Let's start with a few questions. When was the last time you felt excited by or frustrated with your university experience? What does a day in the university look like for you? What brought you here? What motivates you in your work or studies? What challenges did...
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.
Stephanie Sodero (SALC) challenges students to distil a key point from their research essays into a creative project designed for a target audience.
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)
Noelle Dückmann Gallagher (SALC) describes how she uses annotation exercises to increase student participation in seminars.
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.
SEED academics Loretta Anthony-Okeke, Heather Cockayne, Susan Dawson and Zhuo Min Huang describe a student experience event in which MA students in MIE were asked to reflect on their learning journey throughout the year and choose a photo they had taken to represent those reflections accompanied by a written commentary.
Heather Cockayne (SEED) describes using Padlet for online collaborative tasks and building a repository of student work.
Following great student feedback, Razieh Zandieh shares the synchronous and asynchronous activities which helped to enhance social interaction amongst students, and shape groups for group assignments.
Caroline Henaghan (SoSS) discusses how the ‘Study Buddy’ Scheme was introduced in Law to provide an opportunity for students to share knowledge and learn independently and from each other online and, more broadly, to contribute to student wellbeing while fostering a sense of community.
