Practical molecular biology for visually impaired students
October 29, 2005
This illustrated report shows the simple adjustments that allow Emily (who has cone-rod dystrophy giving her very little detailed vision but some colour perception) to carry out her own lab work. Each Visually Impaired (VI) student has specific needs but adjustments here may be of use to them. This was originally written in 24 point …
Teaching a physics laboratory module to blind students
July 31, 2004
Janette Dunn and Lara Meredith: Background: “Disability Legislation finally made its way into Higher Education in September 2002 in the form of the Special Educational Needs and Disability Act (SENDA or Part IV of the Disability Discrimination Act). “With this change there was a need to improve staff awareness of the ways they could provide …
How do you ensure everyone’s participating in practicals?
January 8, 2004
Video >> Chris: “Well that is something we have lots of experience with. I’ll start with this one. We run a lot of group projects and almost always get somebody who is self evidently not pulling their weight. “Now there are a number of ways you can deal with that. One way is that peer …
Assessing practical work
Video >> Audience: “I take your point about a group project being individually marked and who didn’t really pull their weight and who didn’t comprehend it. However it still allows students to just latch on to groups and come out with the data. When I mark a project I can only mark what they submitted. …
The future of practicals with increasing numbers
Video >> Kathy Simmons: “Like you say, it’s just a comment really. It is a problem; it means that we need to evaluate quite carefully what we are doing with the practical work we do. Whereas before it might have been easy to put a piece of practical work into the course or a module …
Key points in practical teaching
Video >> Kathy: “I have got two actually and they are more applicable for this sort of afternoon-type lab work which is the sort of work we would do most in engineering. The first thing I would say is make sure the mechanics of what you are asking the students to do does not obscure …
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