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Sharing ideas for Learning and Teaching

Tagged: Technology-enhanced Learning

Concept bites

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📥  Case Studies

Dr Fiona Dickinson, from the Department of Chemistry at the University of Bath, explains her use of concept bite videos in a concept bite video.

This is a recorded version of  a case study presentation at a Director of Studies Forum. To see some actual concept bites, here are links to a few selected ones at different levels

 

Guidelines for using blogs in higher education teaching -6 tips

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📥  Case Studies

Oliver Walton, University of Bath, October 2016

Why use blogs in your teaching?

Blogs are becoming more widely used in higher education, and a growing body of evidence has explored how they can enhance learning and teaching (Oravac 2003, Williams & Jacobs 2004). Blogs provide opportunities for students to write short pieces of text that can be easily shared with other students and teachers. Blogs are generally written in a more reflective, argumentative or informal style, and can encourage students to experiment with new arguments or ideas. In general, blogs provide scope to ‘broaden learner-learner and learner-teacher’ interaction (Blackstone & Harwood 2011). (more…)

 

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…)