The Learning Design team have supported a number of units and programmes across the faculty. In this post we share some examples and feedback from academic colleagues.
Inspiring a large cohort with varying levels of understanding can be challenging. Mario Pezzino (SoSS) explains how co-creating and co-delivering alongside students boosted student engagement and trust in the syllabus.
Why we went on a spacewalk: Supporting intended learning outcomes with virtual reality (VR) in seminars
Craig Thomas (SEED) used virtual reality headsets in a seminar setting to engage students in an immersive outer space experience.
Ekaterina Kazak (SoSS) highlights the use of automated programming assessments with Gradescope to address the challenges of manual marking and provide timely feedback to economics students.
Sarah MacQuarrie (SEED) used Virtual reality headsets as part of a lecture based around visual perception. Students used an app called ‘Notes on Blindness’, an immersive, interactive storytelling experience which creates a cognitive and emotional experience of blindness.
Stephanie Sodero (SALC) challenges students to distil a key point from their research essays into a creative project designed for a target audience.
MIE lecturer and unit lead Kelly Burgoyne (SEED) went from peer assessment sceptic to champion as she developed and supported a peer assessment as learning approach on her 3rd year UG unit.
With the assistance of a student facilitator, Hannah Cobb (SALC) ran archaeology lab sessions simultaneously for in-person and online students. Read how they went about it, the benefits, and students’ feedback.
Why is their work better than mine? Using a showcase event to harness the power of conversation, comparative judgement, and self-generated feedback
Creating meaningful summative feedback can be time consuming, with little guarantee of student engagement. However, allowing students to display their finished work to their peers, in an event aimed to encourage dialogue and comparative judgement, can become the catalyst for the creation of, and engagement with, high-quality self-generated feedback. Case study by Alison Zimmer (AMBS)
Paul Armstrong and Stephen Rayner (SEED) use e-Portfolio tool PebblePad to allow space for reflection and to provide regular interaction and feedback on their international programme.
Using Matterport technology, the Humanities eLearning team, alongside Music Department colleagues, developed an online induction module for students, including a virtual tour of the Martin Harris Centre.
Noelle Dückmann Gallagher (SALC) describes how she uses annotation exercises to increase student participation in seminars.
Cornelia Lawson & Philip Shapira (AMBS) asked students to prepare academic posters for a group assignment.
Panos Sarantopoulos (AMBS) shares how using Blackboard quizzes regularly, alongside forums and drop-in sessions, enhances learning.
Anonymous peer to peer review, even without students commenting on each other’s work is an effective way of developing skills such as writing style and structure in essay writing. Jenni Rose (AMBS) shares how students can also gain confidence in themselves from this process and become connected independent learners.
In this example Katherine Smith (SoSS) explains how she developed open debate as the method of assessment and feedback for her social anthropology module to respond to and celebrate diversity in the student cohort.
Reimala Sivalingam and Jennifer Rose (AMBS) describe how they used an Academic Advising workbook to enable students to thrive by fully supporting their academic, well-being and employability needs.
Nicky Nielsen (SALC) shows us how he used Virtual Reality to take his students on a tour of the tomb of Ramesses VI in Egypt.
Chris Godley (AMBS) explains how he used the ForceRank app in weekly sessions to drive student engagement with financial news and current affairs.
Sandra Torres (SALC) describes how she used VoiceThread (VT) to engage students in active language learning during asynchronous teaching. VT was used to present content, develop communicative skills using interactive tasks and to provide formative feedback.