Fusing team-based flipped learning and animations
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.
Tag: Actively engaging students
Developing more diverse and inclusive capstones for undergraduate management and business students
Two alternative assessments were introduced by Newcastle University Business School, designed to meet diverse student and employer needs. Find out more from Angela Mazzetti.
WISDOM: Women In Science Doing Outstanding Maths
WISDOM is an inspiring outreach event aimed at encouraging girls in years 9 and 10 to study Maths at A Level. The event included a range of speakers highlighting the opportunities that studying Maths can bring. Dr Kate Henderson outlines some of the successes of the event in this case study.
Your module at a glance – creating module roadmaps to support student learning
Making use of module roadmaps has helped students get the most out of their learning, reduced ten page documents down to one and resulted in learning activities and expectations being communicated ‘at a glance’. Rosalind Beaumont shares how this approach has been used in the HaSS Faculty PGCert in Research Training.
Use of student-generated videos to prime practical workshop learning
This interdisciplinary approach to a flipped classroom gets students creating, engaged and sharing knowledge using short videos.
Creating a supportive learning environment through integration of year groups
The School of Dental Sciences have created an effective learning community giving students across stages and programmes the opportunity to work together and learn from each other.
Accessing Archives with International Foundation Students
INTO foundation students engage with primary sources as part of their British Culture module. Read more about how this approach gives students confidence for independent archival research.
Over the Threshold: formative work in the first days at university
Archaeology students submit a formative piece, “What will I get from my degree?” near the start of Semester 1. Find out more from Dr James Gerrard in this Case Study.
Online postgraduate formative assessment
Dr James Gerrard used formative tests with postgraduate students which helps to encourage engagement with resources and contributes to better summative assessment grades.
Learning through Ancient and Modern Technology
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.