Co-teaching, defined as the collaborative planning and delivery of teaching by two or more educators within the same learning space, is a people centric pedagogic approach than can promote student understanding, a sense of community and inclusion across cohorts as well as increae staff enjoyment of teaching.In this series of Case Studies we talk to […]
In the first of a series of Case Studies we talk to several academic staff who have been practicing Co-Teaching to understand how they approach this and what the benefits and challenges are.
Advances in Artificial Intelligence are already changing the way we think about Higher Education. One key impact will be how we assess student learning.
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.
Assessment Forward Learning is a formative assessment framework that enables students to critically assess their peer’s work in a way that constructively develops their own understanding of upcoming assessment criteria.
Dr Therese Lawlor-Wright discusses how a project in the School of MACE moved to e-Assessment.
At the end of May 2021 the Faculty of Science and Engineering ran it’s second Blended Learning Conference.
Case Study: ManUniCast is a publicly accessible weather and air quality forecasting tool accessed through modern web browsers. It aims to support the teaching in the School of Earth, Atmospheric and Environmental Sciences, while also educating the public about how weather and air-quality forecasts are made.
Using Jupyter Notebooks to teach computational literacy.
Case Study: This project was set up to explore a way to enable all students to apply themselves to tutorial questions as well as affording the additional possibility of enabling students to remain anonymous when showing their maths workings to the class and when receiving feedback on these workings.
