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Category Archives: V1 – Recognition of individual learner needs
Peer Mentoring and Peer Learning: Jason Eyre and William Murithi
This clip evaluates the effectiveness of the pedagogic approach of students, whereby students work together in a number of ways to enhance each- others learning. Jason and William identify and evaluate studies and the academic support for the use of … Continue reading
Posted in A4 - Effective learning environments, V1 - Recognition of individual learner needs, V2 - Equal opportunities, Access to HE
Tagged Autonomy, Inclusivity, Learning goals, Peer mentoring, Peer to peer learning, Student centred, Student confidence, Student engagement, Students as stakeholders
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Delivering Student Conferences: Avril Buchanan and Louise Buckingham
Avril and Louise explained the reasons for and benefits to students learning for the development of academic skills. After evaluation of student feedback and communications they decided to develop a conference with a variety of skills for academic success, whereby … Continue reading
Posted in A2 - Teaching and learning activities, Student and teacher support, A4 - Effective learning environments, K3 - How students learn, K4 - Appropriate use of technology in learning, K5 - Evaluation of teaching effectiveness, Student support and guidance, V1 - Recognition of individual learner needs, V2 - Equal opportunities, Access to HE
Tagged Academic skills development, Inclusivity, Student centred, Student confidence, Student feedback, Students as co-producers, Teacher support
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Dyslexic Learners: Julie Lowe
Julie discusses the importance of supporting students at DMU as the university has a high proportion of students with learning differences. She evaluates the importance of inclusivity at DMU especially in the regard to the government changes in funding to … Continue reading
Posted in A2 - Teaching and learning activities, Student and teacher support, A4 - Effective learning environments, K3 - How students learn, K4 - Appropriate use of technology in learning, Student support and guidance, V1 - Recognition of individual learner needs, V2 - Equal opportunities, Access to HE
Tagged Accessibility to learning, Blackboard, E-learning, Inclusivity, Pedagogy, Student centred, Universal design for learning skills
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High Street the VLE Community: Dr Rob Weale & Bernadette Gregory
Rob discusses the technical development of High Street as a Virtual Learning Environment built within Blackboard platform. It is a flexible tool that can be continually adapted to include updates in the field of the NHS and Social Welfare. The … Continue reading
Posted in A2 - Teaching and learning activities, Student and teacher support, A4 - Effective learning environments, K3 - How students learn, K4 - Appropriate use of technology in learning, Student support and guidance, V1 - Recognition of individual learner needs, V2 - Equal opportunities, Access to HE
Tagged Blackboard, E-learning, Multi-disciplinary approach, Problem base learning, Professional skills, Real life scenarios, Scenario based learning, Student centred, VLE, Work skills
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e-Learning with Large Groups: Jenny Carter
Jenny discusses how she is implementing the distance learning pedagogic approaches to the large on site groups for MScs in Intelligence systems and Robotics. She is basically expanding the use of Lecture Capture, and resources through blackboard and specialist computing … Continue reading
Posted in A2 - Teaching and learning activities, Student and teacher support, A4 - Effective learning environments, K3 - How students learn, K4 - Appropriate use of technology in learning, Student support and guidance, V1 - Recognition of individual learner needs, V2 - Equal opportunities, Access to HE
Tagged Blackboard, Distance Learning, E-learning, Feedback, Large group teaching, Lecture capture
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e-Portfolios and Reflective Journals: Ros Lishman
Ros discusses how Reflective Journals are embedded into the professional Housing courses and how they are used to evaluate real work scenarios and enhance skills. These journals are a compulsory element of her courses but they are now in the … Continue reading
Posted in A2 - Teaching and learning activities, Student and teacher support, A4 - Effective learning environments, K3 - How students learn, K4 - Appropriate use of technology in learning, Student support and guidance, V1 - Recognition of individual learner needs, V2 - Equal opportunities, Access to HE
Tagged Blended - learning, Distance Learning, E-journals, Employability, Professional skills, Student reflection
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Reflective Academic Practice for Policing Students: Stephen Christopher
Stephen examines the development of the use of reflective journals on the Policing Degree. Reflective e-journals are embedded into the Practice route, which allows the training police to reflect on their experience in the field. The use of the e-journal … Continue reading
Posted in A2 - Teaching and learning activities, Student and teacher support, A4 - Effective learning environments, K3 - How students learn, K4 - Appropriate use of technology in learning, Student support and guidance, V1 - Recognition of individual learner needs, V2 - Equal opportunities, Access to HE
Tagged E-journals, Employability, Skills development, Student reflection, Work skills
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Students Translating the Triad: Zainab Yusuf
Zainab produced a video of students’ opinions of their own learning experiences and preferred teaching methods. They answer a series of questions posed by Zainab which result in illustrating a range of opinions of approaches but overall they flourish with … Continue reading
Posted in A2 - Teaching and learning activities, Student and teacher support, A3 - Assessment and feedback to learners, K3 - How students learn, V1 - Recognition of individual learner needs, V2 - Equal opportunities, Access to HE
Tagged Academic skills support, Flipped Classroom, International student support, Student engagement, Student interaction, Tutor support and guidance
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Research Informed Teaching & Learning: Dr Valeria Guarneros-Meza
Valeria reflects on her own transition from researcher to teacher of Politics. She has embedded the pedagogic method of Inquiry Based Learning into her teaching. This enables her to develop a research informed approach to an academic subject, allowing the … Continue reading
Posted in A1 - Design and plan programmes of study, A2 - Teaching and learning activities, Student and teacher support, A5 - Continuing Professional Developments, K2 - Appropriate pedagogic methods for subject, V1 - Recognition of individual learner needs, V2 - Equal opportunities, Access to HE
Tagged Assessment, Inquiry based learning (IBL), Pedagogy, Research informed teaching and learning, Research skills, Theory and practice
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