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  1. Creating interactive video training guides in Moodle: Neil Roberts,…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2020/jan/creating-interactive-video-training-guides-moodle-neil-roberts-hannah-cooper

    16 Jan 2020: Neil Roberts describes how he and colleagues in the Ear Institute created a series of interactive demonstration videos that help students understand clinical procedures.

    Neil Roberts describes how he and colleagues in the Ear Institute created a series of interactive demonstration videos that help students understand clinical procedures.

  2. PhD students as ‘Navigators’ through the Global Citizenship Programme …

    https://www.ucl.ac.uk/teaching-learning/case-studies/2019/oct/phd-students-navigators-through-global-citizenship-programme

    24 Oct 2019: Ignacia Ossul and Jack Davy took on the role of ‘Navigators’ during the Global Citizenship Programme.

    Ignacia Ossul and Jack Davy took on the role of ‘Navigators’ during the Global Citizenship Programme.

  3. Why there's still plenty of room for traditional lecture-based…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2019/oct/why-theres-still-plenty-room-traditional-lecture-based-teaching

    2 Oct 2019: Dr George Grimble describes how a traditional approach to teaching can be highly successful in a world where digital learning is trending.

    Dr George Grimble describes how a traditional approach to teaching can be highly successful in a world where digital learning is trending.

  4. Using Moodle Hot Questions to give all students a voice in the…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2019/may/using-moodle-hot-questions-give-all-students-voice-classroom

    6 May 2019: Dr Rebecca Yerworth explains how using Moodle in the classroom resulted in unexpected support for her non-native speaking students.

    Dr Rebecca Yerworth explains how using Moodle in the classroom resulted in unexpected support for her non-native speaking students.

  5. How to grow and stay small: a strategy for scaling up while enhancing …

    https://www.ucl.ac.uk/teaching-learning/case-studies/2019/apr/how-grow-and-stay-small-strategy-scaling-while-enhancing-inclusivity

    16 Apr 2019: Dr Steven Buckingham, Division of Medicine, explains a novel approach to small-group teaching in Applied Medical Sciences, which focuses on the student, not the module content.

    Dr Steven Buckingham, Division of Medicine, explains a novel approach to small-group teaching in Applied Medical Sciences, which focuses on the student, not the module content.

  6. Using smart phones to help international students develop science…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2019/mar/using-smart-phones-help-international-students-develop-science-communication

    26 Mar 2019: Creating video reports to collect and present data encouraged international foundation students to speak about their chemistry work and provided a new way of assessing it, says Dr Aga Kosinska

    Creating video reports to collect and present data encouraged international foundation students to speak about their chemistry work and provided a new way of assessing it, says Dr Aga Kosinska

  7. Bringing law to life through real-world case studies | Teaching & …

    https://www.ucl.ac.uk/teaching-learning/case-studies/2019/mar/bringing-law-life-through-real-world-case-studies

    21 Mar 2019: First year module introduces students to law by exploring the interaction of legal norms with climate change and homelessness, as Professor Maria Lee, UCL Laws, explains

    First year module introduces students to law by exploring the interaction of legal norms with climate change and homelessness, as Professor Maria Lee, UCL Laws, explains

  8. Giving students permission to fail in laboratory experiments, with…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2019/feb/giving-students-permission-fail-laboratory-experiments-positive-results

    12 Feb 2019: Dr Paul Bartlett, UCL Physics and Astronomy, explains how giving students the freedom to answer questions that haven’t been asked encourages deep learning of experimental techniques.

    Dr Paul Bartlett, UCL Physics and Astronomy, explains how giving students the freedom to answer questions that haven’t been asked encourages deep learning of experimental techniques.

  9. Six ways to get students to really learn during a lecture | Teaching…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2019/jan/six-ways-get-students-really-learn-during-lecture

    31 Jan 2019: Dr Elinor Bailey, UCL Physics and Astronomy, shares some top tips for active learning

    Dr Elinor Bailey, UCL Physics and Astronomy, shares some top tips for active learning

  10. It's a trap! How I got students to engage with assessment: the power…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2019/jan/its-trap-how-i-got-students-engage-assessment-power-guided-marking

    7 Jan 2019: When Dr Steven Vaughan got first year UCL Laws students to mark the first ever essay he wrote as a Law student, the reaction was 'priceless'

    When Dr Steven Vaughan got first year UCL Laws students to mark the first ever essay he wrote as a Law student, the reaction was 'priceless'

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