Exchange

Sharing ideas for Learning and Teaching

Online Quizzes for formative and summative assessment?

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📥  Case Studies

Dr Matteo De Tina, Director of Learning and Teaching in the Department of Economics at the University of Bath, discusses why and how he has explored the use of online multiple choice quizzes in the Moodle online environment for both formative and summative assessment. He looks at the experiences, strengths and problems encountered and the current future intentions and recommendations.

 

Bringing material to life

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📥  Reflections

Dr Fabio Nemetz from the Department of Computer Science at the University of Bath, leads this video looking at using multimedia to bring media to life in a lecture, with contributions from students and examples from other staff. This video is part of a set in which Fabio and his students discuss techniques he uses do try to make lectures more engaging.

Video Producer: David James

 

Focus and attention in lectures

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📥  Reflections

Dr Fabio Nemetz from the Department of Computer Science at the University of Bath, leads this video looking at some ways to improve focus and attention for students in a lecture, with contributions from students and examples from other staff. This video is part of a set in which Fabio and his students discuss techniques he uses do try to make lectures more engaging.

Video Producer: David James

 

Why should students attend your lectures?

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📥  Reflections

Dr Fabio Nemetz from the Department of Computer Science at the University of Bath, leads this video looking at the question of why students should attend your lecture, with contributions from students and footage of other teachers at the University. This video is part of a set in which Fabio and his students discuss techniques he uses to try to make lectures more engaging.

Video Producer: David James

 

Role play for learning: Developing a process to support student designed learning activities

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📥  Case Studies

Summary

This 2014-15 project worked with students to develop a framework for supporting students in designing their own learning activities. Focussing on role play activities in a third year PoLIS unit (PL30548) as a test bed. The project began by upskilling the project leads through engaging in knowledge exchanges (conversations and workshop) with external academic experts in role play design. Following this a schedule and outline plan for the unit was developed and refined through peer review from our external expert.

During S1 (2015/16) third year students were supported in designing and developing their own role-play activities linked to the unit themes and assessment and ‘played out’ in seminar sessions. A generic framework for supporting students in producing these game like learning activities was developed through an iterative process of participative evaluation and redesign.

The student generated role play learning objects extended the course content and the evaluation shows that they were effective in leading to modalities of deeper learning. The student authored roles plays provided complex and in depth seminar tasks resulting in increased student engagement.

Overall the project increased the knowledge and capacity of academic staff for leading and designing role play activities to enhance student learning.

“It is the only module in 4 years that I have actually wanted to wake up for on a Monday morning! Thank you for such an innovative and engaging course! I really hope that next year’s students have the same opportunity :-)”
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