Case Studies

  • Flipping for conceptual connections

    Dr Christine Edmead, from the Department of Pharmacy and Pharmacology at the University of Bath, discusses why and how flipping was used in a core immunology course, and some of the lessons learnt over time.  

  • Social Networks and Social Learning: a study of two MOOC communities

    Summary The University has successfully run two Massive Open Online Courses (MOOCs); one on ‘Inside Cancer’ and one on ‘Sustainability for Professionals’. These MOOCs have attracted different communities of participants, as reported internally at Exchange! 2014. Social Network Analysis (SNA)...

  • Building Bridges with Foreign Languages

    Summary This 2014-15, international, cross-university, collaborative, student-led project promoted and enhanced the learning of foreign languages through multilingual and multicultural interviews and case studies using social media. 5 students from the University of Bath studying Spanish as a foreign language were...

  • Improving feedback mechanisms to UG students in engineering degrees

    Summary This 2014-15 project made an important contribution to the overall cost of a one-semester (S1, 2014/15)  sabbatical aimed at improving the student experience through enhancing teaching, learning and feedback outcomes during UG degrees in Chemical Engineering at two leading...

  • Mini-SSLCs

    In the Department of Computer Science, we introduced agile mini, stand-up meetings between the Director of Studies (DoS) and the student representatives. The idea is very simple: between SSLCs, separate short informal meetings are held with each year group’s student reps separately.

  • In session feedback using Poll Everywhere

    Dr Aydin Nassehi from the Department of Mechanical Engineering at the University of Bath discusses using the Poll everywhere audience response system in his lectures to gain feedback from students.

  • Maths lectures with iPads: pros and cons

    Dr Kit Yates from the Department of Mathematical Sciences at the University of Bath reflects on his experience of using iPads in mathematics lectures as part of a trial to provide his pros and cons for their use.

  • Recording problem solutions on a tablet

    Dr Kit Yates from the Department of Mathematical Sciences at the University of Bath describes how he recorded his working through problem solutions on a tablet as an online resource to replicate some of the advantages of the live session over the solution sheet.

  • Flipped/apprentice style coding problem classes

    Dr Kit Yates from the Departmental of Mathematical Sciences at the University of Bath discusses how and why he changed his mathematical biology problem classes to focus more on the act of coding, inspired by a combination of flipping and apprentice model approaches.

  • Online Quizzes for formative and summative assessment?

    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.