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  1. Understanding a student’s first week of remote teaching | Teaching…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2020/mar/understanding-students-first-week-remote-teaching

    26 Mar 2020: Aimee Connolly, an MSc Public Policy student, shares her first-week experience of remote learning and includes tips for staff and student success.

    Aimee Connolly, an MSc Public Policy student, shares her first-week experience of remote learning and includes tips for staff and student success.

  2. Using Blackboard Collaborate to teach students across the world |…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2020/mar/using-blackboard-collaborate-teach-students-across-world

    26 Mar 2020: Professor Marek Ziebart (Civil, Environmental and Geomatic Engineering) on online teaching and fighting back against the impact of COVID-19.

    Professor Marek Ziebart (Civil, Environmental and Geomatic Engineering) on online teaching and fighting back against the impact of COVID-19.

  3. Medical Science students use UCL Reflect to create scientific blogs…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2019/may/medical-science-students-use-ucl-reflect-create-scientific-blogs-assessment

    13 May 2019: Dr Nephtali Marina-Gonzalez explains the potential of UCL’s new blogging platform for novel assessments.

    Dr Nephtali Marina-Gonzalez explains the potential of UCL’s new blogging platform for novel assessments.

  4. 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

  5. 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.

  6. Pro-bono legal project develops students’ skills through working on…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2019/jan/pro-bono-legal-project-develops-students-skills-through-working-real-world

    22 Jan 2019: UCL Laws project with unique educational focus brings together Masters students, PhDs and Faculty, using a multi-layered feedback process to deliver cutting edge research.

    UCL Laws project with unique educational focus brings together Masters students, PhDs and Faculty, using a multi-layered feedback process to deliver cutting edge research.

  7. 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'

  8. Preparing students for the workplace: why I introduced digital…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2018/nov/preparing-students-workplace-why-i-introduced-digital-assessments

    30 Nov 2018: Dr Rikke Duus, UCL School of Management, explains how she challenged traditional assessment design in response to an increasingly tech-driven world.

    Dr Rikke Duus, UCL School of Management, explains how she challenged traditional assessment design in response to an increasingly tech-driven world.

  9. Engaging students in active reflection as part of the academic…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2018/nov/engaging-students-active-reflection-part-academic-feedback-cycle

    6 Nov 2018: Dr Jane Simmonds explains how she introduced a reflective self-assessment template for Masters students to complete when submitting formative practice exam questions

    Dr Jane Simmonds explains how she introduced a reflective self-assessment template for Masters students to complete when submitting formative practice exam questions

  10. Tailoring academic feedback to meet the requirements of medical…

    https://www.ucl.ac.uk/teaching-learning/case-studies/2018/nov/tailoring-academic-feedback-meet-requirements-medical-education

    5 Nov 2018: Clinical and professional practice tutors draw up feedback guidelines for their teaching during workshop

    Clinical and professional practice tutors draw up feedback guidelines for their teaching during workshop

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