Sofia Izquierdo Sanchez and William Tayler discuss how they integrate Instagram as a complementary tool to their teaching to introduce research-led teaching activities, increase student engagement, and relate teaching to students’ real lives in economics education.
Craig Thomas (SEED) used virtual reality headsets in a seminar setting to engage students in an immersive outer space experience.
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.
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.
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.
Panos Sarantopoulos (AMBS) shares how using Blackboard quizzes regularly, alongside forums and drop-in sessions, enhances learning.
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.
