education and pedagogical innovations. He is also interested in actively promoting healthy professional relationships and academic well-being. Andrew is a Senior Fellow of the Higher Education Academy (SFHEA) and a qualified social worker.
In his role, he is directly involved in the accreditation work for Advanced HE Awards and recognition at Goldsmiths and therefore keen to maintain and promote professional standards for teaching and learning in higher education.
He has also contributed to Goldsmiths' work on the Teaching Excellence and Students Outcomes Framework. Andrew has led and successfully won higher education contract bids in excess of one million pounds per annum and worked with both children’s and adult statutory employers and major government departments including the Children’s Workforce Development Council, Department for Education and Ministry of Justice.
- BSc (Hons) Sociology, Upper Second Class, University of North London
- MSc Applied Social Studies and CQSW, University of Oxford,
- MSc Criminal Justice Policy (Distinction) London School of Economics and Political Science.
- Senior Fellow of the Higher Education Academy
Andrew’s research interests span both education and social work. He is a registered doctoral student at University College London, Faculty of Education.
Andrew’s research is focused on the educational experiences of black boys in the care of the state. His social work research interests include: looked after children, social exclusion, social capital, resilience and vulnerability, youth and transitions, dual diagnosis, domestic violence, violence and the life course.
- External Examiner:MA Social Work - University of East London and MA Social Work, Nottingham Trent University
- Board Chair: Ark Resettlement Services - Independent Adult’s Charity, Tottenham London
- Board Member: Young Concern Trust - Independent Children’s Charity, Harlow Essex
Jane-May Martin, Accessibility Project Manager
Jane-May is responsible for coordinating College-wide projects and initiatives related to digital accessibility and inclusion, as well as improving the teaching and learning experience for disabled staff and students at Goldsmiths.
Jane-May is currently studying towards a professional Doctorate in Education (EdD) in the School of Education at the University of Sheffield. Jane-May’s doctoral research relates to understanding the experiences of racially minoritised professional and support staff within higher education institutions.
Jane-May has extensive experience of both studying and working at Goldsmiths in various roles.
- PG Cert in Education: Culture, Language and Identity, Department of Educational Studies, Goldsmiths
- MA in Contemporary Art Theory, Department of Visual Cultures, Goldsmiths
- BA (Hons) Textiles, Department of Art, Goldsmiths
Mark Anderson, Learning Technologist
Originally Mark’s work largely focused on the production of video-based learning resources and managing a video recording facility and editing suite. He later moved into VLE management and before joining Goldsmiths, was responsible for the University College of Osteopathy’s Moodle-based VLE.
He studied Cultural and Media Studies BA (hons) at UWE Bristol and began working in Higher Education in 2001, soon after graduating.
Mark currently splits his time between working at Goldsmiths and as a sound engineer and music producer.
Mariam Jabbi Chacón, Educational Developer
Mariam is the Educational Developer for Deconolisation of Academic Practice. Her work focuses on the interaction between the socio-political understanding of social minorities and the psychological impact of this status, focusing on racial studies.
She has also engaged in research on LGBT studies and psychology, as well as teaching practice as a seminar leader in social psychology.
She studied Psychology and Sociology BSc (Hons) at London Metropolitan University, where she held a role as Student Curriculum Partner, developing her interest in curriculum development.
Dr Raed Yacoub, E-Learning Advisor
Raed research interest is in literacy and lifelong learning from computational and constructionist perspectives. He has taught classes on digital literacy and computer skills.
Raed obtained his PhD from the University of Greenwich in London where he worked on interdisciplinary research at the Faculty of Education. His doctoral thesis focused on computational interventions in learning and teaching of English for English Speakers of Other Languages (ESOL) students.
Raed also works at the Media and Communications Department as Research Associate of the UK/EU Hub of the international research project Deathscapes: Mapping Race and Violence in Settler Societies, which is developing new ways to document, understand, and respond to contemporary racialized violence with research partners in Australia, Canada, and the United States. He has worked previously on participatory media initiatives that support creative expression and human rights advocacy among impoverished youth and communities in Palestine using new digital media and art.
- Doctor of Philosophy (PhD) in education: University of Greenwich, London, UK. 2016
- Master of Science in Society, Science and Technology (Innovation and Research Policy Studies). Lund University, Sweden. 2011
- Graduate programme in Urban Studies and Planning, at the Special Program for Urban and Regional Studies (SPURS): Massachusetts Institute of Technology (MIT), USA. 2007
- Bachelor of Science in Computer Science: Al-Quds University, East Jerusalem, Palestine. 2000
Tracy Part, Academic Developer
Tracy manages the Fellowship programme at Goldsmiths. By placing EDI considerations at the heart of curriculum design of Goldsmiths CPD Experiential Route to Fellowship, Tracy joins a network of colleagues who are stimulating cultural change at Goldsmiths.
She holds a Doctorate in Identity Formation: Troubling Stories of Adults (not)taming Mathematics. She's worked in the education sector for over 30 years as a teacher, lecturer, teacher trainer and teacher educator.
A senior lecturer, a committed ‘hooksian’, she annually produces research outputs in critical pedagogies.
Tracy holds 30 years of experience conducting complex learning conversations at all levels of the university and holds a Level 7 CMI qualification in educational leadership, mentoring and coaching. Tracy has extensive experience in establishing online Communities of Practice and considers her expertise to be facilitating agents for change.
Tracy’s current research interests revolve around developing open conversations around decentering current understandings of measurement of impact to include the building of trust, engagement and communal growth.
Vanessa Smith, E-Learning Advisor
Vanessa is the Arts and Humanities E-Learning Advisor for the following academic departments. Art, English and Creative Writing, Design, Music, Theatre and Performance, Visual Cultures.
She provides initial technical and pedagogical advice about learn.gold to staff within these departments.
Vanessa has a BA (Hons) in History and Sociology and an MA in Sociology, both from Goldsmiths. She has worked at Goldsmiths since 2003 in a variety of departments, so has an extensive knowledge of the institution, as a student and member of staff.
Will Goodin, E-Learning Advisor/ Learning Technologist
Will’s PhD Will received his PhD at Goldsmiths College in Art and Computational Technology in 2018. His research centred on the blurring of the lines between art and life through the use of collaborative interactive art experiences.
Will received an extensive educational practice background in Electronic Arts, Fine art, Photography and Art History while undertaking his B.F.A at the University of New Mexico. After earning his undergraduate degree, he moved to the United Kingdom for graduate school. While in the U.K Will has obtained a M.A. in Studio Art from the University of East London and an M.F.A in Compactional Studio Art from Goldsmiths. Prior to his time at TaLIC, he worked in graphic design and fine art photography in the United States.