ABC Learning Design a collaborative programme and module design method created at University College London (UCL) in 2015 and now used widely across the sector to help develop new programmes and review existing provision.

In this seminar, we outlined the principles of UDL focusing on the why, how and what of learning. We shared with you our experiences of completing the National Forum for the Enhancement of Teaching and Learning in Higher Education’s (NFETLHE’s) UDL Digital Badge which we completed during the 2020-21 academic year. We provided an insight into what was involved and how it has impacted our thinking and practice in MTU.

"Engaging students and staff effectively as partners in learning and teaching is arguably one of the most important issues facing higher education in the 21st century. Students as partners is a concept which interweaves through many other debates, including assessment and feedback, employability, flexible pedagogies, internationalisation, linking teaching and research, and retention and success. Interest in the idea has proliferated in policy and practice in the UK and internationally, particularly in the last few years. Wider economic factors and recent policy changes are influencing a contemporary environment in which students are often positioned as passive consumers of, rather than active participants in, their own higher education. It is timely to take stock and distil the current context, underlying principles and directions for future work on students as partners in learning and teaching."

"In a typically busy academic semester, lecturers and students are naturally focused on delivering and consuming course material and content. Consequently, neither rarely have the time to stop and consider whether the necessary tools are being utilised to promote long term durable learning. Accessing these learning tools is easier than one might think and simple implementable strategies which are backed by decades of research can dramatically improve learning. This interactive session focused on a simple case study which showed how effective the introduction of simple practices can be in facilitating effective learning. Attendees learned how to apply these tools in their own courses and modules and will also got to see what students felt about adopting these new practices."

In a typically busy academic semester, lecturers and students are naturally focused on delivering and consuming course material and content. Consequently, neither rarely have the time to stop and consider whether the necessary tools are being utilised to promote long term durable learning. Accessing these learning tools is easier than one might think and simple implementable strategies which are backed by decades of research can dramatically improve learning. This interactive session focused on a simple case study which showed how effective the introduction of simple practices can be in facilitating effective learning. Attendees learned how to apply these tools in their own courses and modules and will also got to see what students felt about adopting these new practices.

CIT’s Teaching & Learning Unit (TLU) launched an inaugural call in 2018 to develop and support a number of Learning Communities (LCs) across the institute and is currently working with 13 emerging LCs from across the institute as a direct result of this call. LCs facilitate the exchange of good teaching and learning ideas amongst its members and provide a platform for professional discussions and sharing of practices. This workshop enabled these emerging LCs to: Showcase their vision and ideas for both their short- and long-term ambitions Show how their activities are influencing teaching and learning in their respective disciplines. An open invitation was extended to all CIT staff to attend what turned out to be a lively and thought-provoking session where they heard more about our LCs and found out how to: Develop a new LC or Create partnerships with existing ones

"How can we design assessment tasks, so they inspire our students to learn? How can we use assessment to enthuse our learners, and keep them engaged? What are the processes which underpin effective feedback and what are some of the barriers and challenges we face in helping students’ uptake of feedback? How can we approach feedback so that it is meaningful and useful to students, but manageable for ourselves? How far and in what ways do we involve students in the process of evaluative judgment, so they learn to see how they are going while they are working on tasks? These are some of the questions and issues that were explored and discussed in this interactive seminar on engaging students in assessment and feedback processes. Participants who attended this: Explored key principles underpinning the design of Assessment for Learning (AfL) in Higher Education (Sambell et al, 2013), which include assessment for and as learning; Discussed the benefits, challenges and strategies colleagues in different disciplines use to engage learners as productively as possible in assessment and feedback processes; Gained access to practical AfL resources, shared ideas with each other and considered pragmatic tactics to develop students’ assessment and feedback literacy."

This seminar considered key theoretical perspectives on work-based assessment. It discussed: The nature of work-based learning and its role in: Developing key graduate skills The wider life-long learning society. Different approaches to work-based learning practice, including the new apprenticeship model. The context of learning, including the role and responsibilities of both the learner and the employer, with a focus on authentic assessment approaches that support individualised learning. Participants were encouraged to bring along module descriptors, related to learning in the workplace, so that these theoretical perspectives could be applied to practice. n the workshop component, participants, in small groups, discussed, critiqued and developed the methods and processes that they currently use to assess placements in their own disciplines. They were encouraged to examine the ways in which current theory and best practice could inform and develop their disciplinary approaches.

How can we inspire our students to learn? How can we engage them, and keep them engaged? How best can we use the tools available to us in this digital age to enthuse them? What are the processes which underpin successful learning now? How can we ourselves be inspired and enthused, so that we enjoy our work as teachers more than ever? These are some of the questions that were explored in this interactive workshop on learning and teaching in the 21st Century. By the end of this workshop, participants had: Explored some answers to the questions above, and thought of better ones; Shared ideas with each other and with Phil; Discussed the need to re-invent feedback and assessment for the 21st Century

The literature review is a core component of many, if not all, final year programmes at third level. Despite the importance of this, many undergraduate students are not given the instructional tools to complete the onerous tasks of organising and planning a literature review. This seminar presented results of a pilot study initiated by the Department of Biological Sciences with over 100 final year undergraduate life science students. These students attended a 1-hour weekly instructional lecture as part of the literature review module. The seminar was targeted at academic staff and focused on: What tools were made available to students How well students engaged with the tools What the learning experience was for both lecturers and students How this approach could be modified across different disciplines

Spoken language is, arguably, the primary means by which teachers teach and students learn. Much of the literature on language in classrooms has focused on disc...

When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer …

"Designing and managing in-class discussions is more challenging than the pause procedure or minute paper, but there is convincing evidence that collaborative learning works. This session will model an in-class discussion and discuss some of the evidence that supports this strategy."

"Designing and managing in-class discussions is more challenging than the pause procedure or minute paper, but there is convincing evidence that collaborative learning works. This session will model an in-class discussion and discuss some of the evidence that supports this strategy."

Three Student Team Learning techniques have been extensively researched and found to significantly increase student learning. In Student Teams Achievement...

Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for...

The jigsaw technique is a cooperative learning approach that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience.

Virtual reality simulators have shown to be valid and useful tools for training psychomotor skills for endoscopic surgery. Discussion arises how to integrate these simulators into the surgical training curriculum. Distributed training is referred to as short training periods, with rest periods in between. Massed training is training in continuous and longer training blocks. This study investigates the difference between distributed and massed training on the initial development and retention of psychomotor skills on a virtual reality simulator. Four groups of eight medical students lacking any experience in endoscopic training were created. Two groups trained in a distributed fashion, one group trained in a massed fashion and the last group not at all (control group). All performed a post-test immediately after finishing their training schedule. Two months after this test a second post- test was performed. The one-way analysis of variance (ANOVA) with Post-Hoc test Tukey-Bonferoni was used to determine differences in mean scores between the four groups, whereas a p-value ≤ 0.05 was considered to be statistically significant. Distributed training resulted in higher scores and a better retention of relevant psychomotor skills. Distributed as well as massed training resulted in better scores and retention of skills than no training at all. Our study clearly shows that distributed training yields better results in psychomotor endoscopic skills. Therefore, in order to train as efficient as possible, training programs should be (re)-programmed accordingly.

"The spacing effect refers to the process of spacing a topic that is to be learned over time, rather than teaching the topic in an intensive session. The implication for our modules is that rather than teaching all of LO1 in weeks 1 and 2 (for example) we should consider if it is possible to divide the topic and teach some in week 1 and then revisit (perhaps in greater depth) later on in the semester. The topic is then spaced out over the semester. The available evidence tells us that this is a more effective strategy. This session will explore this strategy in more detail and present some of the evidence that supports this strategy"

"The spacing effect refers to the process of spacing a topic that is to be learned over time, rather than teaching the topic in an intensive session. The implication for our modules is that rather than teaching all of LO1 in weeks 1 and 2 (for example) we should consider if it is possible to divide the topic and teach some in week 1 and then revisit (perhaps in greater depth) later on in the semester. The topic is then spaced out over the semester. The available evidence tells us that this is a more effective strategy. This session will explore this strategy in more detail and present some of the evidence that supports this strategy"

In-course assessment, such as midterms, quizzes or presentations, is often an integral part of higher education courses. These so-called intermediate assessments influence students’ final grades. T...

PDF | Engaging in a test over previously studied information can serve as a potent learning event, a phenomenon referred to as the testing effect.... | Find, read and cite all the research you need on ResearchGate

"Having students retrieve information from long-term memory on a regular basis, is known to have a positive impact on learning. This is especially true when learners need to put a bit of effort into that retrieval process. Hence providing opportunities for learners to take tests (e.g. computer based multiple choice tests) can be a very effective strategy. This session will examine some of the evidence in favour of testing and discuss options for using this strategy."

"Having students retrieve information from long-term memory on a regular basis, is known to have a positive impact on learning. This is especially true when learners need to put a bit of effort into that retrieval process. Hence providing opportunities for learners to take tests (e.g. computer based multiple choice tests) can be a very effective strategy. This session will examine some of the evidence in favour of testing and discuss options for using this strategy."

Instructors often state that they provide lots of feedback but to little effect. This session will explore some of the reasons why this may happen and outline options for engaging students with assessment and feedback. In particular, providing choice, opportunities to apply feedback and cultivating trust are all known to encourage students to engage with the assessment processes.

Quality feedback (i) recognises what is good (ii) identifies limitations and (iii) suggests how the work could be improved. Shifting feedback responsibility from instructors to learners. Self-assessment & peer-assessment

Quality feedback (i) recognises what is good (ii) identifies limitations and (iii) suggests how the work could be improved. Shifting feedback responsibility from instructors to learners. Self-assessment & peer-assessment