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HELIX

What is HELIX?

HELIX is the University's new learning innovation hub for students, staff, and the local community. As the culmination of years of planning around investment to enhance student education at the University of Leeds, it offers cutting-edge digital provision including immersive technologies and cutting-edge multimedia production studios, as well as a physical makerspace.

Located in the heart of the University campus, HELIX enables staff and students to come together to collaborate on creative, innovative, and entrepreneurial projects based on their own initiatives and ideas.

HELIX is also a multi-purpose space for events and conferences, networking and public engagement with the wider community.

Where is HELIX?

HELIX can be found on Level 7 of theĀ EC Stoner building on the University of Leeds campus (or use What3Words).

Who is HELIX for?

In short, everyone! HELIX is designed to meet the needs of our students, but it's also designed for academic and professional staff who are curious about creating digitally-enhanced experiences for teaching, learning and working.

All of the spaces in HELIX are available for industry partners and the wider Leeds community to use for a wide range of projects.

HELIX has been designed to facilitate a community of users, actively encouraging collaboration and cross-pollination of ideas. We invite you to be a part of it!

HELIX stories

Working towards student wellbeing using VR at HELIX

BA Digital Media student Mustafa has been using HELIX's extended reality classroom to complete work on his final year project which aims to facilitate student...

Reverse engineering at the Makerspace in HELIX

Igor, Lucas, Tudor, Tom, and Kabeer are Third year MEng Mechanical Engineering students who have undertaken the challenge of reverse engineering a product as part...

HELIX Empowers VR Surgical Training

BSc Computer Science student Dillan has been using HELIX's extended reality classroom to complete work on his final year dissertation: how VR can enhance surgical...

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