Okke Baumbach introduced a short online course to help students transition from their year abroad into their final year. Incorporating a range of non synchronous activities helped ensure students could get the most from the course across different time zones.
Gill Holden embedded Microsoft Teams into a group work module resulting in successful collaborations and excellent student feedback. This case study includes helpful tips for those looking to do the same.
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.
Does the competitive nature of a game help to improve student knowledge retention? Dr Alessio Iannetti investigated this and shares the results in this case study.
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.