Tag: WhatWasNeeded?

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.

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

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

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

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

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.

Weronika Benning, Patrick Molloy, Georgina Potts (UCL Careers) Asynchronous Submission Connection with employers is a key element of our students’ employability education. While huge swathes of summer 2020 internships were cancelled, employers themselves underwent a rapid shift to remote working, recruitment, selection, onboarding and induction – amidst slashed budgets and limited resources. The Careers teamContinue reading Bridging Employer and Student Connections