Good Practice Library
Here you will find case studies, video recordings from workshops, and other tips & tricks from Humanities staff.
Use the Categories menu on the right hand side of this page, to find examples of good practice on a range of areas.
Learning Design Case Studies
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.
Co-creating and co-delivering resources with students
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.
Autograder for programming assignments via Gradescope
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.
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.
Body Art, Apps and Parties: Creative Knowledge Translation
Stephanie Sodero (SALC) challenges students to distil a key point from their research essays into a creative project designed for a target audience.
Assessment As Learning: Collaborative Peer Assessment
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.
Dual delivery of archaeology lab sessions
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)
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.
Submissions
Got something you’d like to share?
Submit your own best practice examples here.