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 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 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 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 UCL Careers: Charting a way forward for race equity at a departmental level

UCL Careers: Charting a way forward for race equity at a departmental level

Nicole Estwick, Isobel Powell, Ash Talwar (UCL Careers and UCL Equity, Diversity and Inclusion) Asynchronous Submission Racial inequalities came to light more than ever in the last year. Recognising that anti-racism should not be an agenda pushed by those from ethnic minorities alone, UCL Careers established a group to bring racial equity to the coreContinue reading UCL Careers: Charting a way forward for race equity at a departmental level

Asynchronous | Leave a Comment on Collaborative research with student interns during the covid-19 pandemic

Collaborative research with student interns during the covid-19 pandemic

Abbie King, Jesper Hansen (UCL Arena Centre); Gift Kalua (UG Student), Alex Drijver-Ludlam (PG student) Asynchronous Submission This presentation will draw on the reflections of two members of staff from the UCL Arena Centre and two students working with the team as interns on a research project to explore the experiences of staff and studentsContinue reading Collaborative research with student interns during the covid-19 pandemic

Asynchronous | Leave a Comment on Learning robotics from home

Learning robotics from home

Pradeep Devadass with Ben Spong, Martyn Carter, Viktoria Viktorija, Marielena Papandreou, Georgios Drakontaeidis, Vincent Huyghe. Asynchronous Submission How has the pandemic impacted the workshops & labs of the UCL’s architecture department? How has the B-made (Bartlett’s Manufacturing and Design Exchange) team addressed a complex subject like ‘robotics in architecture and construction’ in their teaching? The presentationContinue reading Learning robotics from home

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 Legal clinic in a virtual world: transcending barriers to access to justice

Legal clinic in a virtual world: transcending barriers to access to justice

Rachel Knowles, Sonia Kalsi (Centre for Access to Justice) Asynchronous Submission We teach access to justice and community engagement, a third year module which brings together literature on the fundamental obstacles to access to justice with experiential learning in our legal advice clinic in East London. With the advent of the pandemic lockdown, our challengeContinue reading Legal clinic in a virtual world: transcending barriers to access to justice

Asynchronous | Leave a Comment on Undergraduate Students Researching UCL Biosciences’ Response to Education in a Global Pandemic

Undergraduate Students Researching UCL Biosciences’ Response to Education in a Global Pandemic

Emma Newall, Joanne Nicholl UCL Institute of Education; Zoe Attal, Qi Wang, Jessica  Lo, Hebe Manos (BSc Biomedical Sciences students) Stephen Price (Division of Biosciences) Asynchronous Submission Abstract BIOS0025 is a 45-credit module for final year BSc Biomedical Sciences students to undertake research in education of the Biosciences, particularly at UCL. The module is a collaborationContinue reading Undergraduate Students Researching UCL Biosciences’ Response to Education in a Global Pandemic