The university as a lending service – STEM learning with Lego
How the IoE trained primary teaching students in using Lego Spike Prime kits as tools for delivering STEM (Science, Technology, Engineering and Maths) learning. This was based on models of ‘training the trainer’ and ‘resource lending’ for maximum efficiency of resources.
A Partnership in SLL to Enhance Blended Learning Practices: an Analysis of the Process and Findings
PEBLSS (a Partnership to Enhance Blended Learning – between Staff and Students) was a project seeking to strengthen teaching and learning in SLL. It particularly focuses on enhancing methods of teaching and learning amidst the extraordinary conditions faced by staff and students which has resulted in the transition into blended and online learning.
Blended Learning – Exploring the Experience of Disabled Law Students
Learn more about this PLanT funded student-staff partnership project which amplified the voices of students with disabilities and long-term conditions in the School of Law and led to the adoption of recommendations about how to improve blended learning.
Learning to Interpret and Assess Complex and Incomplete Environmental Data
Professor Andrew Wade details a method of encouraging students to engage with diversified assessment in the form of field based practicals. The aim was to provide students with a safe and supportive environment in which to develop confidence in using a variety of context specific research methods, applied to what are often ‘messy’ and ‘complex’.
Improving student assessment literacy & engaging students with rubrics
Dr. Allan Laville School of Psychology & Clinical Languages Sciences In this 14 minute video, early rubrics adopter Dr. Allan
Supporting Transition: Investigating students’ experiences of transferring from University of Reading Malaysia campus (UoRM) to the University of Reading UK campus (UoR)
Find out how a TLDF mini project helped to improve Pharmacy student’s transition from our Malaysia campus to our Whiteknights campus.
The DEL Feedback Action Plan
The Case Study details how SLL produced new student-facing physical and online posters, designed by a ‘Real Jobs’ student, to instruct students on finding their feedback online, and generated ‘marking checklists’ for staff to indicate what needs to be included in feedback and what needs to be avoided.
Student co-creation of course material in Contract Law
The PLaNT project involved the co-creation, with students, of a series and podcasts and other materials for Contract Law (LW1CON).
How ISLI moved to full online teaching in four weeks
Find out more how ISLI moved to full online teaching in four weeks.
Using Psychological Techniques to get the most out of your Feedback
Zainab Abdulsattar (student – Research Assistant), Tamara Wiehe (staff – PWP Clinical Educator) and Dr Allán Laville, a.laville@reading.ac.uk, (Dean for
Seeds of Diversity: 90 years and growing
Melanie Jay and Suzy Tutchell, Institute of Education The Project Seeds of Diversity was an ambitious, enriching and highly creative project
Using personal capture to supplement lectures and address FAQs
Will Hughes – School of Built Environment (Construction Management & Engineering) Overview The personal capture pilot project helped me to
Inter-Professional Practical Workshop: Registered Intermediaries & Advocates in a Mock Criminal Court
Amanda Millmore, Law, a.millmore@reading.ac.uk Alison Cox, PCLS, a.cox@reading.ac.uk Overview This was a collaboration between 2 schools (Law & PCLS) to introduce students to
Piloting General Practice (GP) experiential learning for MPharm Year 3 students
Catherine Langran, Lecturer in Pharmacy Practice, School of Pharmacy Daniel Mercer & Selen Morelle, MPharm Part 4 students, School of
Clinical skills development: using controlled condition assessment to develop behavioural competence aligned to Miller’s pyramid
Kat Hall, School of Chemistry, Food and Pharmacy, k.a.hall@reading.ac.uk Overview The Centre for Inter-Professional Postgraduate Education and Training (CIPPET) provide PGT
Universally Speaking: crossing cultural & generational boundaries – a seminar series
Dan Jones, School of Psychology & Clinical Language Sciences, d.jones6@reading.ac.uk Overview The ‘Universally Speaking’ series provides a platform for students, staff
Stories of Our Studies
Simon Floodgate, Institute of Education, s.floodgate@reading.ac.uk Overview A form of inter-active, reflective practice for students in which Playback Theatre (an improvisatory
Reframing Identity 360
Kate Allen, Department of Art, k.allen@reading.ac.uk Overview An investigative artwork that explores identity using 360 cameras developed through practical, alumni
A ‘Sherlock’ Approach to Physician Associate Learning: Using Workshops to Promote Critical Thought
Dr Sarah Greenwood, Lecturer, Physician Associate Programme, School of Chemistry, Food and Pharmacy, s.l.greenwood@reading.ac.uk Physician Associate (PA) students are talented life-sciences postgraduates
Developing innovative teaching: The importance of reflective practice
Dr Allán Laville, School of Psychology and Clinical Language Sciences a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), it
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
Supporting diversity through targeted language skills development
Alison Fenner, International Study and Language Institute
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
Engaging students in the design of assessment criteria
Dr Maria Kambouri-Danos, Institute of Education
Outward mobility and real world engagement
Alison Nader and Ali Nicholson, Lecturers, International Study and Language Institute
Enabling greater access to teaching materials on academic integrity
Kim Shahabudin & Helen Hathaway, Library (Study Advice) k.shahabudin@reading.ac.uk
Generative lab to tackle gender stereotypes and unconscious biases in teaching and learning
Dr Karen Jones & Dr Maria Kambouri-Danos, Institute of Education karen.jones@reading.ac.uk m.kambouridanos@reading.ac.uk
Syllabusless: Students and staff engaging through research
Nathalie Folkerts, School of Archaeology, Geography and Environmental Science nathaliefolkerts@gmail.com
Supporting diversity through targeted language skills development
Alison Fenner, Lecturer, International Study and Language Institute j.a.fenner@reading.ac.uk
Group work: investigating the requirements of a student resource
Sonia Hood, Study Adviser, Library
Engaging students as partners in the redesign of an existing course curriculum
Dr Despoina Mantzari, School of Law d.mantzari@reading.ac.uk Overview In June 2016 I was awarded a small University of Reading Teaching
Development of the BARS blog
Dr Francoise Mazet, Biological Sciences f.m.mazet@reading.ac.uk Year of activity: 2015/16 Overview We developed BARS (Bioscience ARticles for Reading Students), a
A student-led experiential post-studio practice
Holly Sandford, Arts & Communication Design Overview Students in the Department of Art created a student-led experiential post-studio practice, DISCOMFORT,
Final Year Group Based Research Projects
Professor Elizabeth Page and Dr Philippa Cranwell, Chemistry, Food and Pharmacy e.m.page@reading.ac.uk Year of activity: 2015-16 Overview Group-based research projects
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
Improving student engagement with assessment and feedback through peer review
Professor Helen Parish, School of Humanities h.l.parish@reading.ac.uk Year of activity: 2014-15 Overview The project investigated recent research and practice in peer
Exploring modern languages linguistics
Dr Federico Faloppa and Dr Chiara Ciarlo, School of Literature and Languages f.faloppa@reading.ac.uk Overview The project successfully developed an introductory module in general
Integrating Facebook into team-based learning
Dr Christopher Voisey, Henley Business School c.j.voisey@reading.ac.uk Year of activity: 2014/15 Overview The core Part Two undergraduate module, International Business
The online studio: using Technology Enhanced Learning to support independent learning
Dr Jeanne-Louise Moys, School of Arts and Communication Design j.l.moys@reading.ac.uk Year of activity: 2014–15 Overview The project explored what kinds
LS1TAL Techniques and Skills for Applied Linguistics: Improving the student experience
Professor Jane Setter, School of Literature and Languages j.e.setter@reading.ac.uk Year of activity: 2014-15 Overview Students and staff worked together during
War Child on Screen
Dr Ute Wolfel, Literature and Languages u.wolfel@reading.ac.uk Year of activity: 2014/15 Overview Finalist students from German, French and Italian organised
Assessing the impact of internationalisation on students, from both a UK student perspective and a NUIST student perspective
Dr Philippa Cranwell, School of Chemistry, Food and Pharmacy p.b.cranwell@reading.ac.uk Year(s) of activity: 2014/15 Overview The project assessed the impact
Developing the module ‘Persuasive Writing’ and considering the professional development of our students
Dr Cindy Becker, Literature and Languages l.m.becker@reading.ac.uk Year of activity: 2014/15 Overview In order to allow a module offered within
Developing a tailored study support package for postgraduate students
Dr Amanda Branson, Psychology and Clinical Language Sciences a.branson@reading.ac.uk Year of activity: 2014-15 Overview This project focused on identifying challenges
Teaching the Digital Text: Literature and the New Technologies
Professor Michelle O’Callaghan, School of Literature and Languages m.f.ocallaghan@reading.ac.uk Overview The project ‘Teaching the Digital Text: Literature and the New
Core Issues in English Language Teaching: building student autonomy, technology-enhanced skills and employability
Dr Clare Wright, School of Literature and Languages c.e.m.wright@reading.ac.uk Year(s) of activity: 2014-15 Overview This project aimed to build student
MOOCs at Reading – what, why and where next?
Dr Clare Wright, School of Literature and Languages c.e.m.wright@reading.ac.uk Year(s) of activity: 2014-15 Overview This project funded a small team
The Language Learning Advisor scheme
Alison Fenner, International Study and Language Institute j.a.fenner@reading.ac.uk Year(s) of case study activity: 2012-13 Overview The scheme provided training for
Campus Wildlife Champions
Dr Graham J. Holloway, School of Biological Sciences g.j.holloway@reading.ac.uk Year(s) of activity: 2014-15 Overview Students (mostly BSc Ecology and Wildlife
Politics Show on Junction11 Radio
Dr Alan Renwick, School of Politics, Economics and International Relations Year of activity: 2014/15 Overview Our Teaching and Learning Development
Blended Learning – Exploring the Experience of Disabled Law Students
Learn more about this PLanT funded student-staff partnership project which amplified the voices of students with disabilities and long-term conditions in the School of Law and led to the adoption of recommendations about how to improve blended learning.
Student co-creation of course material in Contract Law
The PLaNT project involved the co-creation, with students, of a series and podcasts and other materials for Contract Law (LW1CON).
Piloting General Practice (GP) experiential learning for MPharm Year 3 students
Catherine Langran, Lecturer in Pharmacy Practice, School of Pharmacy Daniel Mercer & Selen Morelle, MPharm Part 4 students, School of
Universally Speaking: crossing cultural & generational boundaries – a seminar series
Dan Jones, School of Psychology & Clinical Language Sciences, d.jones6@reading.ac.uk Overview The ‘Universally Speaking’ series provides a platform for students, staff
Supporting diversity through targeted language skills development
Alison Fenner, International Study and Language Institute
Engaging students in the design of assessment criteria
Dr Maria Kambouri-Danos, Institute of Education
Syllabusless: Students and staff engaging through research
Nathalie Folkerts, School of Archaeology, Geography and Environmental Science nathaliefolkerts@gmail.com
Supporting diversity through targeted language skills development
Alison Fenner, Lecturer, International Study and Language Institute j.a.fenner@reading.ac.uk
Engaging students as partners in the redesign of an existing course curriculum
Dr Despoina Mantzari, School of Law d.mantzari@reading.ac.uk Overview In June 2016 I was awarded a small University of Reading Teaching
Development of the BARS blog
Dr Francoise Mazet, Biological Sciences f.m.mazet@reading.ac.uk Year of activity: 2015/16 Overview We developed BARS (Bioscience ARticles for Reading Students), a
A student-led experiential post-studio practice
Holly Sandford, Arts & Communication Design Overview Students in the Department of Art created a student-led experiential post-studio practice, DISCOMFORT,
Integrating Facebook into team-based learning
Dr Christopher Voisey, Henley Business School c.j.voisey@reading.ac.uk Year of activity: 2014/15 Overview The core Part Two undergraduate module, International Business
The online studio: using Technology Enhanced Learning to support independent learning
Dr Jeanne-Louise Moys, School of Arts and Communication Design j.l.moys@reading.ac.uk Year of activity: 2014–15 Overview The project explored what kinds
LS1TAL Techniques and Skills for Applied Linguistics: Improving the student experience
Professor Jane Setter, School of Literature and Languages j.e.setter@reading.ac.uk Year of activity: 2014-15 Overview Students and staff worked together during
War Child on Screen
Dr Ute Wolfel, Literature and Languages u.wolfel@reading.ac.uk Year of activity: 2014/15 Overview Finalist students from German, French and Italian organised
Assessing the impact of internationalisation on students, from both a UK student perspective and a NUIST student perspective
Dr Philippa Cranwell, School of Chemistry, Food and Pharmacy p.b.cranwell@reading.ac.uk Year(s) of activity: 2014/15 Overview The project assessed the impact
Developing the module ‘Persuasive Writing’ and considering the professional development of our students
Dr Cindy Becker, Literature and Languages l.m.becker@reading.ac.uk Year of activity: 2014/15 Overview In order to allow a module offered within
Core Issues in English Language Teaching: building student autonomy, technology-enhanced skills and employability
Dr Clare Wright, School of Literature and Languages c.e.m.wright@reading.ac.uk Year(s) of activity: 2014-15 Overview This project aimed to build student
The university as a lending service – STEM learning with Lego
How the IoE trained primary teaching students in using Lego Spike Prime kits as tools for delivering STEM (Science, Technology, Engineering and Maths) learning. This was based on models of ‘training the trainer’ and ‘resource lending’ for maximum efficiency of resources.
A Partnership in SLL to Enhance Blended Learning Practices: an Analysis of the Process and Findings
PEBLSS (a Partnership to Enhance Blended Learning – between Staff and Students) was a project seeking to strengthen teaching and learning in SLL. It particularly focuses on enhancing methods of teaching and learning amidst the extraordinary conditions faced by staff and students which has resulted in the transition into blended and online learning.
Learning to Interpret and Assess Complex and Incomplete Environmental Data
Professor Andrew Wade details a method of encouraging students to engage with diversified assessment in the form of field based practicals. The aim was to provide students with a safe and supportive environment in which to develop confidence in using a variety of context specific research methods, applied to what are often ‘messy’ and ‘complex’.
Improving student assessment literacy & engaging students with rubrics
Dr. Allan Laville School of Psychology & Clinical Languages Sciences In this 14 minute video, early rubrics adopter Dr. Allan
Supporting Transition: Investigating students’ experiences of transferring from University of Reading Malaysia campus (UoRM) to the University of Reading UK campus (UoR)
Find out how a TLDF mini project helped to improve Pharmacy student’s transition from our Malaysia campus to our Whiteknights campus.
The DEL Feedback Action Plan
The Case Study details how SLL produced new student-facing physical and online posters, designed by a ‘Real Jobs’ student, to instruct students on finding their feedback online, and generated ‘marking checklists’ for staff to indicate what needs to be included in feedback and what needs to be avoided.
How ISLI moved to full online teaching in four weeks
Find out more how ISLI moved to full online teaching in four weeks.
Using Psychological Techniques to get the most out of your Feedback
Zainab Abdulsattar (student – Research Assistant), Tamara Wiehe (staff – PWP Clinical Educator) and Dr Allán Laville, a.laville@reading.ac.uk, (Dean for
Seeds of Diversity: 90 years and growing
Melanie Jay and Suzy Tutchell, Institute of Education The Project Seeds of Diversity was an ambitious, enriching and highly creative project
Using personal capture to supplement lectures and address FAQs
Will Hughes – School of Built Environment (Construction Management & Engineering) Overview The personal capture pilot project helped me to
Inter-Professional Practical Workshop: Registered Intermediaries & Advocates in a Mock Criminal Court
Amanda Millmore, Law, a.millmore@reading.ac.uk Alison Cox, PCLS, a.cox@reading.ac.uk Overview This was a collaboration between 2 schools (Law & PCLS) to introduce students to
Clinical skills development: using controlled condition assessment to develop behavioural competence aligned to Miller’s pyramid
Kat Hall, School of Chemistry, Food and Pharmacy, k.a.hall@reading.ac.uk Overview The Centre for Inter-Professional Postgraduate Education and Training (CIPPET) provide PGT
Stories of Our Studies
Simon Floodgate, Institute of Education, s.floodgate@reading.ac.uk Overview A form of inter-active, reflective practice for students in which Playback Theatre (an improvisatory
Reframing Identity 360
Kate Allen, Department of Art, k.allen@reading.ac.uk Overview An investigative artwork that explores identity using 360 cameras developed through practical, alumni
A ‘Sherlock’ Approach to Physician Associate Learning: Using Workshops to Promote Critical Thought
Dr Sarah Greenwood, Lecturer, Physician Associate Programme, School of Chemistry, Food and Pharmacy, s.l.greenwood@reading.ac.uk Physician Associate (PA) students are talented life-sciences postgraduates
Developing innovative teaching: The importance of reflective practice
Dr Allán Laville, School of Psychology and Clinical Language Sciences a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), it
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
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
Outward mobility and real world engagement
Alison Nader and Ali Nicholson, Lecturers, International Study and Language Institute
Enabling greater access to teaching materials on academic integrity
Kim Shahabudin & Helen Hathaway, Library (Study Advice) k.shahabudin@reading.ac.uk
Generative lab to tackle gender stereotypes and unconscious biases in teaching and learning
Dr Karen Jones & Dr Maria Kambouri-Danos, Institute of Education karen.jones@reading.ac.uk m.kambouridanos@reading.ac.uk
Group work: investigating the requirements of a student resource
Sonia Hood, Study Adviser, Library
Final Year Group Based Research Projects
Professor Elizabeth Page and Dr Philippa Cranwell, Chemistry, Food and Pharmacy e.m.page@reading.ac.uk Year of activity: 2015-16 Overview Group-based research projects
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
Improving student engagement with assessment and feedback through peer review
Professor Helen Parish, School of Humanities h.l.parish@reading.ac.uk Year of activity: 2014-15 Overview The project investigated recent research and practice in peer
Exploring modern languages linguistics
Dr Federico Faloppa and Dr Chiara Ciarlo, School of Literature and Languages f.faloppa@reading.ac.uk Overview The project successfully developed an introductory module in general
Developing a tailored study support package for postgraduate students
Dr Amanda Branson, Psychology and Clinical Language Sciences a.branson@reading.ac.uk Year of activity: 2014-15 Overview This project focused on identifying challenges
Teaching the Digital Text: Literature and the New Technologies
Professor Michelle O’Callaghan, School of Literature and Languages m.f.ocallaghan@reading.ac.uk Overview The project ‘Teaching the Digital Text: Literature and the New
MOOCs at Reading – what, why and where next?
Dr Clare Wright, School of Literature and Languages c.e.m.wright@reading.ac.uk Year(s) of activity: 2014-15 Overview This project funded a small team
The Language Learning Advisor scheme
Alison Fenner, International Study and Language Institute j.a.fenner@reading.ac.uk Year(s) of case study activity: 2012-13 Overview The scheme provided training for
Campus Wildlife Champions
Dr Graham J. Holloway, School of Biological Sciences g.j.holloway@reading.ac.uk Year(s) of activity: 2014-15 Overview Students (mostly BSc Ecology and Wildlife
Politics Show on Junction11 Radio
Dr Alan Renwick, School of Politics, Economics and International Relations Year of activity: 2014/15 Overview Our Teaching and Learning Development
