Asynchronous | Leave a Comment on No Labs, no problem: Teaching genomics using cloud computing platforms with open datasets.

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.

Asynchronous | Leave a Comment on Considering Digital Education Advice on Connected Learning

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

Asynchronous | Leave a Comment on Bridging Employer and Student Connections

Bridging Employer and Student Connections

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

Synchronous | Leave a Comment on Lessons Learned from Over 600 Hours of Online Teaching of Short Courses

Lessons Learned from Over 600 Hours of Online Teaching of Short Courses

Catalina Suarez-Rivera, Eirini Koutoumanou, Dean Langan, Chibueze Ogbonnaya (contributions from Angie Wade Population; Policy and Practice Research and Teaching Department) 10 minute talk The UCL Centre for Applied Statistics Courses (CASC) offers short (1-5 day) courses for non-statisticians from UCL and beyond to build understanding of research methods and statistical techniques. Our face-to-face courses movedContinue reading Lessons Learned from Over 600 Hours of Online Teaching of Short Courses

Asynchronous | Leave a Comment on Learning robotics from home

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

Synchronous | Leave a Comment on Escape the Pharmacy

Escape the Pharmacy

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

Synchronous | Leave a Comment on How to develop an ever increasing list of interactive and accessible digital resources for students.

How to develop an ever increasing list of interactive and accessible digital resources for students.

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.

Asynchronous | Leave a Comment on Studying Arts & Humanities Online: student reflections on what worked, and what we take with us.

Studying Arts & Humanities Online: student reflections on what worked, and what we take with us.

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.

Synchronous | Leave a Comment on Research projects from home: what skills do students acquire outside the labs?

Research projects from home: what skills do students acquire outside the labs?

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?

Asynchronous | Leave a Comment on Learning science communication skills online through peer collaboration and interactive activities

Learning science communication skills online through peer collaboration and interactive activities

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