Category: Effective Practice

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Are we getting it right? Using an MBA Placement Tutor Snapshot survey during the pandemic to support effective personal tutoring

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Introduction The MBA International Business Programme in the Greenwich Business School is a large programme with a predominantly international student cohort. The programme has three intakes – in September, January and April, providing nearly 1,000 students across the academic year. At the recent Learning and Teaching Festival, we discussed a… Continue reading

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From “ivory tower” to “real world”: Transforming learning, teaching and research through Living Labs

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In the past years, we all witnessed a progressive blurring of the boundaries between universities and their environment. Once depicted through metaphors such as the “ivory tower”, universities are now expected to be “entrepreneurial” and accomplish multiple missions by opening up to many stakeholders (Etzkowitz, 2014). On the one hand, from a teaching perspective, co-creation with learners… Continue reading

Development of novel teaching aids to support inclusive science learning

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This work is supported by the Vice Chancellor’s Learning & Teaching Project Fund 2020-21. The year 2021 marks 60 years since the invention of the piston action pipette that has allowed scientists to develop some of the world’s most important modern scientific discoveries including diagnostic tests and medicines for diseases.  … Continue reading

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Hyflex Teaching Experiences at the University of Greenwich

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This blog will share an interview I had with two colleagues from the Faculty of Education, Health & Human Sciences: Lee Jagodzinski (Academic Lead for Simulation) and Charles Everard (Clinical Skills/Technical Learning Resources Manager). Both Lee and Charles have extensive experience of delivering Hyflex teaching to Health Science students based on… Continue reading

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Mentimeter: Empowering presenters and students in online teaching

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We have recently seen the number of users of Mentimeter breach the 1,000 mark. That the numbers of colleagues (and students) creating presentations is still increasing is testament, we believe, to the flexibility of Mentimeter as a tool to support engagement and indeed empowerment even where teaching has been increasingly… Continue reading

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‘Move fast and break things’ – Breakouts before breakout rooms: a wish list and lessons learned

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I decided to experiment with breakout rooms in Teams some weeks ago, in mid-October 2020.  It was clear that large group tutorials would not be the right forum for the activity we planned – short, individual presentations.  The official Teams release of breakout rooms was not available yet, so we… Continue reading

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The time has come to make your breakout: opportunities and pitfalls when using breakouts in live online sessions

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“When explanations make no senseWhen every answer’s wrongYou’re fighting with lost confidenceAll expectations goneThe time has come to make or breakMove on, don’t hesitateBreakout” (Swing out Sister, 1986) The lyricists behind ‘Breakout’ were prescient, as a ‘need’ for breakout spaces within platforms used for online teaching can sometimes be seen… Continue reading

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

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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… Continue reading

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

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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… Continue reading