find teaching ideas
Take a look at the LATEST CASE STUDIES
Flexible Learning 2020
Flexible Learning 2020 is an approach to the delivery of our academic provision for the academic year 2020-21.
We will be sharing case studies from across the University here over the coming weeks with ideas about effective practice and achievable ideas for alternative activities.
If you have a case study that you would like to share we would love to hear from you, get in touch at LTDS@ncl.ac.uk.
Re-using ReCap: Using short videos as an extra resource
Existing ReCap recordings were edited to produce short videos to capture single exercises or ideas. Find out how this worked with Undergraduate Engineering students.
Using short online learning programmes to help students transition between stages
Okke Baumbach introduced a short online course to help students transition from their year abroad into their final year. Incorporating a range of non synchronous activities helped ensure students could get the most from the course across different time zones.
TimeWasters: The Time Management board game
Time management can be a bit of a dull topic to teach students, especially in a lecture format. GPS decided to take a new approach developing their very own TimeWasters board game.
Peer Tutoring in Sciences and Mathematics
A collaborative project at INTO Newcastle University led by high achieving students to guide and support learners.
Using Microsoft Teams for undergraduate groupwork and the development of digital skills
Gill Holden embedded Microsoft Teams into a group work module resulting in successful collaborations and excellent student feedback. This case study includes helpful tips for those looking to do the same.
Politics Curriculum Review
Politics instituted a full curriculum review, lasting over a year, to investigate how they could enhance their programmes in the following areas: feedback and assessment; student voice; employability; EDI; and teaching research methods. Find out more from Dr Michael Barr.
Assessing online collaboration to replicate authentic clinical practice
Module leaders worked collaboratively to create an assessment that related to authentic clinical practice of pain management. A number of approaches were used to achieve this including mapping out the module design and using rubrics in the assessment.
Acting as the Juror: Using OMBEA to teach theories of Truth
OMBEA is helping students to act as the jury in the ‘Trial of William Burke.’ Find out more from Dr Ruth Houghton from Newcastle Law School.
Moderation and second marking – keeping records
Some examples of moderation forms from across all three faculties.