Bringing us all together: Connected Learning, connected learners, and learning through collaboration
Gil Myers, Alison Sturrock, Victoria Clausen-Thue, Paula Raftery, Taylor Bennie: (UCL Medical School) 10 minute talk Due to the COVID-19 pandemic, in academic year 19/20, we were unable to run practical assessments and could only hold remote online assessments. This meant that we needed to replace our assessments, which combine assessments of applied knowledge with observedContinue reading Online Assessments at UCL Medical School
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
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.
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
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
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
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
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.
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
Sinead Harmey, Amanda Ince, Bin Guo, Shira Salomon Lider (UCL IOE, Learning and Leadership) 45 minute discussion In this session we will provide participants with a brief overview our ongoing UCL Changemakers project from the perspective of both staff and students. This project aims to enhance students’ educational experience at UCL. The project team aspire toContinue reading Learning Together: Creating Student Online Community