Asynchronous | Leave a Comment on Moving 4th-Year M.Sci. Symposia Online: Challenges and Opportunities

Moving 4th-Year M.Sci. Symposia Online: Challenges and Opportunities

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

Asynchronous | Leave a Comment on Team-Based Learning – Moving from the classroom into a virtual environment

Team-Based Learning – Moving from the classroom into a virtual environment

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

Synchronous | Leave a Comment on “I can’t see students’ reactions”: The experiences of UCL academics in the move to online teaching during lockdown

“I can’t see students’ reactions”: The experiences of UCL academics in the move to online teaching during lockdown

Allison Littlejohn, Eileen Kennedy, Martin Oliver (contributions from Lesley Gourlay, Tim Neumann, Kit Logan, Jennifer A. Rode, John Potter; UCL IOE Culture, Communication and Media) 10 minute talk In this presentation we examine the challenges posed by the technological mediation of student-teacher and student-student interaction while teaching online during Covid19. The UCL Moving to Online TeachingContinue reading “I can’t see students’ reactions”: The experiences of UCL academics in the move to online teaching during lockdown

Asynchronous | 1 Comment on Visiting buildings virtually – Replacing fieldtrips with YouTube

Visiting buildings virtually – Replacing fieldtrips with YouTube

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

Synchronous | Leave a Comment on How to run an online laboratory session: the challenges of sending electronic kits to students

How to run an online laboratory session: the challenges of sending electronic kits to students

Chris Evans (UCLIC) Pecha Kucha Interaction Design is an applied module that considers issues in human-computer interaction with physical devices. The pandemic presented a unique teaching challenge: how could we get students to interact with a physical device when interaction became virtual? With financial support from the Faculty of Engineering the decision was made toContinue reading How to run an online laboratory session: the challenges of sending electronic kits to students

Synchronous | Leave a Comment on Facilitating active learning using interactive vodcasts

Facilitating active learning using interactive vodcasts

Jane Simmonds, Annette Coomer, Naomi Winfield (GOS ICH) 10 minute talk Video podcasts (vodcasts) have been used increasingly in education over recent years. They offer students the advantages of convenience, equitable access, the ability to selfpace, and the ability to repeat content. In addition, they can be used to support other learning resources. Although theContinue reading Facilitating active learning using interactive vodcasts

Synchronous | Leave a Comment on Active Collaborative Learning in Content: Talis Elevate in SHS

Active Collaborative Learning in Content: Talis Elevate in SHS

Jon Chandler (History), Fiona Harvey (SHS); Matt East (Talis) 10 minute talk At university, conversation around course content is ubiquitous: it is relevant for all disciplines, all institutions, and all students. The pandemic this year highlighted a particular challenge around the close analysis of sources, which is a core principle of teaching practice for many coursesContinue reading Active Collaborative Learning in Content: Talis Elevate in SHS

Synchronous | Leave a Comment on The 3Cs in Action: From the Classroom to the Digital Stage

The 3Cs in Action: From the Classroom to the Digital Stage

Dr Rikke Duus (School of Management ) 10 minute talk In this presentation, I will introduce my concept the ‘3Cs of Async’ and explain how academic faculty can take on the roles of Creator, Curator and Connector (the 3Cs). This approach can assist colleagues in the planning, design and development of async-led course material, includingContinue reading The 3Cs in Action: From the Classroom to the Digital Stage

Asynchronous | Leave a Comment on Minecraft: hands-on & collaborative leaning in a virtual world

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

Synchronous | Leave a Comment on Remote, Virtual, and Hybrid Biomedical Engineering Laboratories

Remote, Virtual, and Hybrid Biomedical Engineering Laboratories

Henry Lancashire, Pilar Garcia-Souto, Eve Hatten, Prabhav Reddy. (contributions from Rebecca Yerworth, Department of Medical Physics and Biomedical Engineering) 10 minute talk UCL’s Biomedical Engineering degree includes laboratory and group project work throughout the four year programme. We will discuss some different approaches taken across the programme, this year, from on-site socially distanced labs inContinue reading Remote, Virtual, and Hybrid Biomedical Engineering Laboratories