Asynchronous | Leave a Comment on Using enrichment activities to bring students and staff together to diversify the curriculum: a case study from Security and Crime Science

Using enrichment activities to bring students and staff together to diversify the curriculum: a case study from Security and Crime Science

Amy Thornton (Security and Crime Science) Asynchronous Submission Diversifying the curriculum is in and of itself a noble endeavour, but our aim was to do so in a way that brings students and staff together to discuss some of the big issues within society. Alongside showing them the wider value of their degree within thatContinue reading Using enrichment activities to bring students and staff together to diversify the curriculum: a case study from Security and Crime Science

Asynchronous | Leave a Comment on Considering Digital Education Advice on Connected Learning

Considering Digital Education Advice on Connected Learning

Tim Neumann, Clive Young, Leo Havemann, Nataša Perović, Karen Shackleford-Cesare, Sam Ahern, Richard Osborne, Abbi Shaw (UCL Digital Education Advisory) Asynchronous Submission Digital Education, Arena, Faculty Learning Technology Leads and by extension, Connected Learning Leads provided different layers of advice during the Coronavirus pandemic and its associated shift towards online learning and teaching. During thisContinue reading Considering Digital Education Advice on Connected Learning

Asynchronous | Leave a Comment on Helping students help each other: Using Slack to build online community

Helping students help each other: Using Slack to build online community

Kate Roll (Institute for Innovation and Public Purpose) Asynchronous Submission For the last two years IIPP has used the online sharing platform, Slack, as an ‘virtual common room’ and informal meeting place for MPA students and faculty. It has emerged as a site for discussion on difficult topics, teamwork, and peer-to-peer support. In addition, theContinue reading Helping students help each other: Using Slack to build online community

Asynchronous | Leave a Comment on No Labs, no problem: Teaching genomics using cloud computing platforms with open datasets.

No Labs, no problem: Teaching genomics using cloud computing platforms with open datasets.

Toryn Poolman (contributions from Amanda Cain, Structural & Molecular Biology) Asynchronous Submission The final year of a biochemistry degree is usually a time to experience research. COVID19 made the format of final year research projects impossible. To overcome these problems we used open datasets to teach metagenomics to biochemistry undergraduates (with limited computing experience). WeContinue reading No Labs, no problem: Teaching genomics using cloud computing platforms with open datasets.

Asynchronous | Leave a Comment on From lab to long-distance – online practical simulation during the pandemic

From lab to long-distance – online practical simulation during the pandemic

Renée Vancraenenbroeck (contributions from Suzanne Ruddy, Amanda Cain; Department of Structural and Molecular Biology) Asynchronous Submission When face-to-face teaching was suspended in March 2020, an alternative for the extended laboratory practical that is core to the year 1 UCL Biochemistry post exam key skills module was urgently sought. An alternative was found using a freeContinue reading From lab to long-distance – online practical simulation during the pandemic

Asynchronous | 1 Comment on Visiting buildings virtually – Replacing fieldtrips with YouTube

Visiting buildings virtually – Replacing fieldtrips with YouTube

Kerstin Sailer (The Bartlett School of Architecture) Asynchronous Submission Replacing first-hand experiences made through fieldtrips with an equivalent remote activity is a tremendous challenge. Normally, I take my postgraduate students at the Bartlett School of Architecture into a different building every week, where we observe and discuss spatial layouts, design choices and how they impactContinue reading Visiting buildings virtually – Replacing fieldtrips with YouTube

Asynchronous | Leave a Comment on The UCL Medical School Curriculum Map: A Staff-Student Collaboration

The UCL Medical School Curriculum Map: A Staff-Student Collaboration

Daniel Ntuiabane, Faye Gishen (UCL Medical School) Asynchronous Submission Whole programme curriculum maps are uncommon in undergraduate medicine, partly due to the theoretical complexity of defining ‘curriculum’. We co-created a novel electronic resource with students: the ‘MBBS Curriculum Map’ (CM), informed by a pan-student survey and student focus groups. 93% of students completing the quantitativeContinue reading The UCL Medical School Curriculum Map: A Staff-Student Collaboration

Asynchronous | Leave a Comment on Team-Based Learning – Moving from the classroom into a virtual environment

Team-Based Learning – Moving from the classroom into a virtual environment

Sofia Barbosa Bouças, Pauldy Otermans [@PauldyOtermans] (Psychology, Brunel University) Asynchronous Submission In 2020/21, our teaching practices had to change in response to the challenges resulting from the COVID-19 pandemic, the guidelines set by the University and the guidelines set by accrediting bodies – Putting the safety, wellbeing and additional needs of students and staff first, whilstContinue reading Team-Based Learning – Moving from the classroom into a virtual environment

Asynchronous | Leave a Comment on Learning science communication skills online through peer collaboration and interactive activities

Learning science communication skills online through peer collaboration and interactive activities

Elvira Mambetisaeva (Genetics, Evolution and Environment, Division of Biosciences) Asynchronous Submission The biggest challenge that university teachers faced during remote teaching forced by the COVID-19 pandemic is student engagement. In teaching science communication skills, student engagement and interaction with other students have been achieved by introduction of peer assessment, group work and a participation inContinue reading Learning science communication skills online through peer collaboration and interactive activities

Asynchronous | Leave a Comment on Studying Arts & Humanities Online: student reflections on what worked, and what we take with us.

Studying Arts & Humanities Online: student reflections on what worked, and what we take with us.

Abbi Shaw, Jesper Hansen (DigiEd/Arena) Asynchronous Submission What do we take with us? Recommendations and reflections on research into Arts & Humanities students’ online experience. Studying Arts & Humanities at UCL comes with both disciplinary and educational hopes and expectations. Drawing on student rep interviews and town halls, a Mentimeter poll (already conducted with over 100Continue reading Studying Arts & Humanities Online: student reflections on what worked, and what we take with us.