Stephen R Price, Ralph Levinson, Ruth Wheeldon (contributions from Thiago Costa Caetano, Newton de Figueiredo Filho, Adhimar Flávio Oliveira, Luciano Fernandes Silva, Institute of Physics and Chemistry Federal University of Itajubá, Brazil) (Division of Biosciences) 5 minute talk Authentic experiences in Science are crucial to facilitating participation of marginalised groups in advanced science education. WeContinue reading Student Discourse on Current Bioscience Research Topics: Findings from face to face and online activities
Andrew Gillen (Civil, Environmental and Geomatic Engineering) Asynchronous Submission Providing feedback on open-ended work in the engineering classroom has always been challenging, and even more so as we transitioned to online education due to the COVID-19 pandemic. In this presentation, I will present a method I use for engaging students in an empowering and participatoryContinue reading What the performing arts can teach us about giving feedback in the engineering classroom
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
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.
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
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
Fjorda Kazazi, Chris Evans (UCLIC) 5 minute talk In February 2021, the Department of Computer Science evaluated the impact on students of its move to online learning. This session will present the results of a survey of undergraduate and postgraduate students as well as focus groups and interviews. There are important lessons to be learnedContinue reading Moving Teaching Online: what worked, what didn’t work and what to do next
Samir Nuseibeh (Biochemical Engineering) 10 minute talk Traditionally, one of the main areas of complaint from student cohorts is the quality of feedback they receive on their coursework with many suggesting that written feedback is often meaningless and impersonal. There is an increasing amount of data in the literature to support the idea of movingContinue reading The use of video and audio feedback in the assessment of post-graduate coursework.
Silvia Dal Bianco (Economics), Chiara Amini (SSEES) 5 minute talk The pedagogical literature has demonstrated that an assessment strategy entirely based on examination might be biased towards particular learning styles (Jenkins et al., 2019). Moreover, the COVID emergency has accelerated the transition to digital assessment (Times Higher Education, 2021). Our research investigates how to dealContinue reading Innovative assessment and students collaboration in online classroom
Mark Kristiansen (contributions from Paola Niola) (Genetics and Genomic Medicine, GOSICH) 5 minute talk This presentation will focus on how the use of a creative interactive assessment enhances student participation and engagement throughout the module and beyond. A major aim of this module is to equip students with critical key transferable skills that apply toContinue reading Maximising student engagement through a novel interactive assessment