The TIPS Blog is a collection of short articles written by colleagues, sharing examples of their teaching practice. Each article outlines a teaching intervention, explains the design rationale, evaluates impact and suggests how these could be used and adapted by others.
Anyone involved in teaching at the University can share their examples of practice, click below to learn how to submit an article to the TIPS Blog.
Share your practice - Submission guidance
Post Categories: Student Experience | Tools for Teaching | Developing Others | Design for Delivery
Results 51 to 60 of 60
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 a collaboration between the Library’s Research Support and Learning Services Teams to transfer ‘Shut Up and Write’ face-to-face workshops to online provision and reflect on the resulting increased participant interaction and improved accessibility. The online education approach adopted At the start of lockdown, we began running our popular ‘Shut up and Write’...
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 how we can stay in touch and keep our staff-student community alive and vibrant online. It summarises how we have offered support to our final year undergraduate students during and beyond lockdown and graduation. The online education approach adopted: During the spring 2020 lockdown, I maintained frequent contact with students via email...
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...
This video demonstrates the use of some free open broadcasting software, Open Broadcasting Studio, to create recorded composite video lectures without editing. The software allows you to put together audio, video and image sources very simply and switch between several different formats live. The aim of this video is to encourage you to try to capture lectures...
Distance or hybrid learning can create a lack of group cohesion and a feeling of isolation in some learners. Here is one way we tried to overcome these issues in block taught apprenticeship programmes. What did you do? Why did you do it? At the start of each taught block, a Teams ‘Welcome Back’ meeting...
Alice Shepherd (Accounting and Finance) shares how she uses learning modules in Minerva: Instead of using folders within Minerva, I now use learning modules, in which items are presented sequentially to students. I did this because students found it easier to navigate for a ‘flipped classroom’ course and I think the same rationale will apply...