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.
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.
Can animations and team based flipped learning help students to start to think like experts? Dr Emma Cockburn shares her approach to a one hour lecture with Sport and Exercise Science Students.
This interdisciplinary approach to a flipped classroom gets students creating, engaged and sharing knowledge using short videos.
Virtual exchanges can support internationalisation of curricula as well as developing a range of skills that students might need to live and work internationally. This collaborative case study covers the who, how and why of incorporating virtual exchanges into the MA in Applied Linguistics and TESOL.
Dr James Gerrard used formative tests with postgraduate students which helps to encourage engagement with resources and contributes to better summative assessment grades.
The ‘You are what you make’ Archaeology module uses a mix of online videos and physically engaging practical activities to create an effective and engaging learning environment.
“Will robots replace teachers in the future? Discuss” Dr James Stanfield uses blogs to encourage MA students to answer this and other big questions. This case study outlines how he does this and what the outcomes are.
Find out how the HSS8002 information and library skills module (part of the HASS PG researcher development programme) was transformed from face-to-face delivery into blended (i.e. online and face-to-face) format.
A 6 week MOOC that has been accessed in over 125 nations. Professor Ian Haynes highlights how collaborative working has helped ensure success as well as giving an overview of some of the teaching and learning lessons that can be applied more widely.