Synchronous | Leave a Comment on Academic Communication for Widening Participation: Crafting learning spaces for and with students

Academic Communication for Widening Participation: Crafting learning spaces for and with students

Unfortunately, due to a family emerency, Dr Smart will not be able to offer the talk on the day. Dr Ariane Smart (Academic Communication Centre) 10 minute talk Over a decade working with international students and partners has taught me how exclusionary academia can feel. In my new role at the Academic Communication Centre (ACC)Continue reading Academic Communication for Widening Participation: Crafting learning spaces for and with students

Asynchronous | Leave a Comment on Minecraft: hands-on & collaborative leaning in a virtual world

Minecraft: hands-on & collaborative leaning in a virtual world

Rebecca Yerworth (MPBE) Asynchronous Submission How do you move an interdisciplinary lab project for ~250 students online?Somebody mentioned that UCL has access to Minecraft, Education Edition* …. I had visions of students ‘immersed’ in a Minecraft world, interacting with each other and a 3d simulation of the lab. Hours of work later, students were donningContinue reading Minecraft: hands-on & collaborative leaning in a virtual world

Asynchronous | Leave a Comment on Bridging Employer and Student Connections

Bridging Employer and Student Connections

Weronika Benning, Patrick Molloy, Georgina Potts (UCL Careers) Asynchronous Submission Connection with employers is a key element of our students’ employability education. While huge swathes of summer 2020 internships were cancelled, employers themselves underwent a rapid shift to remote working, recruitment, selection, onboarding and induction – amidst slashed budgets and limited resources. The Careers teamContinue reading Bridging Employer and Student Connections

Synchronous | Leave a Comment on Improving virtual field trip resources for teaching geology: A case study from Dorset for UG and PGT students

Improving virtual field trip resources for teaching geology: A case study from Dorset for UG and PGT students

Sudeshna Basu (contributions from Mr. Todd Downing, Mr. A. Abdulkadir, Prof. P. Bown, Prof. T. Mitchell) (Chemical Engineering/Earth Sciences) 10 minute talk Fieldwork is an indispensable part of geology. In the department of Earth Sciences, UCL, two field trips to Dorset run every year for UG and M.Sc. students. Dorset is located in the SouthContinue reading Improving virtual field trip resources for teaching geology: A case study from Dorset for UG and PGT students

Asynchronous | Leave a Comment on Designing and developing e-portfolios in Reflect

Designing and developing e-portfolios in Reflect

Ellie Bates (contributions from Adam Phillips; Policy and Practice, School of Pharmacy) Asynchronous Submission The presentation will explore the design and development of e-portfolios for undergraduate and postgraduate students at the School of Pharmacy. Portfolios at the School of Pharmacy fulfil a number of functions depending on course requirements and student level; including the documentationContinue reading Designing and developing e-portfolios in Reflect

Synchronous | Leave a Comment on Remote, Virtual, and Hybrid Biomedical Engineering Laboratories

Remote, Virtual, and Hybrid Biomedical Engineering Laboratories

Henry Lancashire, Pilar Garcia-Souto, Eve Hatten, Prabhav Reddy. (contributions from Rebecca Yerworth, Department of Medical Physics and Biomedical Engineering) 10 minute talk UCL’s Biomedical Engineering degree includes laboratory and group project work throughout the four year programme. We will discuss some different approaches taken across the programme, this year, from on-site socially distanced labs inContinue reading Remote, Virtual, and Hybrid Biomedical Engineering Laboratories

Synchronous | Leave a Comment on Disruptive thinking in assessment

Disruptive thinking in assessment

Simon Walker, Steve Rowett (contributions from Eliot Hoving, Joanne Moles, Sabina Lamstaes) (VP Education/Arena/DigiEd) 45 minute discussion 2020 has accelerated the pace of educational change, some of which will persist. Whilst moving assessment online was a response to an emergency, evaluation demonstrated both benefits and challenges. In April 2020, UCL embarked on an initiative toContinue reading Disruptive thinking in assessment

Synchronous | Leave a Comment on Online and Hybrid Chemistry Workshops: Promoting Collaborative Problem Solving and Peer-to-Peer Learning

Online and Hybrid Chemistry Workshops: Promoting Collaborative Problem Solving and Peer-to-Peer Learning

J. L. Kiappes (Chemistry) 10 minute talk From the perspectives of students, introductory courses, focusing on core concepts and problem-solving approaches, can feel disconnected from the global challenges and fundamental questions that inspired them to pursue science. Workshops were developed that serve a dual purpose of emphasizing the utility that first-year concepts have for contemporaryContinue reading Online and Hybrid Chemistry Workshops: Promoting Collaborative Problem Solving and Peer-to-Peer Learning

Synchronous | Leave a Comment on Closing the feedback gap: a dual pronged approach

Closing the feedback gap: a dual pronged approach

Jane Simmonds, Anne Peasey; Mike Rowson (GOS, ICH) 10 minute talk Feedback is inseparable from the learning process, and is integral to theories of learning. Feedback should help students to: understand their performance, perform to a higher standard on future assessments, aid confidence and the belief they have control over their success in higher education.Continue reading Closing the feedback gap: a dual pronged approach

Asynchronous | Leave a Comment on ‘It’s kind of grow inside of me’: a structured approach for student peer support

‘It’s kind of grow inside of me’: a structured approach for student peer support

Alexandra Wilson (contributions from Ann Parker and Carolyn Bruce) (UCL Division of Psychology and Language Sciences) Asynchronous Submission (You can reach Alex Wilson via twitter; this talk was originally submitted for the 2020 conference, which was cancelled). The project we describe was conducted prior to the pandemic, and the intervention used has now been successfullyContinue reading ‘It’s kind of grow inside of me’: a structured approach for student peer support