Broaden your horizons and read how King's is transforming Digital Education
This article has been divided in two parts. Part 1 discusses the bakground and reasoning behind the initiative, as well as how the actual proccess was carried out. Part 2 discusses the lessons learned and the conclusions drawn from carrying out such a project.
In this section I have thrown together some of the lessons we learnt from the engagement. Continue reading “Part 2: Video Games Live Streaming for Student Engagement”
This article has been divided in two parts. Part 1 discusses the bakground and reasoning behind the initiative, as well as how the actual proccess was carried out. Part 2 discusses the lessons learned and the conclusions drawn from carrying out such a project. Continue reading “Part 1: Video Games Live Streaming for Student Engagement”
I recall leaving University in 2010 and being faced with nearly one year of unemployment. The fact I had a good 2:1 in BSc Applied Psychology and Sociology and experience on a placement year was clearly not enough, particularly as I graduated soon after the global financial crash. After meeting numerous recruitment agencies, sending my CV’s to what felt like hundreds of companies and applying to various jobs, I finally realised that I did not know how to properly complete application forms, and I did not have enough recent work experience for my CV to make an impact. I was one of many recent graduates that just could not get to the interview stage of a job, yet alone a job. What made my experience slightly more frustrating was that many of my friends who chose to go straight to work, rather than to Universities, were in greater demand than I was. What set us apart, was that they had gained a few more years working experience, and they knew how to sell themselves to potential employers. Continue reading “From Conception to Completion: The Digital Education Student Committee”
This article has been divided into two parts. Part 1 is about the Production process and Part 2 discusses Student engagement, feedback, and reflections.
In the summer of 2018, I challenged myself to produce video “preludes” to create a partially flipped classroom for an Organic Chemistry module. This second blog entry covers how the videos were used in the course, student viewing figures and feedback, and where the project might lead in the future. Continue reading “Part 2: Video Lectures for a Partially Flipped Classroom”
This article has been divided into two parts. Part 1 is about the Production process and Part 2 discusses Student engagement, feedback, and reflections.
In the summer of 2018, I challenged myself to produce video “prelude” lectures to create a partially flipped classroom for an Organic Chemistry module. This first blog entry describes the creation process. Continue reading “Part 1: Video Lectures for a Partially Flipped Classroom”
This article has been divided into two parts. Part 1 includes Problem & Chosen Solution and Part 2 discusses a short assessment of the outcome.
This academic year we tried something new to get students to engage with assessment material. We set them a treasure hunt to find key information about their assessment. All those who followed the instructions and obtained the correct information were entered into a prize draw for a £15 Amazon voucher. This blog describes how we designed the task, what happened and what we learnt about our own assessment.
Continue reading “Part 2: Navigating the VLE for an assessment treasure hunt”
This article has been divided into two parts. Part 1 includes Problem & Chosen Solution and Part 2 discusses a short assessment of the outcome.
This academic year we tried something new to get students to engage with assessment material. We set them a treasure hunt to find key information about their assessment. All those who followed the instructions and obtained the correct information were entered into a prize draw for a £15 Amazon voucher. This blog describes how we designed the task, what happened and what we learnt about our own assessment.
Continue reading “Part 1: Navigating the VLE for an assessment treasure hunt”