Category Archives: Teaching approaches

Audio Feedback using UCL assessment platforms

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We talk a lot about quality of feedback, about compassionate approaches to it and humanising this aspect of our interactions with students. We also hear a lot about growing workloads and the burden of marking. Audio feedback can be one way to tackle all these issues. I have written about my own efforts and action research in this domain and was delighted when Marieke Guy submitted this video for the Arena Bitesize video series on using UCL systems to generate audio feedback. Both the blog post and the video suggest some of the reasons why this might be a good idea and the video is an essential first stop for anyone at UCL wondering about the best way to get started.

 

For colleagues interested in the research evidence and more detail please see this UCL guide on audio feedback.

Colleagues may also like to read Samir Nuseibeh’s case study about using video feedback.

Team-Based Learning

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29th March 10-11.30am

https://www.ucl.ac.uk/teaching-learning/events/2022/mar/talk-teaching-talk-tech-team-based-learning-tbl-f2f

Team-based Learning (TBL) is a learning and teaching approach that uses pre-session work, individual and small group work, and immediate feedback to engage students in the active learning process. It is useful for applying conceptual knowledge to an authentic and real-world problem.

In this session you will experience TBL as a student, completing a pre-session reading task (a short article on TBL) before working through the typical stages of TBL in a classroom setting. We will experience and consider the use of technology throughout the process and end by having time to discuss the application of TBL to you own context.

Session aims

  • Understand the stages of, and pedagogic rationale for a Team-based Learning (TBL) session
  • Consider how technology can be used to supplement traditional paper-based approaches to TBL
  • Discuss how to design TBL sessions, and demonstrate resources to support design and development
  • Reflect on how to apply TBL to knowledge and student learning in your discipline