Altering lectures in response to student input
February 23, 2008
Video >> Interviewer: “Does the student voting actually affect what you deliver in the lecture?” Andrew: “Yes, yep, it does. I know where I want to go, and how to get there is pretty much mapped out, but I’ll put a different emphasis on things. So if typically I’ll have a thought experiment sort of …
Vague expectations and diverse preferences: a study of undergraduate students at Nottingham University Business School
January 28, 2008
Mohsen Derregia: “The increased number of students in higher education has coincided with a shift towards seeing students as ‘customers’ who should have their expectations fulfilled to be satisfied. A number of studies have looked at student expectation about methods of education, such as lectures and seminars in the hope of identifying some factors that …
Do we select the right students? Analysis of the 1st year performance of students selected through a multi component interview procedure
January 15, 2008
Michael Jones, Nigel Kendall, Cyril Rauch and Sabine Totemeyer: Introduction: “Applications for vocational courses such as veterinary medicine far exceed the number of places available. In 2006 the School of Veterinary Medicine and Science (SVMS) had 840 applications for 95 places. The course at SVMS differs from more traditional courses delivered at other institutions: The …
Introducing podcasting and WebCT: implications for dyslexic students
June 26, 2007
Video >> Richard: “It’s the second year of Biogeography teaching that I’ve been doing now for 6 years, and the lectures, like most lectures, they change a bit. But the core of them stays much the same, and to be quite frank I was getting a little bit bored of saying the same sorts of …
Purposes of student-led seminars: development of transferable skills
Video >> Kate: “Hi Nick, thanks very much for coming over from the School of History.” Nick Thomas, History: “That’s OK.” Kate: “I wanted to ask you about seminars and seminar teaching. What is it you actually want your students to gain from participating in seminars?” Nick: “A number of different skills. We look to …
Feedback on exams: written sheets in History
Video >> Kate: “One of the aspects about feedback which is being discussed quite widely at the moment is making the most of all the opportunities we’ve had. For example, when the students have sat written exams…” Nick Thomas: “Yes.” Kate: “What’s the view of the history department on feedback on exams?” Nick: “Yes, this …
Setting up seminars for productive learning
Video >> Kate: “How to help students effectively prepare for seminars bearing in mind that there’s this wide set of skills which we want them to develop?” Nick Thomas, History: “I think it depends on the format, and I think it depends on how the seminars are done. Certainly the seminars that I run, there …
Negotiating reasonable adjustments for online exams
Video >> Kate: “One of the things that I know you have been involved with is the development and introduction of online assessments, online exams. Can you tell us a little bit about what you do with the online exams?” Simon Wilkinson, Medical Education Unit: “Yes, well, in the unit I’ve been developing the software …
Feedback on exams: 1 to 1 tutorials in Geography
Video >> Bob Dugdale, Geography: “Normally we give them their numeric marks as soon as we can after the exams. There’s a prepared sheet for each module which gives them the actual exam questions they answered and the mark they got for that, so by the end of each Semester they – or shortly after …
Involving students in large groups: ideas for using interactive handsets
Video >> Richard Field, Geography: “With second year students there’s an element of confidence as well about whether they feel very happy discussing research front articles in front of a group and kind of criticising. And there was a lot of listening – not so much talking – done by the students. “So another thing …
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