Category Archives: Learning Design

Engaging students in assessment design

Dr Maria Kambouri-Danos, Institute of Education             m.kambouridanos@reading.ac.uk                                                       … Continue reading

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Independent research and research dissemination in undergraduate teaching

Dr. Ute Woelfel, Literature and Languages u.wolfel@reading.ac.uk Year of activity: 2016/17 Overview In order to improve students’ engagement, support their abilities as independent learners, and increase their feeling of ownership for their academic work, elements of independent research and research … Continue reading

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Online Learning Journals

Dr Nicola Abram, School of Literature and Languages n.l.abram@reading.ac.uk Overview This entry describes the use of online Learning Journals on a Part Three English Literature module. This method of assessment supports students to carry out independent research and to reflect … Continue reading

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Engaging students as partners in the redesign of an existing course curriculum

Dr Despoina Mantzari, School of Law d.mantzari@reading.ac.uk Overview In June 2016 I was awarded a small University of Reading Teaching and Learning grant with the objective to involve a group of ten postgraduate taught students from the School of Law … Continue reading

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Blackboard collaborate cross-campus tutorials as a useful tool to enhance the Part One Pharmacy student experience at the University of Reading Malaysia

Dr Darius Wider, School of Chemistry, Food and Pharmacy d.widera@reading.ac.uk Overview After a successful application to act as one of the early adopters of Blackboard Collaborate at the University of Reading, this technology platform was used for a series of … Continue reading

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Classics Special Options: research-led teaching

Dr Katherine Harloe, School of Humanities k.c.harloe@reading.ac.uk Overview All options in Classics Special Options (CLMSO) are research-led and arise directly from current research projects of academic staff. Students greatly enjoy learning about topics of current research within the subject, and … Continue reading

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Constructing research methods and statistics teaching

Dr Lotte Meteyard, School of Psychology and Clinical Language Sciences l.meteyard@reading.ac.uk Overview Statistics teaching to Speech and Language Therapists within the Department of Clinical Language Sciences was redesigned in response to module evaluations. Whereas students had previously reported anxiety about … Continue reading

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International Law Mooting

Professor James Green, Law j.a.green@reading.ac.uk Year of activity: 2007-08 Overview Since 2007, the Law School has run a Part Three module entitled ‘International Law Mooting’. This is a highly innovative module, where a team of four students participate in the … Continue reading

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Flipping the classroom in Meteorology

Dr. Andrew Charlton-Perez, School of Mathematical and Physical Sciences a.j.charlton-perez@reading.ac.uk Year of activity: 2015/16 Overview A flipped learning approach to teaching the part 3 and part 4 module, ‘The Global Circulation’ (MT38A/4YA) in Meteorology was developed and tested. This approach was very … Continue reading

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Using an enquiry-based learning assessed work activity to enhance assessment and feedback

Professor Paul Almond, School of Law p.j.almond@reading.ac.uk Overview A project to encourage students enrolled on a Part Three module within the School of Law, Criminology (LW3CRY), to develop a more sophisticated understanding of the links between criminological theory and policy, … Continue reading

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