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- University support to avoid plagiarism – Student’s perspectives
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- Sharing the ‘secrets’: Involving students in the use (and design?) of marking schemes
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- Redesigning postgraduate curricula on commercial law through student engaging, research-informed and multidisciplinary pathway programmes | T&L Exchange on Engaging students as partners in the redesign of an existing course curriculum
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Author Archives: joycollier
Adopting a flipped classroom approach to meet the challenges of large group lectures
Amanda Millmore, School of Law a.millmore@reading.ac.uk Overview Faced with double-teaching a cohort of … Continue reading
Improving the student experience through the IWLP Tandem Language Learning scheme
Ali Nicholson, International Study and Language Institute ali.nicholson@reading.ac.uk Overview Between 2016 and 2018 we have run a Tandem language scheme, whereby students studying a language with the Institution-wide Language Programme (IWLP) are paired up with a native speaker … Continue reading
University support to avoid plagiarism – Student’s perspectives
Angelique Chettiparamb and Lucy Newton, Henley Business School a.chettiparamb@reading.ac.uk; l.a.newton@henley.ac.uk Overview Four enterprising and enthusiastic students from different programmes in Henley Business School enquired into the effectiveness of School/University measures to enhance and promote academic integrity. The students were … Continue reading
Can students and academics benefit from peer assisted learning (PAL) sessions?
Caroline Crolla, Student Success and Engagement Team, Student Services c.s.crolla@reading.ac.uk Overview Peer Assisted Learning (PAL) is a globally recognised scheme where more experienced students who have already successfully completed a module work with students who are studying the module for … Continue reading
Posted in Reports, Student Engagement, Student Support
Tagged peer support, transferable skills
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Sharing the ‘secrets’: Involving students in the use (and design?) of marking schemes
Rita Balestrini, School of Literature and Languages r.balestrini@reading.ac.uk Overview Between 2016 and 2018, I led a project aiming to enhance the process of assessing foreign language skills in the … Continue reading
Rethinking assessment design, to improve the student/staff experience when dealing with video submissions
Rachel Warner, School of Arts and Communication Design Rachel.Warner@pgr.reading.ac.uk Jacqueline Fairbairn, Centre for Quality … Continue reading
Posted in Assessment & Feedback, Employability, Resources, School of Arts and Communication Design, Staff-student partnerships, TEL
Tagged assessment design, assessment literacy, authentic assessment, digital literacy, digital toolkit, employability skills, formative feedback, reflective practice, screencast, self-directed learning, video, YouTube
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Celebrating Student Success Through Staff-Student Publication Projects
Dr Madeleine Davies, Department of English Literature m.k.davies@reading.ac.uk Overview In 2017 I replaced the … Continue reading
Promoting Research in Teacher Education
Nasreen Majid, Institute of Education … Continue reading
Development of the Cole Museum resources for outreach and teaching and learning.
Dr Amanda Callaghan, School of Biological Sciences a.callaghan@reading.ac.uk Overview The Cole Museum of Zoology (the Cole) houses a number of satellite collections for use in outreach, teaching and learning. In 2014 we transferred 50% of the School of Archaeology, Geography … Continue reading
Posted in Funded Project Examples, Research Informed Teaching, Resources, School of Archaeology and Environmental Science, School of Archaeology Geography and Environmental Science, School of Biological Sciences, Teaching Approaches, TLDF Mini Projects
Tagged AdLib, archives, Cole Museum, collections, fossils, museums, transferable skills, Zoology
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