A photo of students sitting around a table playing the Team Work Training Board Game

Team Work Training – Alien Alliance Groupwork Board Game

Posted on 18th October 20228th July 2024 by Michelle

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.

Supporting student groupwork

Posted on 27th January 20227th February 2022 by Claire Burnham

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.

Using audio feedback in Turnitin

Posted on 7th December 202111th March 2022 by Gosia

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[…]

Supporting Language Teaching with H5P

Posted on 26th November 2021 by Gosia

Loiana Leal Pavlichenko – Lecturer in Portuguese School of Modern Languages Faculty of Humanities and Social Sciences What did you do? Loiana has been using H5P to create formative exercises for students studying Portuguese at a range of levels in the School of Modern Languages. Using H5P Loiana has authored resources to support reading, writing, grammar, listening and pronunciation. Loiana uses H5P to present new material and to give students short activities to self-evaluate, Read more about Supporting Language Teaching with H5P[…]

Supporting Maths teaching with H5P

Posted on 25th November 202117th January 2022 by Gosia

Paul Mackay has been creating and incorporating H5P content as a regular part of teaching mathematics at INTO. The H5P content editor supports the use of LateX – speeding up the creation of content, and this is a feature that Paul uses in most of his resources.

Nearpod – the use of this interactive learning platform online and in the classroom

Posted on 6th October 202111th October 2021 by Claire Burnham

Nearpod is used in a series of lessons across INTO courses and allows a range of interactive activities to be incorporated into lessons. Find out more from Dr Paul Mackay and Dr Rachelle Maddison.

Using structural and stylistic domains within formative feedback to enhance students’ writing and communication at Level 3

Posted on 21st September 202122nd September 2021 by Claire Burnham

Professor Caroline Walker-Gleaves used formative feedback extensively with final year students to improve professional skills.

Laptop screen with the ARCCIS Storyboard page open

Virtual GPS: Online fieldwork using ArcGIS StoryMaps

Posted on 4th August 202123rd August 2021 by Gosia

Dr Louise Callard from Geography used ArcGIS StoryMaps to produce virtual fieldtrips: narrative, interactive map, photos (including 360o), videos, activities and questions.

Equitable Assessment Framework for today’s Digital Learners

Posted on 23rd July 20214th August 2023 by Claire Burnham

This collaborative project supported instructor’s adoption of the Transparency in Learning and Teaching (TILT) framework to help structure and communicate their assessments.

Assessing students innovatively via peer-reviewed small group video presentations

Posted on 6th July 202111th March 2022 by Claire Burnham

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.