Purpose This guidance supports staff in using Generative AI (GenAI) responsibly and effectively in teaching and learning. It aligns with the University of Manchester policies and promotes academic integrity, digital fluency, and inclusive education. This article covers: Core Principles for Using GenAI To achieve best practice when using GenAI, you must adhere to the below […]
Lorna Dawson is the Interim Head of Teaching, Learning and Student Experience for the School of Natural Sciences. Here she provides an update on the developments in assessment and progression following the review in the summer of 2023. I think many colleagues will be familiar with the challenges we encountered regarding Assessment and Progression (A&P), […]
One of the key aims of the Teaching Academy is to promote good teaching practice, In this article, Martin Simmons, from the discipline of Civil Engineering, explains a little bit more about the purpose of the Teaching Focused Community of Practice.
Advances in Artificial Intelligence are already changing the way we think about Higher Education. One key impact will be how we assess student learning.
James Brooks has created two short videos that summarise the research on effective feedback and how we can improve our delivery of feedback.
Students often submit files in error to Turnitin which can create issues with the Turnitin Originality reports. Turnitin have introduced a new feature where staff can request files submitted in error be removed from the Turnitin repository directly from the Turnitin Inbox.
Lu Shin Wong, a Senior lecturer in Chemistry, used Gradescope Bubble sheets in a summative exam for over 200 students. Teaching Academy asked Lu Shin about his experiences of using the Gradescope Bubblesheets.
We asked the popular AI Chat bot ChatGPT what it thought the impact of AI on Higher Education would be and what sort of things we as educators should be aware of.
Martin Simmons, Senior Lecturer in MACE, explains how he uses Turnitin Quickmarks and Turnitin rubrics, to provide detailed and consistent feedback to students. Utilising these tools additionally supports Martin’s work with GTA markers.
Step-by-step instructions on how to attach a feedback file to a Turnitin submission.
