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.
Category: Active learning (student engagement)
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.
Using Virtual Reality experiences for Psychology of Education
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.
Better seminar participation through annotation exercises
Noelle Dückmann Gallagher (SALC) describes how she uses annotation exercises to increase student participation in seminars.
Interactivity via Whiteboards
In this brief review Ross Jones (SEED) explains how he successfully uses Whiteboard features in live online lectures to encourage student participation and engagement in class.
Authentic immersive reading with social annotations
Ana Niño (SALC) describes how she enhances immersive reading and reading comprehension with Hypothes.is – the social annotation tool.
Using Padlet to drive student engagement and contributions during online seminars
Matt Varco (SEED) uses Padlet together with Zoom breakout rooms to maintain momentum during online sessions. Here he breaks down the steps he takes before, during and after the sessions and explains how he uses Padlet ability to embed multimedia to make sessions more engaging, replicating online the immediacy of in-person discussions.
Delivering interactive lectures for large student cohorts using Adobe Spark (now Adobe Express)
Nicole Martin and Rosalind Shorrocks (SoSS) show us how they used Adobe Spark to create asynchronous but interactive lectures for a large compulsory level 1 Politics unit.
Recording short pre-lecture video clips to introduce lectures and key themes
Ian Mell (SEED) explains how he produced weekly screencasts and video to introduce students to topics being debated in lectures.
Using a Spark (now Adobe CCE) to guide preparation for a class
Alison Jeffers (SALC) used a Spark page to help first year Drama students gauge the scope and scale of work required to prepare for a class.
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