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.
Category: Good Practice
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)
Using an e-portfolio tool for reflection and communication in global education
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 to create a virtual student induction
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.
Better seminar participation through annotation exercises
Noelle Dückmann Gallagher (SALC) describes how she uses annotation exercises to increase student participation in seminars.
Engaging students with innovative group assessment creating academic posters
Cornelia Lawson & Philip Shapira (AMBS) asked students to prepare academic posters for a group assignment.
The benefits of regular formative Blackboard quizzes
Panos Sarantopoulos (AMBS) shares how using Blackboard quizzes regularly, alongside forums and drop-in sessions, enhances learning.
Developing Student assessment literacy though Peer assessment
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.
Developing and Sharing Innovative and Responsive Assessment
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.
My Passport to Success! – Empowering Students in Higher Education through Critical Self Reflection
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.
