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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 :-)”
(more…)

 

Academic representatives conference

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📥  Case Studies

Summary

This 2013-14 project provided funding for a pilot, one day, conference style, training event for Student Academic Representatives across the University held in November 2013, in the newly opened Chancellors Building. The event combined enhanced training sessions to compliment the online training module, personal skills development activities and networking sessions to enhance the ‘informed student voice’.

Attended by over 150 Representatives, Academic and Professional Services staff and external speakers (including key note speeches from the Pro Vice-Chancellor Learning and Teaching and the National Union of Students’ Vice- President (Higher Education)), the conference received excellent reviews from those who attended.

The winter 2013 publication of ‘Better@Bath’ featured an article about the Academic Representatives Conference on the front pages, complete with quotes, photos and more details of the sessions provided.

Ongoing funding for the Academic Representatives Conference to take place annually has now been agreed. (more…)

 

Double blind marking on Moodle

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📥  Case Studies

Dr Steve Cayzer from the Department of Mechanical Engineering at the University of Bath discusses some of the background and reasons behind the department exploring the use of Moodle for double blind marking.

In the second clip, Steve discusses the lessons learnt from exploring the use of Moodle for double blind marking, producing a set of requirements.

 

International Conversations on Skype and Twitter

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📥  Case Studies

Dr Wali Aslam from the Department of Politics, Languages and International Studies at the University of Bath discusses how and why he uses and combination of skype and twitter to engage his classes in conversations with students, academics, aid workers and journalists across the world.

In the next clip, Wali describes some of the lessons learnt in organising international conversations over skype for his classes, and some things to consider in advance.

 

Serious Games

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📥  Case Studies

Dr Hannah Durrant from the Institute of Policy Research at the University of Bath discusses the rationale for embedding serious simulation games into the teaching of Social Policy.

In the next clip Hannah discusses using the simulation game Democracy 2 with students working in a special technology enabled group-work room.

 

Structure Visualisation for All and Anywhere: an e-learning resource

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📥  Case Studies

Summary

Understanding the structure of a compound or material is central to the learning goals in many areas of science and engineering including chemistry, pharmacology, materials and chemical engineering, and biochemistry. But structures are three dimensional and conceptually difficult to understand through the normal two-dimensional learning formats of lectures, lecture notes, textbooks and whiteboards. This 2013-14 project provided access to software and extensive database resources to all undergraduate and postgraduate students, undertaking Chemistry and Natural Science degrees, to allow them to view and manipulate structures in three dimensions using departmental computer resources and their own laptops, computers, tablets and smartphones. The project will leverage the existing resources and skills of the applicants, derived from current published educational material, extending these significantly and placing the University of Bath learning provision at the international forefront. The eventual goal is to have the manipulation of structures by the student as a routine learning element wherever relevant within the University of Bath course structure - considerable aiding their understanding of the subject. (more…)

 

Developing randomised e-quizzes for flexible assessment

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📥  Case Studies

Summary

The aim of this 2013-14 project was to generate large banks of applied numeracy Moodle questions to support the teaching of basic maths in Biochemistry and Chemistry. We employed and trained six students studying these subjects to create new randomised question banks in Moodle XML using PHP. Mathematical expressions were coded in LaTeX for MathJax, so that when displayed in Moodle, they would be fully accessible in all browsers, on small screens and can be magnified or read aloud if required. This method of displaying equations in Moodle is now the only available method at Bath. We have also produced the questions in a way that makes them fully accessible to disabled students by formatting the maths in MathJax.All the new questions were tested by students (although not all errors were picked up) and some of the new questions were used for formative and small-stakes summative assessment with Biochemistry Students. We have made the questions available through the top level of Moodle, and the XML and the PHP files through an online blog.

http://blogs.bath.ac.uk/mathsequiz/about/ (more…)