Author Archives: Engage in Teaching & Learning

Curriculum review in practice Aligning to the Curriculum Framework – first steps started By: Jeanne-Louise Moys, Rob Banham, James Lloyd

We’re all hearing about the University’s new Curriculum Framework in meetings and training. But how do we start to put this process of alignment into action for individual programmes? Three Typography & Graphic Communication (T&GC) colleagues decided to thrash out … Continue reading

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Curriculum Framework Conference 2018

On 31 January the Meadow Suite in Park House was a-buzz with an air of anticipation as attendees at the Curriculum Framework Conference munched on Breakfast Baguettes and gulped down copious quantities of fresh coffee and tea. Following a generous … Continue reading

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How pre-sessional English has develop the use of Turnitin, submission, marking and feedback to support students’ essay and exam writing.

Jonathan Smith is the School Director for Technology Enhanced Learning in ISLI (International Study and Language Institute). He is also a PSE (Pre-sessional English) Course Director and teacher of English. The Pre-sessional English programme accepts around 600 to 800 students … Continue reading

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THE BENEFITS OF NEW MARKS AVAILABILITY ON RISIS FOR PERSONAL TUTORING: By Dr Madeline Davies, EMA Academic, and Kat Lee (External)

The EMA Programme has delivered a new function within RISIS that allows colleagues to see their students’ sub modular marks on the Tutor Card. We have all had access to the Tutor Card for some time and it has provided … Continue reading

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Exploring different types of video cameras for use in practical classes and outreach By Dr Philippa Cranwell, Mrs Susan Mayes and Dr Jenny Eyley

A successful TLDF application in April provided us with funds to explore the use of different lapel-mounted cameras to look into student-student and student-staff interactions within a practical laboratory environment. This work is still ongoing, but we have learnt some … Continue reading

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Launching the FLAIR CPD scheme at the University of Reading Malaysia – By Dr Eileen Hyder

One of the highlights of 2017 for me was launching the FLAIR CPD scheme at the University of Reading Malaysia. A substantial part of my role involves talking to colleagues about their work to help them to develop ideas for … Continue reading

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Forecasting, Feedback and Self-reflection by Dr Peter Inness

Overview: Each year a group of part 2 students from Meteorology make their way across campus to the Minghella Building to film weather forecasts in the professional “green screen” studio. As well as improving their forecasting ability this module also … Continue reading

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Supporting Diversity through Targeted Skills Development: Helping Students to Speak a New Language by Alison Fenner SFHEA (Institution Wide Language Programme, ISLI)

Context As the student population becomes increasingly international, the IWLP language class cohorts are becoming ever more diverse. It has become evident to tutors in IWLP (as throughout the University) that the linguistic, educational and cultural aspects of a student’s … Continue reading

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Involving students in the appraisal of rubrics for performance-based assessment in Foreign Languages By Dott. Rita Balestrini

Context In 2016, in the Department of Modern Languages and European Studies (DMLES), it was decided that the marking schemes used to assess writing and speaking skills needed to be revised and standardised in order to ensure transparency and consistency … Continue reading

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AN ‘APPY CHRISTMAS IN AGRICULTURE: SHARING OUR TEACHING AND LEARNING EXPERIENCES By Dr Alice Mauchline & Prof Julian Park

During December 2016, we had the chance to share our teaching and learning experiences here at the University of Reading with thousands of other educators around the world by providing a case study for a seasonal online course called ‘The … Continue reading

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Reflections on university transition from a new staff member By Dr Alana James

I started university this year, or at least it feels like I have upon starting my new job as a Lecturer in the School of Psychology and Clinical Language Sciences (PCLS). Every face around me is unfamiliar, the campus seems … Continue reading

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A letter to my pre-UoRM self about teaching international students By Dr Dan Jones

Dear pre-UoRM Dan (circa 2015), So, you’re looking forward to going to the University of Reading Malaysia (UoRM) soon, right? Slightly daunting I’m sure, but you’ll be telling yourself that the UK campus already has a large international cohort and … Continue reading

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Facilitating student reflection on learning in the Great Hall by Rev Dr Geoff Taggart

The Great Hall is the jewel in the crown of the London Rd campus and its cavernous interior gives it a unique atmosphere, ideal for reflective kinds of learning. I was fortunate enough to teach a session there in October … Continue reading

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What are the benefits of Study Smart? A student perspective By Tom Wise (Part 3, Psychological Theory and Practice)

Being a student mentor for the Study Smart online course for Part 1 undergraduates has offered me an opportunity for personal development, through examining the perspectives of upcoming students to the University. It has allowed me to reflect on my … Continue reading

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A Language Teaching Community of Practice: Collaborative development of expertise and scholarship By Jackie Baines (Dept. of Classics), Rita Balestrini (MLES), Sarah Brewer (ISLI), Barbara King (IoE), Regine Klimpfinger (MLES), Congxia Li (IWLP), Sarah Marston (IoE)

Over the course of the last academic year, the idea of creating a Language Teaching Community of Practice (LT CoP) has taken shape and developed as part of the University strategy to support and promote language learning and expertise in … Continue reading

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Launch of the Large Class Education Toolkit By Dr Katja Strohfeldt

With the start of the new term most of us will focus once again on one thing: How can we offer the best teaching to all of our students? Many of us will also face a very similar challenge: Class … Continue reading

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Building Student Resilience: THE POSTIVE MINDS PROGRAMME By Dr Paddy Woodman

In Spring 2017 the Student Success & Engagement Team partnered with Positive (and the Charlie Waller Memorial Trust (CWMT)) to develop and deliver the Positive Minds pilot programme to 150 university students. The programme provided students with evidence-based cognitive and … Continue reading

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Leaner, Cleaner, Greener: How Reading’s assessment data is changing for the better:

Leaner, Cleaner, Greener: How Reading’s assessment data is changing for the better. Dr Emma Mayhew (EMA Academic Director), Dr Madeleine Davies (EMA Academic Partner), Kat Lee (Project Manager, External) The Electronic Management of Assessment (EMA) Programme has been created to … Continue reading

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Applying Flipped Learning to an IWLP Italian Stage 3 module: creating a deep learning environment By Daniela Standen FHEA

For the past four year I have incorporated Flipped Learning into my teaching. Flipped Learning started in the United States in secondary education (Bergmann & Sams, 2012) and it has been expanding into higher education. The principal premise is that … Continue reading

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Supporting Inclusivity and Diversity in Language Teaching and Learning at the University of Reading Authored by Laura Brown, Regine Klimpfinger, Daniela Standen and Enza Siciliano Verruccio

Language learning and disability: how to avoid the ‘avoidance’? When the university disability office was approached in 2003 by a new member of staff for guidance on the assessment of a dyslexic student enrolled on a language module, the reply … Continue reading

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