Technology-Enhanced Learning and Teaching (TELT) Menu

This menu is designed to share good practice in the use of learning technologies for learning and teaching. It can be used to support both individual modules and entire courses. Click here to watch an explanatory video of what TELT is and how to use the menu.

    1. Choose the area of learning you are interested in: independent learning, work-related learning, information-focussed learning, and peer-learning. 
    2. Find the area of learning and teaching from the left column
    3. You can see the benefits of using each approach;  indicative assessment types; technology that can be used to support and enhance;  benefits of using technology, as well as links to specific examples and case studies. 
    4. Click on the cells with the arrows to drop down and rotate them for further information. 
You can also contribute to good practice examples by completing this short form.

Staff Development: IT Services and Anglia Learning & Teaching are adding new courses all the time, and can also run adhoc courses and support on request, to cover all technologies mentioned below.  

Return to Anglia Learning & Teaching

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Reflection (including Continuing Personal Development)

Students reflect on practice, experience and their newly developed knowledge and skills

  • Students have time to consider their development, and can identify areas of personal challenge
  • The ability to reflect on actions and decisions is a necessary skill in many occupation and in professional body requirements
  • Helps students to develop critical-thinking and writing skills
  • Commentary
  • Critical reflection
  • Development plan
  • Portfolio
  • Reflective essay
  • Situational analysis (SWOT)
  • Verbal reflection
  • Viva
  • Audio
  • Blogs
  • Google Sites
  • Mind maps
  • Survey Tools
  • Wikis
  • Can simplify the incorporation of artefacts in a wide range of media types
  • Easier to share and repurpose reflections
  • Allows for  on-going review and tutor feedback

Please click here to find examples and case studies of good practice relating to reflective learning. 

Audio
Blogs
Google Sites
Mind Maps
Survey Tools
Wikis

Using Audio enable the delivery of teaching content in an engaging and inclusive way.   

From a learning perspective, listening to audio is valuable for many reasons:

  • Students can listen to your audio file in their own time, on their mobile devices and at their own pace
  • Listening to a voice provides an alternative dimension to reading content
  • Students who have English as their second language benefit from revisiting audio in their own time

From a teaching perspective, you can use audio for different scenarios:

  • To invite discussion after listening to an interview or recorded conversation
  • To aid reflection by making their own podcast
  • To liaise with other students in producing a podcast together
  • Most smart phones now have the ability to record and edit high quality audio. The  'Voice Record' app is good for editing and exporting.
  • You can email audio straight from your device, or you could upload it to myplayer server, straight from your phone/PC.  Watch a video here on how to do that: here
  • Audacity (is a largely outdated free software used on PC and Mac)

A Blog is a webpage which you can use like a journal and record information.    You could use a blog in the following ways:

  • Tutor blog – for the tutor to communicate to his students
  • Individual student blog – for the student to record his reflections
  • Group blog – for the students to use for their project
  • Class blog – a central place for the students to share, such as subject resources   

A blog can also invite comments, so a tutor or an external expert could contribute to a blog.   Postings can be tagged so a blog can be searched for specific postings.

A Google Site is a site on the Internet which is owned by one or more persons, and which can be used to store a collection of documents.  A site can be accessed from any computer on the Internet.  As an example, a Google Site enables a group of students to access up-to-date information, and to collaborate together on a project.   Photos, presentations, spreadsheets, and files created by Google applications (such as Calendar and Documents) can be stored.   Access to the site can be controlled or the documents can be made available to the world through publishing the files.

A mind-map is a visual diagram, like a spider map, and it provides a means to organise information.   It will have a single idea (or concept) and subsequent ideas can branch off from it.    Mindmaps can be used in a number of different ways, such as:

  • Planning for an essay or thesis to clarify the chapters and their content
  • Taking key points from a lecture or tutorial
  • Planning for a field trip to identify the logistics
  • As a revision aid

 Mindmaps can be simple with one level or detailed with many branching levels.    

Survey Tools are tools designed to collect data for a specific purpose.   The collected data can be numeric (quantitive) or in text (qualitative) or both, and can be analysed to provide information.  

For example, students can use surveys to:

  • Get a snapshot of what people feel about something, for example customer loyalty
  • Collect data about the usage of a product, for example a service

In using surveys, students have the opportunity to develop specific skills, such as communication skills and analytical skills.

A wiki is a collaborative application that enables two or more persons to produce a shared webpage (or a collection of pages).    Text can be added, modified or deleted, and images can also be incorporated.   

For example wikis would enable students:

  • To share and maintain their own subject resource list
  • To document their project work progress
  • To collaborate together to produce a resource
  • Biomeasurement
  • MOD003070
  • Dawn Hawkins (FST)
  • Level 4

Using the VLE Survey Tool as a feedback mechanism

The VLE Survey Tool is used for weekly feedback.

The module also includes the use of  Lecture Capture and there are content pages with links to resources.

Look at module

  • MSc Sustainability
  • Course site
  • Julian Priddle and Alison Greig (FST)
  • Level 7

Using the VLE Survey Tool as a feedback mechanism

The VLE Survey Tool is used for initial feedback.  

The survey has been designed to gather the students'  first impressions after the initial residential session.

Look at module

  • Architecture Technology
  • MOD004414
  • Delle Odeleye (FST)
  • Level 6

Using Blogs to track the reading undertaken by the students

The module requires weekly reading of the subject matter, and the blog tool (within the VLE) enables the students to write their reflections about their reading material.  

Look at module

Have you got an example?

Have you got an example?

Have you got an example?

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Phased learning (a.k.a. ‘Mastery’)

Students required to fully understand a concept, skill or technique before moving on to more advanced topics

  • Moving onto more complex topics, making learning more visible to students
  • Student is encouraged to become more autonomous
  • Develops students’ confidence in their abilities
  • Lab reports
  • Observations
  • Repeatable (randomised), formative tests
  • Blogs
  • Screencasts
  • Video
  • Wikis
  • Online Tests
  • Online Submission
  • Can provide instant feedback on attainment
  • New material can be released automatically upon reaching a level

Please click here to find examples and case studies of good practice relating to phased learning. 

Blogs
Screencasts
Videos
Wikis
Online Tests
Online Submission

A Blog is a webpage which you can use like a journal and record information.    You could use a blog in the following ways:

  • Tutor blog – for the tutor to communicate to his students
  • Individual student blog – for the student to record his reflections
  • Group blog – for the students to use for their project
  • Class blog – a central place for the students to share, such as subject resources   

A blog can also invite comments, so a tutor or an external expert could contribute to a blog.   Postings can be tagged so a blog can be searched for specific postings.

A screencast is a digital recording which captures actions such as the mouse moving across the screen or a video of someone talking.    Narration in the form of voice-overs gives the option of providing additional information, whilst editing of the recording means that the end result is focused on its purpose.   They can be used in many different scenarios such as:

  • Providing a welcome “talking head” induction video to new students
  • Providing a weekly synopsis
  • Demonstrating how to use a specific software or a website

Screencasts can be downloaded from the VLE and played on mobile devices.

  • Personal Capture
  • Classroom Capture (woks like Lecture Capture, but only captures audio and the screen and can be either booked or started adhoc/on the fly in class form the lectern)
  • Lecture Capture
  • Camtasia (liscences for which can be obtained through IT Services - it's a more complex screen capture software than Personal Capture, that suits more media savvy creators) 
  • Jing

Video provides dynamic content in an easily accessible and engaging format. 

Suggestions:

  • Create induction welcome videos
  • Re-iterate assessment details and requirements
  • Providing a trigger point for discussion
  • Capture Lectures (receiving many plays round assessment time)
  • Provide feedback to students, quickly, easily and privately
  • Demonstrations

Producing a video can also provide learning opportunities for students, for example:

  • Individual student project or group project
  • Filming field work

A wiki is a collaborative application that enables two or more persons to produce a shared webpage (or a collection of pages).    Text can be added, modified or deleted, and images can also be incorporated.   

For example wikis would enable students:

  • To share and maintain their own subject resource list
  • To document their project work progress
  • To collaborate together to produce a resource

Online tests provide a means of assessing the students’ knowledge.    Online tests can be used either as formative assessment or as summative assessment, or even pre-course assessment.    There are a variety of tests such as surveys, quizzes, tests or exams, whilst the assessment method can take many forms for example multiple choice, calculation or free text.

Online submission is a system that has a virtual space where students can submit their assignments and assessors can provide feedback.

  • When your assessments are online, you can access them from anywhere as long as you have internet connection.
  • You don't need to carry your assessments home and only need to print if you need to.
  • Mammalogy
  • MOD002868
  • Andrew Smith (FST)
  • Level 6

Using Online Tests for formative tests.

QuestionMark Perception was used to provide quizzes in order to assess students'  understanding of selected topics.

Look at module

  • Social Psychological Issues
  • MOD003207
  • Mick Finlay (FST)
  • Level 6

Using Online Tests for formative tests. 

QuestionMark Perception was used to provide quizzes at the end of each subject topic in order to assess students' understanding.

Look at module

  • Health and Social Care
  • MOD001901
  • Ian Mann (FSCHE)
  • Level 4

Using Online Tests to check reading comprehension.

QuestionMark Perception was used to provide quizzes after each chapter in order to assess students' understanding of the reading material.

Look at module

  • Economics for Managers
  • MOD004439
  • Peter McDonald (LAIBS)
  • Level 4

Using Online Tests for weekly self-assessment tests.

QuestionMark Perception was used to provide quizzes both for formative assessment and as practice questions.

Look at module

  • Communication Skills for Conservation
  • MOD003368
  • Toby Carter
  • Level 7 (DL)

Using Online Submission for formative assessment and feedback

The VLE Assignment tool was used for formative assessment and feedback.

Look at Module

Naowarat Lewis - Mock Exam Papers

Statistics Module - used to boost her pass rate form around 45% - 90%

View an example here - created using Camtasia - and then uploaded to myplayer - then shared through the VLE: example

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Self-directed learning

Students define and investigate topics of their own choosing

  • Can lead to high levels of active engagement as students pick topics of personal interest
  • Fosters independent learning and increases diversity of topics, resulting in greater topic coverage among a cohort
  • Encourages students to develop their critical thinking and research skills
  • Case studies
  • Portfolio
  • Poster
  • Presentation
  • Written report
  • Blogs
  • Podcasts
  • Resource lists online
  • Screencasts
  • Video
  • Wikis
  • Helps students take greater ownership of content and method
  • Allows a wide variety of sources and resources to be used

Please click here to find examples and case studies of good practice relating to self-directed learning. 

Blogs
Podcast
Resource Lists online
Screencasts
Videos
Wikis

A Blog is a webpage which you can use like a journal and record information.    You could use a blog in the following ways:

  • Tutor blog – for the tutor to communicate to his students
  • Individual student blog – for the student to record his reflections
  • Group blog – for the students to use for their project
  • Class blog – a central place for the students to share, such as subject resources   

A blog can also invite comments, so a tutor or an external expert could contribute to a blog.   Postings can be tagged so a blog can be searched for specific postings.

Podcasts are either audio or video files on a website which can be viewed and listened to on a computer or a mobile device.  You can upload your video and share it with your students, or you can direct your students to external podcast resources, thus potentially providing different perspectives.

  • Students are able to listen to podcasts anytime, anyplace, and on their own devices
  • Students can listen to podcasts as many times as they want to
  • Students can refer to a podcast as a revision aid
  • ITunesU

Resource Lists online are dedicated learning resources available on the Internet which students can refer to for their learning.  Such resources enable students to be independent learners - for example:

  • Students have to decide which resource(s) to use from a collection of resources;
  • Students can use learning resources not related to their chosen study, such as improving their IT skills or developing project management skills
  • Students develop time-management skills in managing their learning and potentially becoming life-long learners.
  • Document Libraries within VLE
  • Reading Lists @ Anglia
  • Lynda.com

A screencast is a digital recording which captures actions such as the mouse moving across the screen or a video of someone talking.    Narration in the form of voice-overs gives the option of providing additional information, whilst editing of the recording means that the end result is focused on its purpose.   They can be used in many different scenarios such as:

  • Providing a welcome “talking head” induction video to new students
  • Providing a weekly synopsis
  • Demonstrating how to use a specific software or a website

Screencasts can be downloaded from the VLE and played on mobile devices.

Video provides dynamic content in an easily accessible and engaging format. 

Suggestions:

  • Create induction welcome videos
  • Re-iterate assessment details and requirements
  • Providing a trigger point for discussion
  • Capture Lectures (receiving many plays round assessment time)
  • Provide feedback to students, quickly, easily and privately
  • Demonstrations

Producing a video can also provide learning opportunities for students, for example:

  • Individual student project or group project
  • Filming field work

A wiki is a collaborative application that enables two or more persons to produce a shared webpage (or a collection of pages).   Text can be added, modified or deleted, and images can also be incorporated.   

For example wikis would enable students:

  • To share and maintain their own subject resource list
  • To document their project work progress
  • To collaborate together to produce a resource
  • Literature Review - Education
  • Course Site
  • Julie Thetheridge (FHSCE)
  • Level - UG

Using Resource Lists online to acquire literature review skills.

A Cluedo-based study skills course for self-directed learning by students in their literature review for their Final Project.

Look at site

  • BioGis
  • MOD002792
  • Fabio Manco (FST)
  • Level 5

Using ScreenCast to support students' independent learning.

Personal Capture has been utilised with the video embedded in the VLE Content Tool.

Look at Module

  • Cardiac Arrest Simulation
  • Various modules
  • Sian Shaw (FHSCE)

Using Podcast to support learning.

A collection of 6 videos have been produced and put on ITunesU.

Students

Look at videos

  • Clinical Optometry
  • MOD003188
  • Sarah Waugh (FST)
  • Level 5

Using Video to support learning.

Personal Capture and Lecture Capture have been used to produce the videos.

The site also has resources organised in different Document Libraries.

Look at Module

  • Research Studies
  • MOD001774
  • Shirley Jones and Jon Svensson (FMS)
  • Level 7

Using Video to support Research Skills.

Camtasia has been used to produce the videos which are on MyPlayer.

The module also uses the Document Library,  Discussion Boards and Announcements.

Look at Module

  • Judo
  • Bob Challis and Wesley Anderson (FST)

Using Video as demonstration technique.

Video was used to record styles of judo and therefore to enable both technical and tactical analysis.  

Look at videos

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Simulation

Real-world situations are investigated using tools and methods as close as possible to those in the workplace

  • Facilitate and encourage practical skill and equipment proficiencies likely to be encountered in practice
  • Modelling the ‘real world’ allows better understanding of the relevant concepts
  • Allows ‘safe’ exploration of challenging or controversial topics and techniques
  • Competency tests
  • Examination
  • Modelling
  • Observation
  • Reflective writing
  • Blogs
  • Computer-based simulations
  • Interactive resources and equipment
  • Video
  • Wikis
  • Simulations can be quickly restarted
  • Allows simulated events to be paused and studied in detail

Please click here to find examples and case studies of good practice relating to simulation based learning. 

Blogs
Computer-Based Simulators
Interactive Resources and equipment
Videos
Wikis

A Blog is a webpage which you can use like a journal and record information.    You could use a blog in the following ways:

  • Tutor blog – for the tutor to communicate to his students
  • Individual student blog – for the student to record his reflections
  • Group blog – for the students to use for their project
  • Class blog – a central place for the students to share, such as subject resources   

A blog can also invite comments, so a tutor or an external expert could contribute to a blog.   Postings can be tagged so a blog can be searched for specific postings.

A computer-based simulator is a program which simulates a real-life situation where decisions have to be made.  Simulators are valuable as a learning aid, as students can discuss together various options and to learn how to evaluate the effectiveness of a particular decision.     For example, running a business involves various financial decisions which can be simulated and tested without any negative repercussions.   

Interactive Resources and equipment are resources available on the Internet which students can refer to for their learning.    Interactive resources generally involve using an input device (such as a mouse or a keyboard) for the student to supply answers to the resource.  An example of an interactive resource could be a self-contained package about Health and Safety which involves a quiz to test the student’s knowledge of the content.

Such resources enable students to be independent learners.

Video provides dynamic content in an easily accessible and engaging format. 

Suggestions:

  • Create induction welcome videos
  • Re-iterate assessment details and requirements
  • Providing a trigger point for discussion
  • Capture Lectures (receiving many plays round assessment time)
  • Provide feedback to students, quickly, easily and privately
  • Demonstrations

Producing a video can also provide learning opportunities for students, for example:

  • Individual student project or group project
  • Filming field work

A wiki is a collaborative application that enables two or more persons to produce a shared webpage (or a collection of pages).   Text can be added, modified or deleted, and images can also be incorporated.   

For example wikis would enable students:

  • To share and maintain their own subject resource list
  • To document their project work progress
  • To collaborate together to produce a resource

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Problem-based learning (PBL)

Students are challenged to solve real world problems, often those without a single right answer, helping develop critical thinking skills

  • Encourage and enable imaginative and innovative thinking
  • Provides students with the opportunity to research and evaluate the relative merits of different approaches
  • Practical examination
  • Presentation
  • Problem solving
  • Report
  • Solution
  • Presentation tools
  • Resource lists online
  • Wikis
  • GoogleMaps
  • Can more closely model the real world by using the same (or similar) tools

Please click here to find examples and case studies of good practice relating to problem-based learning. 

Presentation Tools
Resource Lists Online
Wikis
Google Maps

Presentation tools enable you to display your teaching materials to your students in many formats.

  • You can present within a traditional classroom using an overhead projector
  • You can present within a virtual classroom such as Adobe Connect.
  • Presentations can also be put on a VLE for students to view (and download) at any time.

A presentation can include content (text and images) and linked items.  For example, you could:

  • view a specific website to illustrate a point
  • display a specific document such as a chart or a photograph

capture feedback from your students within the presentation using a digital pen

Resource Lists online are dedicated learning resources available on the Internet which students can refer to for their learning.  Such resources enable students to be independent learners - for example:

  • Students have to decide which resource(s) to use from a collection of resources;
  • Students can use learning resources not related to their chosen study, such as improving their IT skills or developing project management skills
  • Students develop time-management skills in managing their learning and potentially becoming life-long learners.
  • Document Libraries within the VLE
  • Reading Lists @ Anglia
  • Lynda.com

A wiki is a collaborative application that enables two or more persons to produce a shared webpage (or a collection of pages).    Text can be added, modified or deleted, and images can also be incorporated.   

For example wikis would enable students:

  • To share and maintain their own subject resource list
  • To document their project work progress
  • To collaborate together to produce a resource

Google Maps enable students to visually interact with locations.  Students can investigate the world both on a large scale and on a local scale, and to think spatially.   Using location-based data provide potential for collaborative projects, such as comparing areas or communities. or producing a specific map.

  • Community Health
  • Course Site
  • Ann Pettit & Dilva Porter (FSCHE)
  • Level 7

Using Google Maps for location-based questions

Using Google Maps enables the analysis of geographic locations, allowing the students to visually interact with the locations.   The embedded maps were used for formative assessment.

Look at Course Site

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Role-play

Students work through scenarios modelled on their intended profession, often taking on a role with views unlike their own

  • Mimic real-world, real-time situations, enabling immediate reflection and feedback
  • Practice complex or high order skills in a safe and supported environment
  • Illustrate and consider ethical, moral or legal questions likely to be encountered in employment
  • Case studies
  • Observation
  • Reflective account
  • Audio
  • VLE discussion forums
  • Blogs
  • Video
  • Wikis
  • Makes it easier to include external participants
  • Can replicate real-world situations more closely, e.g. debating around a Blog post
  • Recorded interactions can be analysed afterwards

Please click here to find examples and case studies of good practice relating to role-play based learning. 

Audio
Discussion Forums
Blogs
Videos
Wikis

Using Audio enable the delivery of teaching content in an engaging and inclusive way.   

From a learning perspective, listening to audio is valuable for many reasons:

  • Students can listen to your audio file in their own time, on their mobile devices and at their own pace
  • Listening to a voice provides an alternative dimension to reading content

From a teaching perspective, you can use audio for different scenarios:

  • To invite discussion after listening to an interview or recorded conversation
  • To aid reflection by making their own podcast
  • To liaise with other students in producing a podcast together
  • Most smart phones now have the ability to record and edit high quality audio. The  'Voice Record' app is good for editing and exporting.
  • You can email audio straight from your device, or you could upload it to myplayer server, straight from your phone/PC.  Watch a video here on how to do that: here
  • Audacity (is a largely outdated free software used on PC and Mac)

A discussion forum is an online discussion site where a group of students can communicate with each other by posting messages.   A discussion forum can hold several conversations (or threads), each reflecting a specific topic.   Some of the benefits for students are:

  • They do not need to be physically online at the same time
  • They can return to a discussion to read the text as many times as they want
  • They have opportunity to think about the discussion and their own response before responding
  • Discussion Tool within VLE

A Blog is a webpage which you can use like a journal and record information.    You could use a blog in the following ways:

  • Tutor blog – for the tutor to communicate to his students
  • Individual student blog – for the student to record his reflections
  • Group blog – for the students to use for their project
  • Class blog – a central place for the students to share, such as subject resources   

A blog can also invite comments, so a tutor or an external expert could contribute to a blog.   Postings can be tagged so a blog can be searched for specific postings.

Video provides dynamic content in an easily accessible and engaging format. 

Suggestions:

  • Create induction welcome videos
  • Re-iterate assessment details and requirements
  • Providing a trigger point for discussion
  • Capture Lectures (receiving many plays round assessment time)
  • Provide feedback to students, quickly, easily and privately
  • Demonstrations

Producing a video can also provide learning opportunities for students, for example:

  • Individual student project or group project
  • Filming field work

A wiki is a collaborative application that enables two or more persons to produce a shared webpage (or a collection of pages).    Text can be added, modified or deleted, and images can also be incorporated.   

For example wikis would enable students:

  • To share and maintain their own subject resource list
  • To document their project work progress
  • To collaborate together to produce a resource

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Practical or project work

Students undertake a piece of work to help integrate their learning and make it concrete

  • Provides opportunities for students to use theory to develop practical solutions
  • Allows students to develop examples of their work which could be included in a portfolio
  • Students are able to develop and show the depth of their knowledge and creativity
  • Demonstration
  • Lab reports
  • Observation
  • Peer review
  • Portfolio
  • Presentation
  • Reflective account
  • Audio
  • Photos
  • Resource lists online
  • Video
  • Students can use similar tools to those they would in the workplace
  • Easy to retain intermediate (‘draft’) versions and review changes

Please click here to find examples and case studies of good practice relating to practical or project work based learning. 

Audio
Photos
Resource Lists Online

Using Audio enable the delivery of teaching content in an engaging and inclusive way.   

From a learning perspective, listening to audio is valuable for many reasons:

  • Students can listen to your audio file in their own time, on their mobile devices and at their own pace
  • Listening to a voice provides an alternative dimension to reading content

 From a teaching perspective, you can use audio for different scenarios:

  • To invite discussion after listening to an interview or recorded conversation
  • To aid reflection by making their own podcast
  • To liaise with other students in producing a podcast together
    • Most smart phones now have the ability to record and edit high quality audio. The  'Voice Record' app is good for editing and exporting.
    • You can email audio straight from your device, or you could upload it to myplayer server, straight from your phone/PC.  Watch a video here on how to do that: here
    • Audacity (is a largely outdated free software used on PC and Mac)

Photos (or images) can help to illustrate a particular point or to initiate a group discussion.    Describing a photo requires students to have both visual and aural communication skills, whilst within a group work context students are encouraged to see different perspectives from the same photo.

Photos can be stored on the VLE and viewed on many devices such as classroom projectors or mobile tablets.  In addition to being standalone files, photos can be integrated within Word documents, screencasts or e-portfolios.  

Resource Lists online are dedicated learning resources available on the Internet which students can refer to for their learning.  Such resources enable students to be independent learners - for example:

  • Students have to decide which resource(s) to use from a collection of resources;
  • Students can use learning resources not related to their chosen study, such as improving their IT skills or developing project management skills
  • Students develop time-management skills in managing their learning and potentially becoming life-long learners.
  • Document Libraries within VLE
  • ReadingLists @ Anglia
  • Lynda.com

Video provides dynamic content in an easily accessible and engaging format. 

Suggestions:

  • Create induction welcome videos
  • Re-iterate assessment details and requirements
  • Providing a trigger point for discussion
  • Capture Lectures (receiving many plays round assessment time)
  • Provide feedback to students, quickly, easily and privately
  • Demonstrations

Producing a video can also provide learning opportunities for students, for example:

  • Individual student project or group project
  • Filming field work

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Work-based learning and placements

Students apply their learning in a real workplace and gain practical knowledge and skills

  • Helps students to develop resources for a portfolio of their work
  • Students can develop useful relationships and contacts within their industry
  • Opportunities to explore the relationship between theory and practice
  • Observations
  • Reflections
  • Summative report by placement provider
  • Written report
  • VLE discussion forums
  • Blogs
  • Mobile apps and devices
  • Resource Lists online
  • Reduces the sense of isolation some students feel when out of University
  • Allows easier interactions between geographically separated parties

Please click here to find examples and case studies of good practice relating to work or placement-based learning. 

Discussion Forums
Blogs
Mobile learning
Resource Lists Online

A discussion forum is an online discussion site where a group of students can communicate with each other by posting messages.   A discussion forum can hold several conversations (or threads), each reflecting a specific topic.   Some of the benefits for students are:

  • They do not need to be physically online at the same time
  • They can return to a discussion to read the text as many times as they want
  • They have opportunity to think about the discussion and their own response before responding
  • Discussion Forum tool within VLE

A Blog is a webpage which you can use like a journal and record information.    You could use a blog in the following ways:

  • Tutor blog – for the tutor to communicate to his students
  • Individual student blog – for the student to record his reflections
  • Group blog – for the students to use for their project
  • Class blog – a central place for the students to share, such as subject resources   

 A blog can also invite comments, so a tutor or an external expert could contribute to a blog.   Postings can be tagged so a blog can be searched for specific postings.

Mobile learning is learning using mobile devices (such as tablets or phones) using applications designed for a specific purpose.    As mobile devices are integrated into students’ everyday life, students are able to take control of their learning wherever they are and at times convenient to them.  

Mobile learning can include many different uses such as:

  • To read course material or assessment feedback
  • To connect with other learners such as through social media and get instant feedback
  • To record observations or reflections immediately
  • To undertake self-assessment such as online tests

Resource Lists online are dedicated learning resources available on the Internet which students can refer to for their learning.  Such resources enable students to be independent learners - for example:

  • Students have to decide which resource(s) to use from a collection of resources;
  • Students can use learning resources not related to their chosen study, such as improving their IT skills or developing project management skills
  • Students develop time-management skills in managing their learning and potentially becoming life-long learners.
  • Document Libraries within VLE
  • ReadingLists @ Anglia
  • Lynda.Com
  • Evidence-Based Interventions in Mental Health Practice
  • MOD002062 (DL)
  • Sally Goldspink, Sam Nkala and Mark McGrath (FHSCE)
  • Level 6

Using Resource Lists online to provide "scaffolding" for student learning.

The VLE Content Tool was used to facilitate learning for distance learners.    The different tasks are supported by resources (articles, podcasts, videos and a workbook of activities).

Look at module

  • Higher Education and the Work Environment
  • MOD001659 (DL)
  • Yvette Winnard (FMS)
  • Level 4

Using Resource Lists online to provide "scaffolding" for student learning.

The VLE Content Tool was used to faciliate the learning of academic skills for distance learners.

The different tasks are supported by resources (articles, videos, discussions).

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Lectures as pre-work (a.k.a. ‘Flipped Classroom’)

Information and lectures provided as pre-work, contact time used for more interactive purposes

  • Students are able to engage with materials flexibly and at their own pace 
  • Students come to sessions with a required level of knowledge and understanding
  • Allows tutors to repurpose time for more engaging teaching approaches
  • In-class tests
  • Peer-reviewed presentation
  • Practical activities (formative)
  • Online classrooms
  • Discussion forums
  • Online tests
  • Electronic Voting Systems
  • Podcasts
  • Resource lists online
  • Video
  • Allows a variety of media to be used
  • Students can access the information at a time and place to suit themselves

Please click here to find examples and case studies of good practice relating to lectures as pre-work.  

Online Classrooms
Discussion Forums
Online Tests
Electronic Voting Systems
Podcasts
Resource Lists Online

An Online Classroom is a virtual classroom space where a group of students and/or a tutor can meet at a specific time, but from locations convenient to each student.   Students can use online classrooms for a variety of reasons such as:

  • To attend a lecture delivered online
  • To receive small group tutorials
  • To discuss with other students for a specific purpose such as project work

A discussion forum is an online discussion site where a group of students can communicate with each other by posting messages.   A discussion forum can hold several conversations (or threads), each reflecting a specific topic.   Some of the benefits for students are:

  • They do not need to be physically online at the same time
  • They can return to a discussion to read the text as many times as they want
  • They have opportunity to think about the discussion and their own response before responding
  • Discussion Tool within VLE

Online tests provide a means of assessing the students’ knowledge.    Online tests can be used either as formative assessment or as summative assessment, or even pre-course assessment.    There are a variety of tests such as surveys, quizzes, tests or exams, whilst the assessment method can take many forms for example multiple choice, calculation or free text.

An Electronic Voting System is a tool for collecting student responses either via their own mobile phone or via a handset.    The responses, which can be anonymous, are then given back to the students as collective feedback.

 

From a teaching perspective, you could use them in different scenarios:

  • Run a poll as a warm-up activity
  • Engage small groups of students during a lecture and get them to agree a response
  • Check their understanding by using a multiple choice quiz
  • Invite questions during a lecture which can be shown on a screen

Podcasts are either audio or video files on a website which can be viewed and listened to on a computer or a mobile device.  You can upload your video and share it with your students, or you can direct your students to external podcast resources, thus potentially providing different perspectives.

  • Students are able to listen to podcasts anytime, anyplace, and on their own devices
  • Students can listen to podcasts as many times as they want to
  • Students can refer to a podcast as a revision aid
  • ITunesU

Resource Lists online are dedicated learning resources available on the Internet which students can refer to for their learning.  Such resources enable students to be independent learners - for example:

  • Students have to decide which resource(s) to use from a collection of resources;
  • Students can use learning resources not related to their chosen study, such as improving their IT skills or developing project management skills
  • Students develop time-management skills in managing their learning and potentially becoming life-long learners.
  • Document LIbraries within VLE
  • Reading Lists @ Anglia
  • Lynda.com
  • Assessing the Needs of Children and Young People as Individuals
  • MOD002156
  • Sue Collier (FHSCE)
  • Level 5

Using Video to support learning.

Box of Broadcasts video recordings were used to access high quality BBC documentaries in a 'flipped classroom' .  

The module also used the Assignment Tool and Discussion Boards, as well as the VLE Content Tool for resources.

Look at Module

  • Professional Midwifery Practice
  • MOD001849
  • Frances Galloway (FHSCE)
  • Level 6

Using Video to flip the classroom learning

Videos from YouTube and Vimeo were used to 'flip the classroom'. 

The module also used the Blog and Discussion Boards for communications, as well as the VLE Content Tool for resources and weblinks. 

Look at Module

  • Live Recording Practice
  • MOD002614
  • Bill Campbell (FST)
  • Level 5

Using Discussion Forums to prepare students for practical lesson.

The Discussion Forum within the VLE were used for discussions prior to a lecture and to prepare students for a practical lesson.

Look at Module

  • Supply Chain Strategy and Operations
  • MOD004050
  • Helen Benton (LAIBS)
  • Level 7

Using Discussion Forums as "flipped learning"

The Discussion Forum tool within the VLE was used for discussions as flipped learning.

Look at Module

  • BioGIS
  • MOD002792
  • Fabricio Manco (FST)
  • Level 5

Using Electronic Voting Systems for "flipped class" interaction

The electonic voting system PollEverywhere was set up for "flipped classroom" and to engage students.

Look at Module

Have you got an example?

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Resource-centred or facilitated discussion

Tutors present artefacts and the class undertake self-directed discussion about them. Students might also select the artefact

  • Encourages expression of feelings, values, opinions and beliefs, and sharing of experiences
  • Presentation skills may be practiced, building confidence and the ability for self-expression
  • Develops critical evaluation skills
  • Demonstrations
  • Observation
  • Peer-review
  • Report
  • Audio
  • Online classrooms
  • VLE Discussion forums
  • Photos
  • Resource lists online
  • Video
  • Discussions can more easily include external parties
  • Record of discussion can be subsequently analysed

Please click here to find examples and case studies of good practice relating to resource-centred or faciltated learning. 

Using Audio enable the delivery of teaching content in an engaging and inclusive way.   

From a learning perspective, listening to audio is valuable for many reasons:

  • Students can listen to your audio file in their own time, on their mobile devices and at their own pace
  • Listening to a voice provides an alternative dimension to reading content

From a teaching perspective, you can use audio for different scenarios:

  • To invite discussion after listening to an interview or recorded conversation
  • To aid reflection by making their own podcast
  • To liaise with other students in producing a podcast together
  • Most smart phones now have the ability to record and edit high quality audio. The  'Voice Record' app is good for editing and exporting.
  • You can email audio straight from your device, or you could upload it to myplayer server, straight from your phone/PC.  Watch a video here on how to do that: here
  • Audacity (is a largely outdated free software used on PC and Mac)

An Online Classroom is a virtual classroom space where a group of students and/or a tutor can meet at a specific time, but from locations convenient to each student.   Students can use online classrooms for a variety of reasons such as:

  • To attend a lecture delivered online
  • To receive small group tutorials
  • To discuss with other students for a specific purpose such as project work

A discussion forum is an online discussion site where a group of students can communicate with each other by posting messages.   A discussion forum can hold several conversations (or threads), each reflecting a specific topic.   Some of the benefits for students are:

  • They do not need to be physically online at the same time
  • They can return to a discussion to read the text as many times as they want
  • They have opportunity to think about the discussion and their own response before responding
  • Discussion Tool within VLE

Photos (or images) can help to illustrate a particular point or to initiate a group discussion.    Describing a photo requires students to have both visual and aural communication skills, whilst within a group work context students are encouraged to see different perspectives from the same photo.

Photos can be stored on the VLE and viewed on many devices such as classroom projectors or mobile tablets.  In addition to being standalone files, photos can be integrated within Word documents, screencasts or e-portfolios.  

Resource Lists online are dedicated learning resources available on the Internet which students can refer to for their learning.  Such resources enable students to be independent learners - for example:

  • Students have to decide which resource(s) to use from a collection of resources;
  • Students can use learning resources not related to their chosen study, such as improving their IT skills or developing project management skills
  • Students develop time-management skills in managing their learning and potentially becoming life-long learners.
  • Document LIbraries within VLE
  • Reading Lists @ Anglia
  • Lynda.com

Video provides dynamic content in an easily accessible and engaging format. 

Suggestions:

  • Create induction welcome videos
  • Re-iterate assessment details and requirements
  • Providing a trigger point for discussion
  • Capture Lectures (receiving many plays round assessment time)
  • Provide feedback to students, quickly, easily and privately
  • Demonstrations

Producing a video can also provide learning opportunities for students, for example:

  • Individual student project or group project
  • Filming field work
  • Fundamentals of Design
  • MOD002581
  • Elaine Brown (FST)
  • Level 4

Using Resource Lists online to provide 'scaffolding' for student learning. 

The VLE Content Tool was used to access different activities which are supported by resources (articles, videos and discussions).

Look at Module

  • Mammalogy
  • MOD002868
  • Andrew Smith (FST)`
  • Level 6

Using Resource Lists online  to provide 'scaffolding' for student learning. 

The VLE Content Tool was used to access different activities which are supported by resources (articles, tutor videos and external videos, and discussions).

Students have upfront reading ('flipped classroom'), Grap and Go, and self directed learning.

Quizzes (QMP) are used weekly, as well as external quizzes and games. 

Look at Module

  • Supply Chain Strategy and Operations
  • MOD004050
  • Helen Benton (LAIBS)
  • Level 7

Using Resource Lists online to provide 'scaffolding' for student learning.

Students engage with different uploaded resources through a table of content.   There is online module guide with detailed section on assessment and feedback.   

The module also uses Announcements and Discussion Boards.

Look at Module

  • Safe Civil Engineering Works
  • MOD002247
  • Fred Sharrat (FST)
  • Level 4

Using Video to provide real-life examples.

Box of Broadcasts videos and images have been used in this module, as well as a Twitter feed.

The VLE Content Tool provides access to resources in the Document Library.  

Look at Module

  • Plagiarism
  • All modules
  • Matt East (FST)
  • Level UG

Using Video as a visual way for skills training.

Video about plagiarism produced by ARU students for students in 2012.   

Look at Video

  • Applied Science of Magnetic Resonance Imaging
  • MOD001779
  • Cathy Westbrook (FMS)
  • Level 7

Using Discussion Forums for student discussion about Learning Outcomes.

The Discussion Forum within the VLE was used as a means of getting the students used to interacting online and secondly to ensure that they understood the Learning Outcomes.

Look at Module

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Micro-research

Students given a unique topic to research and later share their findings with the class

  • Development of presentation and/or other communication skills
  • Used for group work it can develop collaboration skills, but can also develop autonomy, independence and responsibility
  • Students can develop the learning materials for each other (potentially reusing them in subsequent cohorts)
  • Poster
  • Presentation
  • Report
  • Audio
  • Presentation tools
  • Resource lists online
  • Video
  • Wikis
  • Discussion Forums
  • Allows flexibility in presentation method and tools
  • Encourages use of different media types
  • Develops skills that will be useful in employment

Please click here to find examples and case studies of good practice relating to micro-research-based learning. 

Audio
Presentation Tools
Resource Lists Online
Videos
Wikis
Discussion Forum

Using Audio enable the delivery of teaching content in an engaging and inclusive way.   

From a learning perspective, listening to audio is valuable for many reasons:

  • Students can listen to your audio file in their own time, on their mobile devices and at their own pace
  • Listening to a voice provides an alternative dimension to reading content

 

From a teaching perspective, you can use audio for different scenarios:

  • To invite discussion after listening to an interview or recorded conversation
  • To aid reflection by making their own podcast
  • To liaise with other students in producing a podcast together
  • Most smart phones now have the ability to record and edit high quality audio. The  'Voice Record' app is good for editing and exporting.
  • You can email audio straight from your device, or you could upload it to myplayer server, straight from your phone/PC.  Watch a video here on how to do that: here
  • Audacity (is a largely outdated free software used on PC and Mac)

Presentation tools enable you to display your teaching materials to your students in many formats.

  • You can present within a traditional classroom using an overhead projector
  • You can present within a virtual classroom such as Adobe Connect.
  • Presentations can also be put on a VLE for students to view (and download) at any time.

 

A presentation can include content (text and images) and linked items.  For example, you could:

  • view a specific website to illustrate a point
  • display a specific document such as a chart or a photograph

capture feedback from your students within the presentation using a digital pen

Resource Lists online are dedicated learning resources available on the Internet which students can refer to for their learning.  Such resources enable students to be independent learners - for example:

  • Students have to decide which resource(s) to use from a collection of resources;
  • Students can use learning resources not related to their chosen study, such as improving their IT skills or developing project management skills
  • Students develop time-management skills in managing their learning and potentially becoming life-long learners.
  • Document Libraries within VLE
  • ReadingLIsts @ Anglia
  • Lynda.com

Video provides dynamic content in an easily accessible and engaging format. 

Suggestions:

  • Create induction welcome videos
  • Re-iterate assessment details and requirements
  • Providing a trigger point for discussion
  • Capture Lectures (receiving many plays round assessment time)
  • Provide feedback to students, quickly, easily and privately
  • Demonstrations

Producing a video can also provide learning opportunities for students, for example:

  • Individual student project or group project
  • Filming field work

A wiki is a collaborative application that enables two or more persons to produce a shared webpage (or a collection of pages).    Text can be added, modified or deleted, and images can also be incorporated.   

For example wikis would enable students:

  • To share and maintain their own subject resource list
  • To document their project work progress
  • To collaborate together to produce a resource

A discussion forum is an online discussion site where a group of students can communicate with each other by posting messages.   A discussion forum can hold several conversations (or threads), each reflecting a specific topic.   Some of the benefits for students are:

  • They do not need to be physically online at the same time
  • They can return to a discussion to read the text as many times as they want
  • They have opportunity to think about the discussion and their own response before responding
  • Discussion Forum Tool within VLE
  • Plan Making and Policy
  • MOD003658
  • Delle Odeleye (FST)
  • Level 7

Using Discussion Forums for discussions for Patchwork Assessment

The Discussion Forum tool within the VLE was used to host discussions around the Patchwork Assessment for submission.   Students were able to communicate with both his/her peers and the module tutor, and they were encouraged to share (and upload) interesting articles or information useful for the module.

Look at Module

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Teacher-directed learning or traditional lecture

Students receive large volumes of information, particularly theoretical information, simultaneously with their peers

  • Time-efficient way of transmitting large amounts of information to large cohorts
  • Enthusiasm for the subject can be passed on by enthusiastic lecturers
  • Materials that cannot be shared with students (legally, ethically, morally, physically, etc.) can still be presented to them
  • Examination
  • Report
  • Electronic Voting Systems
  • Presentation tools
  • Twitter
  • Discussion Forums
  • Online Classroom
  • Increase engagement during sessions
  • Encourage interaction during lectures
  • Identify and clarify misunderstandings as they happen

Please click here to find examples and case studies of good practice relating to teacher-directed learning. 

Electronic Voting Systems
Presentation Tools
Social Media
Discussion Forum
Online Classrooms

An Electronic Voting System is a tool for collecting student responses either via their own mobile phone or via a handset.    The responses, which can be anonymous, are then given back to the students as collective feedback.

 

From a teaching perspective, you could use them in different scenarios:

  • Run a poll as a warm-up activity
  • Engage small groups of students during a lecture and get them to agree a response
  • Check their understanding by using a multiple choice quiz
  • Invite questions during a lecture which can be shown on a screen

Presentation tools enable you to display your teaching materials to your students in many formats.

  • You can present within a traditional classroom using an overhead projector
  • You can present within a virtual classroom such as Adobe Connect.
  • Presentations can also be put on a VLE for students to view (and download) at any time.

 

A presentation can include content (text and images) and linked items.  For example, you could:

  • view a specific website to illustrate a point
  • display a specific document such as a chart or a photograph

capture feedback from your students within the presentation using a digital pen

Social media are applications on the Internet for networking (such as Linkedin), or socialising (such as Twitter or MySpace.)   Such applications can be used across all platforms including mobile phones.  They facilitate communication and the sharing of information within communities thus encouraging informal learning.

As an example, Twitter could be used within a teaching context to:

  • Share information between students studying a module
  • Ask questions anytime and get instant feedback
  • Enable students to join communities relating to a specialist interest and potentially interact with experts
  • Promote their own knowledge 

A discussion forum is an online discussion site where a group of students can communicate with each other by posting messages.   A discussion forum can hold several conversations (or threads), each reflecting a specific topic.   Some of the benefits for students are:

  • They do not need to be physically online at the same time
  • They can return to a discussion to read the text as many times as they want
  • They have opportunity to think about the discussion and their own response before responding
  • Discussion Forum Tool within VLE

An Online Classroom is a virtual classroom space where a group of students and/or a tutor can meet at a specific time, but from locations convenient to each student.   Students can use online classrooms for a variety of reasons such as:

  • To attend a lecture delivered online
  • To receive small group tutorials
  • To discuss with other students for a specific purpose such as project work
  • Groups in Conflict: Social Psychological Issues
  • MOD003207
  • Mick Finlay (FST)
  • Level 6

Using Discussion Forums to ask the module tutor questions anytime.

A discussion forum within the VLE called "Ask Mick a question" was setup.  This enables students to ask the lecturer questions at any time during the module, and all the students were able to view the public discussions.

Look at Module

  • FSHCE
  • Level 6

Using an Online Classroom for small student group tutorials

Adobe Connect was used to facilitate small group discussions for a Project Proposal.

Listen to discussion

Have you got an example?

Have you got an example?

Have you got an example?

Have you got an example?

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Critiquing

Students critique each other’s work or that of a third party and provide advice on improvements

  • Helps develop skills in critical thinking, evidencing and evaluation in respect of own and others’ work
  • Supports development of reflective capability
  • Students receive richer feedback on how to improve their work based on multiple perspectives
  • Critical essay
  • Staged development of artefact with reflection on peer criticism
  • VLE discussion forums
  • Blogs
  • Google Drive
  • Resource Lists online
  • Wikis
  • Photos
  • Can use a variety of media types
  • Critiques can take place over an extended period of time
  • Record of critique and response straightforward to obtain

Please click here to find examples and case studies of good practice relating to critiquing. 

Discussion Forum
Blogs
Google Drive
Resource Lists Online
Wikis
Photos

A discussion forum is an online discussion site where a group of students can communicate with each other by posting messages.   A discussion forum can hold several conversations (or threads<%2

  • Discussion Tool within VLE

A Blog is a webpage which you can use like a journal and record information.    You could use a blog in the following ways:

  • Tutor blog – for the tutor to communicate to his students
  • Individual student blog – for the student to record his reflections
  • Group blog – for the students to use for their project
  • Class blog – a central place for the students to share, such as subject resources   

A blog can also invite comments, so a tutor or an external expert could contribute to a blog.   Postings can be tagged so a blog can be searched for specific postings.

A Google Drive is “cloud” storage, which enables a group of students to share their files and to edit their documents.   Google Drive comes with its own set of web-based applications – Google Docs (word-processor), Sheets (spreadsheet), Slides (presentation package) and Forms (survey package).  

As students will be using their own computer devices, Google Drive also incorporates the synchronisation of the files between the Drive and the students’ own devices, so the documents on the Drive are always up-to-date. 

Resource Lists online are dedicated learning resources available on the Internet which students can refer to for their learning.  Such resources enable students to be independent learners - for example:

  • Students have to decide which resource(s) to use from a collection of resources;
  • Students can use learning resources not related to their chosen study, such as improving their IT skills or developing project management skills
  • Students develop time-management skills in managing their learning and potentially becoming life-long learners.
  • Document Libraries within VLE
  • Readinglists @ Anglia
  • Lynda.com

A wiki is a collaborative application that enables two or more persons to produce a shared webpage (or a collection of pages).    Text can be added, modified or deleted, and images can also be incorporated.   

 For example wikis would enable students:

  • To share and maintain their own subject resource list
  • To document their project work progress
  • To collaborate together to produce a resource

Photos (or images) can help to illustrate a particular point or to initiate a group discussion. Describing a photo requires students to have both visual and aural communication skills, whilst within a group work context students are encouraged to see different perspectives from the same photo.

Photos can be stored on the VLE and viewed on many devices such as classroom projectors or mobile tablets.  In addition to being standalone files, photos can be integrated within Word documents, screencasts or e-portfolios. 

  • Research Techniques for Psychology
  • MOD002518
  • Helen Keyes (FST)
  • Level 5

Using  Resource Lists online to faciliate group work for students.

A customised Document Library with group folders has been setup, enabling students to shared file space.

The module also uses Announcements, Discussion Boards, Weblinks and the VLE Content Tool.

Look at Module

  • Forensic Anthroplogy and Human Identification
  • MOD002925
  • Kerry Ann Milic (FST)
  • Level 6

Using a Wiki for a collaborative group assignment. 

A group student wiki was used for students to create content for an assignment.

Look at Module

  • Molecular Cell Biology
  • MOD002875
  • Peter Coussons and Claire Pike (FST)
  • Level 6

Using a Wiki for collaborative contnet generation.

Group student wikis were used for students to collaborate on content generation.  

VLE Content Tool provides access to Document Library and external resources.

Look at Module

  • History and Theory of Architecture
  • MOD002260
  • Iuliana Gavril (FST)
  • Level 4

Using Photos for peer assessment

Students upload their sketches of plans to the VLE.  A competition is held and students vote for the best plan.  This facilitates peer assessment and showcasing.

Look at module

  • Population Ecology & Wildlife Management
  • MOD002869
  • Toby Carter & Nancy Harrison (FST)
  • Level 6

Using Photos for peer assessment

Posters are uploaded to the VLE as summative assessments.  These are viewed by all students and peer assessed.  A voting system is also used. 

Look at module

  • Plan Making and Policy
  • MOD003658
  • Delle Odeleye (FST)
  • Level 7

Using Student Blogs for critique.  

The Blog tool within the VLE was used for the patchwork test.   Students provided their reflections from their weekly readings into a blog posting and they were invited to critique their peers' postings.

Look at Module

Approaches to teaching and learning
Benefits
Indicative assessment artefacts
Technology to support and enhance
Benefit of using technology
Further information, examples and case studies

Debate

Students are given a fairly controversial topic to research and discuss, developing their understanding

  • Develops high-level communication skills and confidence
  • Builds skills necessary in employment, e.g.  supporting a personal point of view, advocating on behalf of others, or playing ‘Devil’s Advocate’
  • Stimulates and engages students by challenging existing beliefs
  • Blogs or discussion forum, with position post and related discussion
  • Observation
  • Peer-review
  • Report
  • Audio
  • Online classrooms
  • VLE discussion forums
  • Blogs
  • Video
  • Presentation Tools
  • Electronic Voting Systems
  • Easy to obtain a record of the discussion
  • Enables outside parties to be a part of the debate
  • Allows students to take part regardless of time and location issues

Please click here to find examples and case studies of good practice relating to debates. 

Audio
Online Classrooms
Discussion Forums
Blogs
Videos
Presentation Tools

Using Audio enable the delivery of teaching content in an engaging and inclusive way.   

From a learning perspective, listening to audio is valuable for many reasons:

  • Students can listen to your audio file in their own time, on their mobile devices and at their own pace
  • Listening to a voice provides an alternative dimension to reading content

From a teaching perspective, you can use audio for different scenarios:

  • To invite discussion after listening to an interview or recorded conversation
  • To aid reflection by making their own podcast
  • To liaise with other students in producing a podcast together
  • Most smart phones now have the ability to record and edit high quality audio. The  'Voice Record' app is good for editing and exporting.
  • You can email audio straight from your device, or you could upload it to myplayer server, straight from your phone/PC.  Watch a video here on how to do that: here
  • Audacity (is a largely outdated free software used on PC and Mac)
  • iTunes
  • An Online Classroom is a virtual classroom space where a group of students and/or a tutor can meet at a specific time, but from locations convenient to each student.   Students can use online classrooms for a variety of reasons such as:
  • To attend a lecture delivered online
  • To receive small group tutorials
  • To discuss with other students for a specific purpose such as project work

A discussion forum is an online discussion site where a group of students can communicate with each other by posting messages.   A discussion forum can hold several conversations (or threads), each reflecting a specific topic.   Some of the benefits for students are:

  • They do not need to be physically online at the same time
  • They can return to a discussion to read the text as many times as they want

They have opportunity to think about the discussion and their own response before responding

  • Discussion Forums within VLE

A Blog is a webpage which you can use like a journal and record information.    You could use a blog in the following ways:

  • Tutor blog – for the tutor to communicate to his students
  • Individual student blog – for the student to record his reflections
  • Group blog – for the students to use for their project
  • Class blog – a central place for the students to share, such as subject resources   

 A blog can also invite comments, so a tutor or an external expert could contribute to a blog.   Postings can be tagged so a blog can be searched for specific postings.

Video provides dynamic content in an easily accessible and engaging format. 

Suggestions:

  • Create induction welcome videos
  • Re-iterate assessment details and requirements
  • Providing a trigger point for discussion
  • Capture Lectures (receiving many plays round assessment time)
  • Provide feedback to students, quickly, easily and privately
  • Demonstrations

Producing a video can also provide learning opportunities for students, for example:

  • Individual student project or group project
  • Filming field work

Presentation tools enable you to display your teaching materials to your students in many formats.

  • You can present within a traditional classroom using an overhead projector
  • You can present within a virtual classroom such as Adobe Connect.
  • Presentations can also be put on a VLE for students to view (and download) at any time.

A presentation can include content (text and images) and linked items.  For example, you could:

  • view a specific website to illustrate a point
  • display a specific document such as a chart or a photograph
  • capture feedback from your students within the presentation using a digital pen
  • Community Health Needs Assessment
  • Course site
  • Ann Petit & Dilva Porter (FSCHE)
  • Level 6

Using Presentations for interactive digital brainstorming

An interactive online platform (Linoit) was set up to get the students to share ideas through brainstorming.

Look at course site

  • Communication Skills for Conversation
  • MOD003368
  • Toby Carter (FST)
  • Level 7 (DL)

Using Blogs for students to share findings

Group student blogs within the VLE were created for separate coursework, and the students shared their findings with their peers.   Individual student blogs were also setup and formed part of the assessement.   Tracking pages were used for both individual and group blogs for coursework assessment. 

Look at Module

  • Scientific Basis of Training
  • MOD002908
  • Dan Gordon (FST)
  • Level 6

Using Electronic Voting Systems to generate student discussions.

Peerwise was used to create questions and explain their understanding of the course related assessement questions.   They also answered other discussion questions set by their peers.

Look at Module

Have you got an example?

Have you got an example?

Have you got an example?