A new approach to grammar teaching in SML replaced lectures with short explainer videos followed by exercises. Positive student feedback and high engagement with the model has resulted in the method continuing for academic year 21/22.
Dr Jessica Komes assessed students through a pre-recorded oral group presentation. As well as assessing the student’s ability to orally articulate the intended knowledge and skill outcomes, this approach helped students engage with each other and provided an opportunity for peer feedback.
Find out how Nick started using student generated video content for assessments and read about the results of doing so. In this case study you will also be able to view examples of student generated video content that was used for assessments.
This interdisciplinary approach to a flipped classroom gets students creating, engaged and sharing knowledge using short videos.
When teaching ophthalmology to MBBS students Dr Jeffry Hogg introduced a range of games and quizzes to help engage students with their learning.
Image by Eleri Tunstall
Professor Anthony Zito, Professor of European Public Policy School of Geography, Politics and Sociology Humanities and Social Sciences What did you do? Mock-Viva Video for Ph.D. students Who is involved? Professor Anthony Zito (Politics), Dr Kate Manzo (Geography), PG Students https://youtu.be/GZ7qXpEXfAQ How do you do it? A PG student agreed to be filmed undertaking Read more about Mock-viva video[…]
The Sociology programme embedded a clearer Support to Study model, giving students flexible, personalised deadlines to support wellbeing alongside work pressures, improving student autonomy, mental health outcomes, and satisfaction, despite increased staff workload.
Dr Amy Proctor and Michelle Black reflect on how they embedded interdisciplinary problem-based learning into the design of a new module in SNES to help students explore sustainability challenges, develop a broad understanding of the SDGs and develop collaborative experiences and essential skills for future careers.
Dr David Hope reflects on using ArcGIS StoryMaps as a summative assessment for a second-year undergraduate module and offers practical advice and inspiration for colleagues interested in the potential of this digital tool as a form of authentic assessment.
Dr Cong Zhang, Lecturer in Phonetics and Phonology in ECLS, discusses embedding authentic, engaging, and practical digital literacy skills into phonetics learning through interactive tools, online assessments, and creative multimedia projects.