Engaging students online – how to support student participation before and during Microsoft Teams sessions

As Care Leaver Co-ordinator for UK Student Recruitment, I had my first experience of leading Microsoft (MS) Teams sessions over the summer; ‘Preparation for University’ webinars for external offer holders. Using MS Teams with these participants has prompted me to reflect on how I can support engagement, through my actions...

Will Covid-19 finally catalyse the way we exploit digital options in assessment and feedback?

The typical child will learn to listen first, then talk, then read, then write. In life, most of us tend to use these abilities proportionately in roughly the same order: listen most, speak next most, read next most frequently and write the least. Yet in educational assessment and feedback, and...

Avoiding being the sage on the screen – Facilitating online sessions

In 1993 Alison King suggested we move our teaching away from ‘sage on the stage’ to a role of ‘guide on the side’ but what does this mean in the blended learning context? In my role, I am focused on supporting colleagues in preparing their teaching for 2020/21 and many...

Engaging students online – how to support student participation before and during Microsoft Teams sessions

As Care Leaver Co-ordinator for UK Student Recruitment, I had my first experience of leading Microsoft (MS) Teams sessions over the summer; ‘Preparation for University’ webinars for external offer holders. Using MS Teams with these participants has prompted me to reflect on how I can support engagement, through my actions...

Will Covid-19 finally catalyse the way we exploit digital options in assessment and feedback?

The typical child will learn to listen first, then talk, then read, then write. In life, most of us tend to use these abilities proportionately in roughly the same order: listen most, speak next most, read next most frequently and write the least. Yet in educational assessment and feedback, and...

Avoiding being the sage on the screen – Facilitating online sessions

In 1993 Alison King suggested we move our teaching away from ‘sage on the stage’ to a role of ‘guide on the side’ but what does this mean in the blended learning context? In my role, I am focused on supporting colleagues in preparing their teaching for 2020/21 and many...

An inclusive approach to the ‘virtual campus’ – keeping student experiences in focus

Institutional responses to the Coronavirus (COVID-19) pandemic have necessarily prompted a sharp and sudden change in learning and teaching as both staff and students move to what we’re calling ‘a virtual campus’. In the context of self-isolation and social distancing, this reflects a wider trend across the sector. The cancellation...

Developing the student voice in five easy steps

“In all of my work in education, there has never been a more motivating or driving force than student voice.” Andrew Marcinek (Educator) Note: These five easy steps are based on my own personal learning experiences as a Programme Leader and Portfolio Lead on the BA Education Studies and Childhood...

Letting students’ voices be heard: building effective learning relationships and increasing outcomes on the 2-year accelerated BA (Hons) in Primary Education

Two-year degrees, often referred to as ‘accelerated degrees’, are intensive degree programmes that offer increased flexibility in Higher Education (HE) with the traditional three years of study condensed into a two-year period. Accelerated degrees are becoming a more appealing option for many students seeking HE study (Baty, 2017; Cabral and...

‘Keepin’ it real and Sharin’ good practice’ – Insights from the Sociology and Combined Honours Degrees

Using that Sociological Imagination in assessin’ and feedin’ back A prevalent feature in our programme is the ‘Sociological Imagination’ – a term coined by C. Wright Mills (1959:6) emphasising ‘the vivid awareness of the relationship between experience and the wider society’. This is reflected in our research and teaching,  as...

University of Greenwich BAME Attainment Gap Project – Phase 2

At the University of Greenwich we are proud to have a diverse community, where students and staff are supported to achieve their full potential. We are working to address the Black, Asian and Minority Ethnic (BAME) attainment gap, which has been consistently identified as an issue across the sector over a...

Mentimeter: our student response system, available to all students and staff

Mentimeter is a university-wide tool that enables electronic voting, contributions, discussion prompts and questioning in and outside of taught sessions.  To sign in or sign up, go to: http://mentimeter.com/join/greenwich “It radically improves the connection between lecturer and audience, and makes the process of teaching feel more collaborative.”Dr Oliver Robinson, Programme Leader, BSc...