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.

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

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

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

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

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

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

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

Designing and developing e-portfolios in Reflect

Ellie Bates (contributions from Adam Phillips; Policy and Practice, School of Pharmacy) Asynchronous Submission The presentation will explore the design and development of e-portfolios for undergraduate and postgraduate students at the School of Pharmacy. Portfolios at the School of Pharmacy fulfil a number of functions depending on course requirements and student level; including the documentationContinue reading Designing and developing e-portfolios in Reflect

What the performing arts can teach us about giving feedback in the engineering classroom

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