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.
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.
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.
Dr Amy Proctor and Dr Beth Clark designed a problem-based learning session for students of Sustainability in Practice – a new shared module for Agriculture, Earth and Environment, and Applied Social Sciences Cluster (AESSC) students. In this session, students will use AI tools to generate solutions to food insecurity, and evaluate them critically.
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.
Dr Raghda Zahran, Programme and Project Manager from the Project Management Office worked with colleagues from the School of Computing to engage postgraduate students taking an Innovation Project, offering students a unique opportunity to apply their Data Science skills meaningfully, alongside developing an understanding of Learning Analytics from Newcastle University students’ perspectives, to inform the development of practical tools and strategies.
Dr Stacy Gillis and Dr Chiara Pellegrini present the findings of their NUTELA Funded project researching the technologies used by supervisors to provide feedback and advice to postgraduate students, highlighting the the most and least popular methods of feedback and making recommendations for best practice to improve the student experience of feedback.
Dr Catherine Douglas (staff: she/her) and Manjot Brar (student intern: she/her) from the School of Natural and Environmental Sciences, discuss the development of an innovative ice-breaking board game to enable students to discuss effective strategies for addressing common group working issues, and learn about the value of feedback. Students were integral to the design of the game which was funded to address requests for support in preparing for groupwork. This extremely successful pilot initiative will continue to be used and can be loaned out to anyone interested in reviewing the game and trialing with their students.
Group work was introduced right at the start of this Planning module to get students working together ready for their assessed group project. Find out how it worked.
Dr Jonathan Pugh School of Geography, Politics and Sociology Faculty of Humanities and Social Sciences What did you do and why? Dr Jonathan Pugh has used the audio comments option in Turnitin to provide feedback on essays to his students on the second-year Globalisation and Development module. As a person with a disability, who cannot Read more about Using audio feedback in Turnitin[…]