Design for Delivery

This article suggests a method for improving student engagement and criticality through generating paired peer feedback in breakout rooms.  What did you do? Why did you do it?    This activity made use of Flipgrid, a video recording software which is an office 365 app and available as an optional tab on Teams.  Prior to the live…
I lead a large (130+ students) module which involves students working in groups of 4-5 in an online business simulation. One component of the assessment is a 30% individual reflection on the process (not outcomes) of working in a group.  This resource describes the approach to structuring the reflection and how it was assessed.  What…
Enabling our students to creatively showcase their digital skills is a key part of the University’s strategic drive to promote digital education as outlined in the Digital Literacy Framework. Flexible assessments, co-creation of educational resources, and the adoption of digital CVs provide opportunities for students to extend their digital skills in preparation for the real world.   What did you do? Why did you do it? I have always been interested in collating case studies from across the University in which the student…
This example describes how we approached the transition to online learning and teaching with first and second-year undergraduates in cohorts of 150-190 students in Civil Engineering, taught both at Leeds and at Southwest Jiatong University. The online education approach adopted For two undergraduate Maths & Modelling modules of 160-180 students each (at level 1 and…
This example describes the weekly schedule of activities developed for a group of second-year undergraduates with reflections on ensuring student engagement and maintaining a personal feel and connection with students in online teaching. The online education approach adopted Each week, students can typically expect the following activities: Session 0: preparation activity, such as a set…
This example describes an approach used in a module for first-year undergraduates with reflections on the positive benefits for students and the impact on teaching practices. The online education approach adopted In our re-design, we have adopted a hybrid approach using Student Centred Active Learning and the ABC method. The module was split into units with clear learning…
This example describes an approach used in a module for first-year undergraduates with reflections on the positive benefits for students and the impact on teaching practices. The online education approach adopted In our re-design, we have adopted a hybrid approach using Student Centred Active Learning and the ABC method. The module was split into units with clear learning…
This example describes an approach used in two compulsory undergraduate modules – one with second years and one for finalists – with reflections on the positive benefits for students and impact on teaching practices. The online education approach adopted This approach provided a clear structure tied together with a weekly learning journey/narrative and sequential appearance…