A photograph of Chris Graham

Using Vevox as a back-channel for student Q&As

Dr Chris Graham, Director of Digital Learning in Maths, Stats and Physics, explains how he uses the Q&A functionality in Vevox as a channel for student questions during lectures, how he has refined his approach to responding to questions during the lecture, and how students have reacted positively to the option to ask questions anonymously.

A photograph of John Holton

Developing diverse skill-sets, student engagement, and self-evaluation in a poster assessment

Dr John Holton, Senior Lecturer in Ancient History, describes designing a poster assignment for his stage 2 module that builds and tests diverse skill-sets, promotes student engagement by enabling students to self-select and then personally research their choice of topic, resulting in students showing an increased assessment confidence and unusually high engagement with the task.

Examining Different Learners’ Development of Critical Learning Skills in Postgraduate Taught Programmes: A Comparative Study in Accounting and Finance and in Applied Linguistics and TESOL

Lana Liu, Senior Lecturer in Accounting and Finance in NUBS and Mei Lin, Senior Lecturer in Applied Linguistic in ECLS describe how they developed a critical learning skills (CLS) framework, which identifies critical moments in students’ learning journey and pedagogical strategies focusing on knowledge application and critical evaluations and helps inform critical thinking (CT) in curriculum design.

An image representing a figure from Greek Mythology created by students using AI. It shows Orpheus, a male figure carrying a lyre on his back, and walking through a dark tunnel with the aid of a stick, towards an archway opening into the light.

Exploring Imagined Spaces with AI Tools

Dr Stephanie Holton, Senior Lecturer in Classics and Ancient History, explains how students used AI generative tools to create visual representations of self-chosen textual sources, and how the software enabled students who struggle with confidence in their drawing skills to produce striking visual images, by allowing them to focus on the content of the text rather than on artistic ability.

A picture of Angela Mazzetti

Working in Partnership with the Academic Skills Team to Develop Effective Student Guidance on Designing and Producing an Infographic Assessment

Dr Angela Mazzetti from NUBS explains her partnership work with Liv Jonassen of the Academic Skills Team from the Library to produce engaging and informative assessment support videos on the subject of designing infographics for BUS2040, resulting in an improvement in student achievement, and increased confidence when engaging with the assessment.

An image of the top section of the 'How does it work?' info graphic, including the title, a cartoon figure with question marks above its head, the words PEC in HCA, followed by a short explanation of what a PEC is.

Supporting students through Personal Extenuating Circumstances (PEC) via tailored infographic

John Holton, Director of Education in HCA explains how student demand for clarity on navigating the PEC process led him to develop a bespoke, student-facing infographic, re-packaging important information and key take-aways in an engaging and easy to understand format, resulting in a reduction in student anxiety, increasing confidence in the process, and reducing workload for staff responding to queries.

An image of the new materials showing a visual representation of the cell cycle, with coloured connecting arrows labelled with the different parts of the cycle with images of the cells contained with the circle.

Giving new life to an old presentation: A Module Revamp Case Study

Emily Smith, LET Coordinator in FMS TEL, describes how she worked with Sue Campbell and Krissie Howkins from the Chemotherapy Nurse Training module team, responding to negative student feedback to review and revamp materials for an unpopular topic in the module, replacing text heavy resources with animated infographics, and interactive quizzes using H5P, turning the topic into one of the most popular of the module.

A picture of Angela Mazzetti

Engaging Students in the Co-creation of Session Content: A Global Human Resource Management Example

Dr Angela Mazzetti, Senior Lecturer in Management Practice in NUBS explored how the transferability of human resource management concepts to a wider global context could be enhanced through involving international students in the co-creation of session content, enabling the concept of ‘the quality of working life’ to be explored from a diversity of global perspectives, encouraging students to reflect on how these insights might impact their future practice as people professionals.

Screenshot of Nafferton Virtual Farms

Virtual Tours of the NU Farms

As part of the Agriculture, Earth and Environment, and Applied Social Sciences Cluster (AESSC) Curriculum Redesign Project within SNES, we have developed virtual tours of NU Farms using H5P. These virtual tours provide an immersive experience during Open Days, familiarise students and colleagues with the farms prior to field trips, and enrich fieldwork activities.

A photo of Benjamin Bader

The Magic of Scratch Cards for Immediate Feedback

Benjamin Bader, Senior Lecturer in International Human Resource Management in NUBS, combined the critical tenets of active learning and formative assessment by incorporating the active learning method of Immediate Feedback Assessment Technique (IFAT) scratch cards into the BUS3021 module, moving students away from the passive intake of information to a more engaged, dynamic learning process where they could apply their understanding to solve problems, think critically, while making learning enjoyable and stimulating.