Jane Mills, Senior Lecturer for Fashion at the University of Northampton and BA (Hons) Fashion, Textiles for Fashion, and Footwear and Accessories students, Bregha, Gemma, Louise and Upasna discuss their use of the Trello App to support their group work projects.
As part of the recent S.H.E.D. roadshow, we invited teaching staff to share their successful practice. The example below could be a useful approach for anyone looking to encourage their students to research and understand their subject, and to share that understanding with their peers.
In a third year module on Biodiversity and Conservation, Professor Jeff Ollerton asks his students to engage with a range of scientific writing published around the subject. This includes articles from peer-reviewed journals, UK Parliamentary briefings, scientific journalism, and more. In this part of the module, students are initially provided with recommended articles, and asked to read them critically, attending to the aims, message and methods, and considering whether the conclusions are justified. They then discuss their views in class, where their contributions are assessed using a rubric that is made available to all students in advance. The students are then asked to identify a paper of their choice and deliver a 5 minute verbal presentation to the class. The grade for this is combined with the contribution grade to make up 30% of the total module grade (other parts of the module are assessed using a report and a group debate).
These tasks not only help to ensure that students engage with research and develop their understanding, but they also build confidence and presentation skills. The attached Assessment Brief gives more detail about the assessment structure.
George Dimmock talks about the ways in which Academic Librarians can support University of Northampton staff.
In this video Ali talks about experiences with online peer observation as part of a teaching qualification for University of Northampton staff.
In this video James talks through the ways that he has changed his use of NILE to make learning more interactive and to ensure students are better prepared for class.
In this video Sylvie talks about how she has been changing the delivery of academic skills to develop the the level of integration between generic academic skills and subject specific skills. In addition, she explains the process of integrating blended approaches into CfAP’s (Centre for Achievement and Performance) delivery.
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