Broaden your horizons and read how King's is transforming Digital Education
In 2020 we used HyFlex technology in our Research Skills in Pharmacology workshops to recreate the interactivity of class discussions. It allowed students in the classroom to interact with students thousands of miles away, but couldn’t fully recapture the dynamics of small group discussions with everyone in the same place. Continue reading “ReFlexions on HyFlex”
In her chapter in the recently published book ‘Languages at work, competent multilinguals and the pedagogical challenges of COVID-19’, Cecilia Goria describes the positive response of staff to the enforced move to teaching online due to the pandemic. This phase was described as Emergency Remote Teaching (ERT) – the quick unplanned response to the lockdown. Hodges et al. (2020) describe the speed with which this move to online instruction happened is ‘unprecedented’ and ‘staggering’. Continue reading “Using student media assignments”
You might have probably noticed how students (even those who were known for being super-engaged in the classroom) tend to prefer keeping their webcam switched off during online teaching activities. This is likely to affect how we, as teachers, perceive and evaluate students’ engagement. Being able to see students’ faces and their behaviour while we teach, gives us a direct and constant feedback, and it is also likely to benefit online discussions. However, students might be reluctant to switch their cameras on, and there is no valid reason for forcing them to do so. Continue reading “What can we do when students prefer to keep their cameras off during online teaching?”
KLaSS can be used in a few ways to support staff and students at King’s, we’ll talk about how! Continue reading “What is the King’s Learning and Skills Services (KLaSS) Suite and how can it support our academics at King’s College?”
Flipgrid, a social learning platform, caught my eye because it looked fun, modern, simple and similar to Snapchat. I have found that students will catch on quickly and are more likely to engage if the ‘tech’ we use for learning can subtly slot into the seamless and even subconscious way they already use technology in their everyday lives. In this post I’ll give you a quick introduction to what Flipgrid is, feedback from a couple of case studies on its uses in Teaching and Learning within King’s Foundations and its potential for further use. Continue reading “Flipgrid: Enhancing Student Voice With a Bit of Fun!”
In May 2019 the King’s Business School launched a KEATS-based bespoke education hub to act as a one-stop central space to support teaching and learning, list key dates and build a vibrant learning community. It responds to concerns that good practice was not being shared effectively, version control of documents was problematic, and there was no repository to support initiatives such as peer review, GTA induction and education strategy projects. The aim is for it to become a powerful vehicle to enhance pedagogic practice, facilitate communication between staff, increase productivity by offering highly efficient and effective tools for educational delivery and share best practice around digital education.
Understanding learner behaviors online is important in addressing challenges they may be facing, offering appropriate support and ensuring the instructional design meets their needs. This is the object of Learning Analytics (LA), which aims to analyse and optimize learning and the environments in which it occurs. Continue reading “Moodle Learning Analytics with Power BI”
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”
Using active learning techniques can benefit student learning outcomes and can also encourage student engagement. The audience response tool Poll Everywhere is a good way to encourage active learning through the use of a mobile phone or laptop. Continue reading “Keep your students engaged and active with audience response tools”
