Caroline Bowsher gave a thought-provoking talk about the assumptions we make regarding assessment and feedback that can affect a student’s understanding or participation. We considered ways to demystify the process and Caroline shared some good practice from within the School of Biological Sciences.
Peter Green gave an illuminating talk on his experience as the Teaching and Learning Academic Lead for the Manchester Engineering Campus Development (MECD) project. As part of the project he considered ways to optimise the 191 teaching rooms in MECD to ensure they were fit for purpose in the current climate, for example, considering the […]
Dr Nicky Neilson outlined the lessons learned from the Masters of Egyptology programme as this developed from a face-to-face programme (in the 1970s) to a fully online programme that is due to start in September 2019. With 17% of all UK students completing a programme through distance learning, this is a growing market and something […]
This masterclass was divided into four groups, focusing on digital literacy, assessment and feedback, careers, and what instructors bring to the learning environment. Resources will be made available here, alongside the introductory slides.
In recent years, there has been an increased interest in the use of playful approaches in higher education. This encompasses a range of techniques and practices, from video games to Play Doh, and a way of reimagining learning design. This Learning@Lunch seminar, presented by Prof. Nicola Whitton from MMU, presents a model for playful learning […]
Students come to University with a wide range of experiences and strategies underpinning their learning. Some may encourage effective learning practices, but others may be problematic in some ways. Expectations of teaching and learning also vary considerably, presenting substantial challenges to University educators.
In these videos, Dianne Burns presents ideas for improving your large group teaching. Her tips cover organising your lectures, making your lectures unmissable, and bringing your large group teaching sessions to life. A list of references is also provided if you wish to find out more.
In all teaching scenarios it is important to think about not only what you want the learners to achieve during the session, but also what the learning environment will be like and whether there are particular challenges which need to be addressed to ensure learning opportunities are optimised. Large group teaching can provide unique challenges […]
January’s programme focuses on the difficulties and opportunities posed by teaching large groups of students.
Jane Brooks and Joanne Timpson presented this seminar, describing how they worked collaboratively to reduce over-assessment of BNurs students by creating a streamlined assessment load across the unit.