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.
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
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
Ellie Bates, Anika Ahmed (Policy and Practice, School of Pharmacy) 10 minute talk This presentation will explore the redesign of a Pharmaceutical calculations workshop for online delivery and the development of an online escape room. Pharmaceutical calculations are an important part of the pharmacy curriculum and an area in which students struggle. The aim ofContinue reading Escape the Pharmacy
Hannah Timlin, Marcus Pedersen (Brain Sciences) 5 minute talk We will discuss how we created a dynamic and accessible digital resource that will continue to grow each year using software available to us. This method can be a part of anyone’s digital pedagogy. With a rapid shift online our practical course needed a dramatic redesign.Continue reading How to develop an ever increasing list of interactive and accessible digital resources for students.
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.
Anne Vanhoestenberghe (Division of Surgery and Interventional Science), Michael Thomas (Biochemistry), Sara Ghoreishizadeh (Division of Surgery and Interventional Science) 45 minute discussion The panel will share their experience of leading project modules in undergraduate and postgraduate taught programmes in the faculties of Engineering and Medical Sciences. Our approach is not to offer ready made “solutions”Continue reading Research projects from home: what skills do students acquire outside the labs?
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
Stephen E. Potts (contributions from Mike Kelly, Jadranka Butorac; Chemistry) Asynchronous Submission A key point in fourth-year chemistry calendar is the Symposium for Advanced Research Projects in Chemistry (SARPIC), which takes place annually in May. SARPIC typically comprises up to two days of seminars in which the final-year students present their work from the pastContinue reading Moving 4th-Year M.Sci. Symposia Online: Challenges and Opportunities
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