Mrs Danielle Hinton SFHEA

Mrs Danielle Hinton

Principal Educational Developer (PGCHE DL Lead)

Contact details

Email
d.m.hinton@bham.ac.uk
Twitter
@hintondm
Address
Educational Development Team
Libraries and Learning Resources
University of Birmingham
Edgbaston
Birmingham
B15 2TT
UK

Situated within the Educational Development Team, I provide support for the enhancement of teaching and learning practice, promote innovation in the curriculum, and facilitate the career-long professional development of Birmingham academics and professional staff in regards to teaching and supporting learning.

I am particularly interested in active learning (including enquiry and problem based learning), the emotions of learning and teaching, enhancement of learning through technologies, distance learning and serious play in Higher Education.

I am a Senior Fellow of the HEA and a LEGO® SERIOUS PLAY® certified developer & facilitator.

Qualifications

MSc (Poverty, Inequality and Development) - Distinction (2020), University of Birmingham
PGCert Learning and Teaching in Higher Education (2012), University of Birmingham
PGDip Information & Library Studies (1995), Curtin University of Technology, Western Australia
BApSci Information & Library Studies (1993), Curtin University of Technology, Western Australia

Biography

After a range of posts in Government, Medical and Higher Education library posts I joined the University in January 2001 in the capacity of elearning manager and then learning / instructional designer. I have worked specifically with the School of Education supporting amongst other activities the pioneering WebAustism and Vision Impairment distance learning programs of study. In the School of Government and Society I was responsible for the project management, co-learning design, development and moderation of the Cooperation in the Contemporary World MOOC (FutureLearn, 2014). For 10 years I supported the College of Social Sciences as an Instruction Design Consultant. In January 2018 I joined the Educational Development team, commencing my role as an Educational Developer in September 2018. Over the last 20+ years I have supported and/or led on a variety of University educational enhancement funded projects.

Research

Teaching and Learning focused projects include:

2018-2020    Curriculum Futures Retreat
2015-2017    Creative and Relational Thinkers: The Potential of LEGO® Serious Play®
2014-2015    Embedding Multimedia Group Assessment in a 3rd Year Politics Module
2013-2014    Cooperation in the Contemporary World MOOC
2011-2013    Online Marking and Feedback in the School of Government and Society

Other activities

Current Teaching

PGCHE programme:

  • Introduction to Teaching and Supporting Learning – module lead
  • Developing and Enhancing Your Professional Practice - Cohort Lead (Cohort F and H) and contributor

Previous Teaching

  • Module Lead: Learning in the Digital Age (PCAP – University of Birmingham)
  • Module Lead: Academic Skills (1st year UG – BA, English Language, English Literature and Education, University of Birmingham)
  • Module Lead: Learning to be a E-Tutor and Supporting Online Learning Communities (Yr3 UG/MA, Centre for lifelong Learning – University of Birmingham)

 

Other Activities

Publications

  • 2011     It’s a DODL: Developing Online Distance Learning Open Educational Resources (OER) to Support 21st Century Curriculum Design –Sixth International Blended Learning Conference 2011, University of Hertfordshire
  • 2010     Developing Authentic Online Problem-Based Learning Case Scenarios for Teachers of Students with Visual Impairment in the United Kingdom, Journal of Visual Impairment and Blindness
  • 2008     Using Enquiry Based Learning to Create a Blended Academic Skills Development Module for 1st Year Undergraduates That Promotes Independent Learning, International Blended Learning Conference 2008, University of Hertfordshire
  • 2007     Embedding online problem-based learning case scenarios in a distance education programme for specialist teachers of children with visual impairment,  European Journal of Special Needs Education, 22 (3): 275-293