Asynchronous | 2 Comments on From student feedback to marksheet renewal: making the grade in the time of Covid-19

From student feedback to marksheet renewal: making the grade in the time of Covid-19

Jennifer L Agustus, Adam Liston, Tim Young (contributions from Fiona Kinsella, Benadett Kalmar; Saiful Islam; Suman Gill; Amit Batla; Salam Haider; Caroline Selai; UCL Queen Square Institute of Neurology) Asynchronous Submission In 2019/20, IoN students used anonymised Unitu feedback to highlight inadequacies in the specificity of marksheets, transparency of marking, and clarity of feedback. AContinue reading From student feedback to marksheet renewal: making the grade in the time of Covid-19

Synchronous | Leave a Comment on COVID19 : Online not distant – student’s feedback on a blended approach of teaching MSc medical statistics to UCL Queen Square Institute of Neurology.

COVID19 : Online not distant – student’s feedback on a blended approach of teaching MSc medical statistics to UCL Queen Square Institute of Neurology.

Saiful Islam, Yasna Palmeiro, Alexender Cozzi-Lepri, Saiam Ahmed, Mifuyu Akasaki, Rosamund Greiner, Carlos Valencia, Masuda Khanom, David Blundred (Institute of Neurology) 10 minute talk COVID-19 has challenged learning and teaching (L&T) activities worldwide. During Term 1 (Sept-Dec) 2020-2021, we ran the “Research Methods and Introduction to Statistics” module online, facing challenges related to lecture deliveryContinue reading COVID19 : Online not distant – student’s feedback on a blended approach of teaching MSc medical statistics to UCL Queen Square Institute of Neurology.

Synchronous | Leave a Comment on “I can’t see students’ reactions”: The experiences of UCL academics in the move to online teaching during lockdown

“I can’t see students’ reactions”: The experiences of UCL academics in the move to online teaching during lockdown

Allison Littlejohn, Eileen Kennedy, Martin Oliver (contributions from Lesley Gourlay, Tim Neumann, Kit Logan, Jennifer A. Rode, John Potter; UCL IOE Culture, Communication and Media) 10 minute talk In this presentation we examine the challenges posed by the technological mediation of student-teacher and student-student interaction while teaching online during Covid19. The UCL Moving to Online TeachingContinue reading “I can’t see students’ reactions”: The experiences of UCL academics in the move to online teaching during lockdown

Asynchronous | Leave a Comment on Promoting Collaborative Learning in Employability Workshops

Promoting Collaborative Learning in Employability Workshops

Susanne Stoddart (UCL Careers, SRS) Asynchronous Submission I run employability workshops on Blackboard Collaborate, with each session attended by a maximum of 15 students from across any programme or year group. For one activity, students work in pairs in breakout rooms to provide feedback on each other’s personal application materials such as CVs. A keyContinue reading Promoting Collaborative Learning in Employability Workshops

Synchronous | Leave a Comment on Moving the face-to-face workshops of the SELCS Brazilian Translation Club online

Moving the face-to-face workshops of the SELCS Brazilian Translation Club online

Ana Claudia Suriani da Silva (SELCS) 10 minute talk The SELCS Brazilian Translation Cub is a series of workshops in which students, translators, and enthusiasts of Brazilian literature meet to discuss the translation of a selected contemporary Brazilian short story. We offered 15 workshops from January 2019 to November 2020: 10 workshops at UCL andContinue reading Moving the face-to-face workshops of the SELCS Brazilian Translation Club online

Synchronous | Leave a Comment on Discover UCL Summer School for year 11 and 12 deaf students: Lessons from 2020

Discover UCL Summer School for year 11 and 12 deaf students: Lessons from 2020

Manjula Patrick, Natasha Wilcock, On Ki Choi, Amy York/Jennifer Whitney (DCAL) 45 minute discussion In 2020, a 3-day residential event transformed to a remote experience. Asynchronous content delivered as a self-directed ‘short course’, with live sessions for discussion and Q&A. Challenges included: -Multiple presenters, creating accessible asynchronous content, and using this to create an engaging short course.Continue reading Discover UCL Summer School for year 11 and 12 deaf students: Lessons from 2020

Synchronous | Leave a Comment on Driving change through Staff-Student dialogue: The first 5 years of the UCL Student Reviewers of Teaching Practice.

Driving change through Staff-Student dialogue: The first 5 years of the UCL Student Reviewers of Teaching Practice.

Sandra Lusk, Sophie Keresztes, Tim Young (contributions from Abbie King, (UCL Arena Centre) 10 minute talk The Student Reviewers of Teaching Practice programme brings staff and students together in reflective dialogue about the staff member’s teaching practice. UCL has run Student Reviewers of Teaching Practice every academic year since 2016/17, leading to staff-student dialogue andContinue reading Driving change through Staff-Student dialogue: The first 5 years of the UCL Student Reviewers of Teaching Practice.

Synchronous | Leave a Comment on Help! 5 days to deadline day with just 1 Postgraduate Taught Experience Survey (PTES) participant. A subject identified for improvement

Help! 5 days to deadline day with just 1 Postgraduate Taught Experience Survey (PTES) participant. A subject identified for improvement

Tim Young (Queen Square Institute of Neurology) 10 minute talk The annual Postgraduate Taught Experience Survey (PTES) is the key collator of postgraduate student views, yet nationally participation is typically below 30% making interpretation challenging. Our distance-learning Clinical Neurology course experience, with some 80 students, demonstrates how to dramatically improve participation Our course 2017 PTESContinue reading Help! 5 days to deadline day with just 1 Postgraduate Taught Experience Survey (PTES) participant. A subject identified for improvement