{"id":2491,"date":"2020-01-17T10:30:38","date_gmt":"2020-01-17T10:30:38","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/t-and-l-exchange\/?page_id=2491"},"modified":"2023-07-20T08:13:28","modified_gmt":"2023-07-20T08:13:28","slug":"case-studies","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/case-studies\/","title":{"rendered":"Case Studies"},"content":{"rendered":"
\n
\n\t

You can navigate the Case Studies below by clicking the category you are interested in. To search for a keyword from the current selection displayed, you can press the Ctrl and F buttons together on your keyboard. If you would like to return to this page after reading a Case Study<\/strong>, please use your browsers back button.<\/strong><\/p>\n<\/div>\n<\/div><\/div><\/div>

\n\t
\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tAssessment and feedback\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tCurriculum design\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tCurriculum review\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tDiversity, inclusion, accessibility\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tEmployability\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tEvaluation and impact\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tInternational\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tResearch and inquiry\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tStudent engagement\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tStudent voice and partnership\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tTechnology enhanced learning\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tOriginal T&L Blog\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tOriginal T&L Exchange\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tAll posts\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\n\t\t\t
\n\t\t\t\t\t\t\t\tCovid Case Studies\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n\n\t
\n\t\t\t
\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\t\t\t\t\t\"A<\/a>\n\t\t\t\t\n\t\t\t\t

The suitability of personalised AI models for ancient language T&L<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 February 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Testing OpenAI\u2019s GPTs, Google\u2019s Gems, and Blackboard Ultra\u2019s AI Assistant to see if personalised GenAI tools can resolve problems encountered with using freely-available GenAI tools for supporting ancient language T&L.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Four<\/a>\n\t\t\t\t\n\t\t\t\t

Decolonising assessment in a clinical training programme within the Charlie Waller Institute<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the changes made to written assessment to incorporate equity, diversity and inclusion (EDI).<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"two<\/a>\n\t\t\t\t\n\t\t\t\t

How should MSc Placements be assessed? Gathering the views of students to inform assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Reports the findings from interviews with students about how placements at Masters level should be assessed.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Empowering tomorrow’s marketers: A journey through real-world skills and engaging learning in consumer behaviour group projects<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 October 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Bahram Mahmoodi Kahriz explores an authentic assessment involving peer feedback for undergraduate students in Henley Business School. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Four<\/a>\n\t\t\t\t\n\t\t\t\t

Designing an authentic assessment tailored specifically for Part 4 students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 August 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Julia Abery in SMPCS outlines the process of designing a tailored masters-level authentic assessment with the aim of increasing student engagement and promoting transferable skills. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Use and Usefulness of Peer Feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 December 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Peer feedback is underutilised in many disciplines. In our study, we wanted to find out the conditions under which peer feedback works, how it is received by students, and ways to remove barriers to its successful implementation. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Co-Creating a Programme Focussed Assessment Strategy in BSc Food Science<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 March 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article discusses a PlanT project undrtaken by the school of Food and Nutritional Sciences with the aim of enhancing the student experience through assessment. The (TESTA) methodology was used to develop a programme focus assessment strategy that could lead to a reduction in volume and improved distribution of assessment, and overall enhance student and staff experience <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Merging the Academic Tutor System into Compulsory Core Skills Modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 October 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines how SBS integrated academic tutoring into undergraduate core skills modules to give greater support for academic skills development and engagement between tutors and tutees.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A Partnership in SLL to Enhance Blended Learning Practices: an Analysis of the Process and Findings<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 October 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

PEBLSS (a Partnership to Enhance Blended Learning \u2013 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.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using OneDrive to Address the Challenges of Online Groupwork<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 October 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how ISLI used the OneDrive cloud repository to promote student-student and student-teacher interaction on two Foundation year modules, including our rationale, implementation, examples and student reflections. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Learning to Interpret and Assess Complex and Incomplete Environmental Data<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 January 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 \u2018messy\u2019 and \u2018complex\u2019.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The impact of COVID upon practical classes in Part 1 chemistry – an opportunity to redevelop a core module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 January 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article outlines the re-design, necessitated partly due to COVID-19, that was undertaken for the Part 1 chemistry module, CH1PRA, which services approximately 45 students per year.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving student assessment literacy & engaging students with rubrics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 December 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Allan Laville School of Psychology & Clinical Languages Sciences In this 14 minute video, early rubrics adopter Dr. Allan Laville shares how he and colleagues in Psychology have sought to improve student assessment literacy, and have successfully engaged students with their assessment rubrics by embedding analysis of them into their in-class teaching and by […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Promoting and Tracking Student Engagement on an Online Undergraduate Pre-sessional Course<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 September 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines approaches to fostering an active learning environment on the University\u2019s first fully online Undergraduate Pre-sessional Course.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Introducing group assessment to improve constructive alignment: impact on teacher and student<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 July 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about the impacts following ISLI’s pilot of paired Oral exams.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How ISLI\u2019s Assessment Team created an online oral exam for the Test of English for Educational Purposes (TEEP)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines ISLI’s process of creating a version of the Test of English for Educational Purposes (TEEP) for 1-1 online delivery.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The DEL Feedback Action Plan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Case Study details how SLL produced new student-facing physical and online posters, designed by a \u2018Real Jobs\u2019 student, to instruct students on finding their feedback online, and generated \u2018marking checklists\u2019 for staff to indicate what needs to be included in feedback and what needs to be avoided.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing psychoeducational materials for individuals with learning disabilities<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 May 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville,\u00a0a.laville@reading.ac.uk, (Dean for D&I and Lecturer in Clinical Psychology) and Charlotte Field (Research Assistant and student on MSci Applied Psychology) Overview To improve access to psychoeducational materials by addressing the diverse needs of those accessing Improving Access to Psychological Therapy (IAPT) services. We worked on creating materials that could be used to describe […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Psychological Techniques to get the most out of your Feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 April 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Zainab Abdulsattar (student \u2013 Research Assistant), Tamara Wiehe (staff \u2013 PWP Clinical Educator) and Dr All\u00e1n Laville, a.laville@reading.ac.uk, (Dean for D&I and Lecturer in Clinical Psychology).\u00a0School of Psychology and CLS. Overview To help Part 3 MSci Applied Psychology students address the emotional aspect of engaging with and interpreting assessment feedback, we have created a Blackboard […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing and embedding electronic assessment overviews<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 March 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville,\u00a0a.laville@reading.ac.uk , Chloe Chessell and Tamara Wiehe Overview To develop our assessment practices, we created electronic assessment overviews for all assessments in Part 3 MSci Applied Psychology (Clinical) programme. Here we reflect on the benefits of completing this project via a student-staff partnership as well as the realised benefits for students. Objectives To […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Clinical skills development: using controlled condition assessment to develop behavioural competence aligned to Miller’s pyramid<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 December 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kat Hall,\u00a0 School of Chemistry, Food and Pharmacy,\u00a0k.a.hall@reading.ac.uk Overview The Centre for Inter-Professional Postgraduate Education and Training (CIPPET) provide PGT training for healthcare professionals through a flexible Masters programme built around blended learning modules alongside workplace-based learning and assessment.\u00a0 This project aimed to evolve the department\u2019s approach to delivering one of our clinical skills workshops […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Electronic Management of Assessment: Creation of an e-Portfolio for PWP training programmes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 December 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Tamara Wiehe, Charlotte Allard & Hayley Scott (PWP Clinical Educators) Charlie Waller Institute; School of Psychology and Clinical Language Overview In line with the University\u2019s transition to Electronic Management of Assessment (EMA), we set out to create an electronic Portfolio (e-Portfolio) for use on our Psychological Well-being Practitioner (PWP) training programmes to replace an existing […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u2018How did I do?\u2019 Finding new ways to describe the standards of foreign language performance. A follow-up project on the redesign of two marking schemes (DLC)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rita Balestrini and Elisabeth Koenigshofer, School of Literature and Languages,\u00a0r.balestrini@reading; e.koenigshofer@reading.ac.uk Overview Working in collaboration with two Final Year students, we designed two \u2018flexible\u2019, \u2018minimalist\u2019 rubric templates usable and adaptable across different languages and levels, to provide a basis for the creation of level specific, and potentially task specific, marking schemes where sub-dimensions can be […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Working in partnership with our lecturers to redesign language marking schemes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Sian Wells (BA French and Italian) and Sophia Acton (BA Italian and Spanish) During the Spring and Summer term of 2019, we participated in a project within the Department of Modern Languages and European Studies (MLES, now Department of Languages and Cultures) with the aim of redesigning the marking schemes used for oral and written […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Capturing and Developing Students\u2019 Assessment Literacy<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Hilary Harris, Maria Danos, Natthapoj Vincent Trakulphadetkrai, Stephanie Sharp, Cathy Tissot, Anna Tsakalaki, Rowena Kasprowicz – Institute of Education hilary.a.harris@reading.ac.uk Overview The Institute of Education\u2019s (IoE) T&L Group on Assessment Literacy worked collaboratively with 300+ students to ascertain the clarity level of assessment criteria used in all programmes across the IoE.\u00a0 The findings were used […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving assessment writing and grading skills through the use of a rubric – Dr Bolanle Adebola<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Bolanle Adebola is the Module Convenor and lecturer for the following modules on the LLM Programme (On campus and distance learning): International Commercial Arbitration, Corporate Governance, and Corporate Finance. She is also a Lecturer for the LLB Research Placement Project. Bolanle is also the Legal Practice Liaison Officer for the CCLFR. OBJECTIVES For students: […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

An evaluation of online systems of peer assessment for group work<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Cathy Hughes and Heike Bruton, Henley Business School catherine.hughes@reading.ac.uk Overview Online peer assessment systems were evaluated for their suitability in providing a platform to allow peer assessment to be conducted in the context of group work. Objectives To establish the criteria against which peer assessment systems should be evaluated. To evaluate the suitability of online […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reviewing assessment and feedback in Part One: getting assessment and feedback right with large classes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Natasha Barrett, School of Biological Sciences n.e.barrett@reading.ac.uk Year(s) of activity: 2010\/11 Overview Objectives Review the quantity, type and timing of assessments carried out in compulsory modules taken by students in the School of Biological Sciences. Recommend better practices for assessment and feedback. Context The massification and marketisation of Higher Education means that it is […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Managing transition to the MPharm Degree<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr John Brazier, Chemistry, Food and Pharmacy j.a.brazier@reading.ac.uk Overview The MPharm degree at the University of Reading has a diverse student cohort, in terms of both ethnicity and previous academic experience. During the most recent development of our programme, we have introduce a Part One assessment strategy that is focused on developing an independent learning […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging Diverse Learning Communities in Partnership: A Case Study Involving Professional Practice Students in Re-designing an Assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 24 September 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

        Lucy Hart (student \u2013 trainee PWP)-\u00a0l.hart@student.reading.ac.uk\u00a0 Tamara Wiehe (staff \u2013 PWP Clinical Educator)- t.wiehe@reading.ac.uk Charlie Waller Institute, School of Psychology and Clinical Language Sciences Overview This case study re-designed an assessment for two Higher Education programmes where students train to become Psychological Wellbeing Practitioners (PWP) in the NHS. The use of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Making full use of grademark in geography and environmental science – Professor Andrew Wade<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

  Professor Andrew Wade\u00a0is responsible for research in hydrology, focused on water pollution, and Undergraduate and Postgraduate Teaching, including Hydrological Processes OBJECTIVES Colleagues within the School of Archaeology, Geography and Environmental Sciences (SAGES) have been aware of the University\u2019s broader ambition to move towards online submission, feedback and grading where possible. Many had already made […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Introducing online assessment in IFP modules – Dr Dawn Clarke<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

OBJECTIVES Colleagues within the IFP wanted to improve the student assessment experience. In particular we wanted to make the end to end process quicker and easier and reduce printing costs for students. We also wanted to offer some consistency with undergraduate programmes. This was particularly important for those students who stay in Reading after their […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Quickmarks to enhance essay feedback in the department of English Literature – Dr Mary Morrissey<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Within the department, I teach primarily in Early\u00a0Modern and Old English.\u00a0For more details of my teaching please see\u00a0Mary Morrissey Teaching and Convening My primary research subject is Reformation literature, particularly from London. I am particularly interested in Paul’s Cross, the most important public pulpit in sixteenth and seventeenth-century England. I retain an interested in early […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

MOVING TOWARDS E-ASSESSMENT: The Use of Electronic Submission and Grading on the Academic Skills Module – Svetlana Mazhurnaya<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I have been teaching English for over 15 years. I worked on EFL courses in Russia and the UK between 2000 \u2013 2012. I started teaching English for Academic Purposes in 2013 when I joined the International Foundation Programme at the University of Surrey. I have been working as an EAP tutor at the University […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

ELECTRONIC FEEDBACK AND GRADING METHODS – Dr Geoff Taggart<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Geoff Taggart is a lecturer in the Institute of Education and Programme Director for the Early Years Practice programme at Reading. As part of his secondment to the EMA programme, Geoff decided to run a focus group with students from the IoE to gather perspectives on electronic feedback and grading methods. OBJECTIVES To identify […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using rubrics to transform the marking and feedback experience – Professor Will Hughes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Will Hughes has extensively used rubric grids within Grademark across of all of his modules to significantly enhance student engagement with his feedback, student understanding of his marking criteria and student attainment in subsequent essays whilst making his own experience of marking more efficient. My research interests include the control and management of building […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 2)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies\u00a0and\u00a0Michael Lyons, School of Literature and Languages Overview The Department of English Literature (DEL) has run two student focus groups and two whole-cohort surveys as part of our\u00a0Teaching and Learning Development Fund\u2018Diversifying Assessments\u2019 project. This is the second of two\u00a0T&L Exchange entries on this topic. Click\u00a0here\u00a0for the first entry\u00a0which outlines how the feedback […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using grademark to write high quality feedback more rapidly in the school of law – Dr Annika Newnham<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Newnham is the module convenor for LLB Family Law. Her areas of interest include, Child Law, Autopoietic Theory, The Common Intention Constructive Trust. Since 2015, Annika has gradually personalised the \u2018Quickmarks\u2019 function within Turnitin Grademark to be both discipline specific and also assignment specific. In addition, Dr Newnham has also developed a lengthy comments […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Feedback via audiofiles in the Department of English Literature – Professor Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Cindy Becker is the Director of Teaching and Learning for the School of Literature and Languages and also teaches in the Department of English Literature. She is a Senior Fellow of the Higher Education Academy and has been awarded a University of Reading Teaching Fellowship. She is an enthusiastic member of several University Communities of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Changing the assessment experience of professional staff in SAPD – Emily Parsons<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Emily Parsons is a Senior Programme Administrator in\u00a0the School of Agriculture, Policy and Development (SAPD). Online assessment has been adopted throughout the SAPD, impacting academic and non- academic colleagues. In this case study, Emily outlines the experiences of her Support Centre team working with SAPD as an Early Adopter School. OBJECTIVES To reduce the administrative […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflecting on change and the management of non-standard submissions in Typography – Dr Jeanne-Louise Moys<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Jeanne-Louise teaches design practice, theory and research skills across a range of genres and platforms. She is the Programme Director for the MA Creative Enterprise and the Pathway Lead for the MA Communication Design (Information Design Pathway). OBJECTIVES Typography has been keen to continue to support the move from offline to online submission, feedback and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Pre-sessional English use of Turnitin’s online marking tool – Rob Playfair, IFP Course Tutor<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

OBJECTIVES I was interested in improving the efficiency of my marking, and liked the idea of having a digital record of written feedback to students. During the PSE induction for new tutors we were told that the University is moving towards e-feedback over the next few years so it seemed like a useful skill to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Rethinking assessment design, to improve the student\/staff experience when dealing with video submissions<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rachel Warner, School of Arts and Communication Design Rachel.Warner@pgr.reading.ac.uk Jacqueline Fairbairn, Centre for Quality Support and Development j.fairbairn@reading.ac.uk Overview Rachel in Typography and Graphic Communication (T&GC) worked with the Technology Enhanced Learning (TEL) team to rethink an assignment workflow, to improve the student\/staff experience when dealing with video submissions. Changes were made to address student […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Celebrating Student Success Through Staff-Student Publication Projects<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies, Department of English Literature m.k.davies@reading.ac.uk Overview In 2017 I replaced the exam on a Part 3 module I convene (\u2018Margaret Atwood\u2019) with an online learning journal assessment and I was so impressed with the students\u2019 work that I sought funding to publish selected extracts in a UoR book,\u00a0Second Sight: The Margaret Atwood […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students in assessment design<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Maria Kambouri-Danos, Institute of Education m.kambouridanos@reading.ac.uk Year of activity 2016\/17 Overview This entry aims to share the experience of re-designing and evaluating assessment in collaboration with students. It explains the need for developing the new assessment design and then discusses the process of implementing and evaluating its appropriateness. It finally reflects on the impact […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Independent research and research dissemination in undergraduate teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Ute Woelfel, Literature and Languages u.wolfel@reading.ac.uk Year of activity: 2016\/17 Overview In order to improve students\u2019 engagement, support their abilities as independent learners, and increase their feeling of ownership for their academic work, elements of independent research and research dissemination through the creation of research posters were included in a Part 2 module. Objectives […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 1)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies, School of Literature and Languages Overview The Department of English Literature (DEL) is organising student focus groups as part of our\u00a0TLDF-funded \u2018Diversifying Assessments\u2019 project led by Dr Chloe Houston and Dr Madeleine Davies. This initiative is in dialogue with Curriculum Framework emphases engaging students in Programme Development and involving them as stakeholders. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using online learning journals<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Nicola Abram, School of Literature and Languages n.l.abram@reading.ac.uk Overview This entry describes the use of online Learning Journals on a Part Three English Literature module. This method of assessment supports students to carry out independent research and to reflect on their personal learning journey, and rewards students\u2019 sustained engagement and progress. Objectives To encourage […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using screencasts to deliver skills training: a Part One English Literature module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2015-6 Overview This entry describes the use of screencasts to deliver skills training on a compulsory Part One English Literature module. As a result of the changes outlined here, every student taking English Literature at the University of Reading will have access throughout their degree […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Henley Business School staff guide to using Turnitin to aid identifying and dealing with academic misconduct when marking<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Edith Rigby, Henley Business School e.rigby@henley.ac.uk Overview A review of existing University of Reading assessment advice and two staff workshops at Henley Business School to inform a new marker\u2019s guide on fair marking and managing Academic Misconduct. The marker\u2019s guide will specifically cover what to look out for and when and how to use Turnitin […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Closing the \u2018feedback loop’ using Unitu: Student uptake, usage and impact of a new online student feedback platform<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Emma Mayhew, Politics, Economics and International Relations e.a.mayhew@reading.ac.uk Year of activity: 2015\/16 Overview PLanT funding was used to research the impact of a new student feedback platform in Politics. Unitu creates an online student forum from which representatives pull issues onto a separate departmental board. Academics can then add responses and show if an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Game-based learning using social media<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Stanimira Milcheva, Henley Business School stani.milcheva@henley.reading.ac.uk Year of activity: 2015\/16 Overview We designed a simple game (called the REFinGame) which was aligned with the course material and launched it on Facebook. This approach, which could easily be applied to other discipline areas, was successfully used to enhance student learning and engagement with modules related […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

E-submission, marking and feedback – Pilar Gray-Carlos<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

OBJECTIVES To facilitate the administrative process in submission of summative assessment To inform module convenors and language teaching fellows of the tools supported by the University LMS Blackboard Learn To provide the opportunity to apply the above tools, gather experience and inform decision on best approaches and best practice To explore usability and applicability of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using wikis for assessed group work in new history modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shirin Irvine –\u00a0TEL Adviser, CQSD Overview For the academic year 2015\/16, the Department of History offered a brand-new Part 1 programme as part of the History Project. This resulted in the development of three new core modules. Dr Mara Oliva transformed common practice by using technology to carry out full electronic assessment for her module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using quickmarks and rubrics in online assessment – Catherine Foley<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Catherine Foley is a lecturer in Primary Maths Education in the Institute of Education. She is Director of the Primary School Direct programme which trains people to be teachers whilst they are working in schools. OBJECTIVES Catherine describes her experience of using the Feedback Studio to move from Word-based marking an assignment to full use […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing innovative teaching: The importance of reflective practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 July 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n\u00a0Laville, School of Psychology and Clinical Language Sciences a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), it is crucial to support students in the development of their reflective thinking and writing skills. Therefore, I implemented the Self-Practice\/Self-Reflection (SP\/SR; Bennett-Levy, 2001) approach into our PWP training programmes. Impact was measured by asking students […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Communicating Ancient Sport<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 July 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Barbara Goff\u00a0 \u00a0 \u00a0School of Humanities\u00a0 \u00a0 \u00a0b.e.goff@reading.ac.uk Overview In my Part 2 module \u2018Ancient Sport\u2019 I offer students a choice between a traditional essay and an \u2018outreach project\u2019, which requires them to communicate an aspect of ancient sport to a non-academic audience, perhaps for schools or for the general public. Objectives To develop students\u2019 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

From boning a duck to reflecting on utopia in English Literature: Using blogs in teaching, learning and assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 March 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Lauren McCann, Centre for Quality Support and Development\u00a0 \u00a0l.j.mccann@reading.ac.uk Chloe Houston, School of Literature and Languages\u00a0 \u00a0c.houston@reading.ac.uk In the 2009 hit film \u2018Julie et Julia\u2019, real life American office worker Julie Powell (Amy Adams) spends a year cooking her way through culinary legend Julia Child\u2019s \u2018Mastering the Art of French Cooking\u2019 and \u2018blogs\u2019 about it. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

University of Reading custom QuickMarks: 21 new comments to help students act on feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Emma Mayhew, Academic Director, EMA Programme e.a.mayhew@reading.ac.uk Geoff Taggart, Academic Partner, EMA Programme and Associate Professor, Institute of Education g.taggart@reading.ac.uk Michelle Reid, Study Advisor, The Library michelle.reid@reading.ac.uk When the EMA Programme ran a staff survey earlier this year, we were really interested to see the response to the use of the QuickMark function on Turnitin […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Sharing the ‘secrets’: Involving students in the use (and design?) of marking schemes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rita Balestrini, School of Literature and Languages, r.balestrini@reading.ac.uk Overview Between 2016 and 2018, I led a project aiming to enhance the process of assessing foreign language skills in the Department of Modern Languages and European Studies (MLES). The project was supported by the Teaching and Learning Development Fund. Its scope involved two levels of intervention: […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The EMA Symposium: Sharing Knowledge, Good Practice, and Cake<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 June 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies and Dr Emma Mayhew On Tuesday 22nd May 2018, over 150 colleagues from across the university gathered in the Meadow Suite to hear a series of presentations and to engage in conversations about the work that the EMA Programme has been doing to prepare for roll-out of online assessment and feedback. Colleagues […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students in the design of assessment criteria<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Maria Kambouri-Danos, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

THE BENEFITS OF NEW MARKS AVAILABILITY ON RISIS FOR PERSONAL TUTORING: By Dr Madeline Davies, EMA Academic, and Kat Lee (External)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The EMA Programme has delivered a new function within RISIS that allows colleagues to see their students\u2019 sub modular marks on the Tutor Card. We have all had access to the Tutor Card for some time and it has provided an invaluable snapshot of a student\u2019s degree history, particularly useful for writing references and for […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Involving students in the appraisal of rubrics for performance-based assessment in Foreign Languages By Dott. Rita Balestrini<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 December 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Context In 2016, in the Department of Modern Languages and European Studies (DMLES), it was decided that the marking schemes used to assess writing and speaking skills needed to be revised and standardised in order to ensure transparency and consistency of evaluation across different languages and levels. A number of colleagues teaching language modules had […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Leaner, Cleaner, Greener: How Reading\u2019s assessment data is changing for the better:<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Leaner, Cleaner, Greener: How Reading\u2019s assessment data is changing for the better. Dr Emma Mayhew (EMA Academic Director), Dr Madeleine Davies (EMA Academic Partner), Kat Lee (Project Manager, External) The Electronic Management of Assessment (EMA) Programme has been created to deliver the University’s long-term vision for online assessment while improving the underlying processes and supporting […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing our Professional Track<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Cindy Becker, Literature and Languages l.m.becker@reading.ac.uk Year of activity: 2015-16 Overview During the summer of 2016 we applied for \u00a3300 from the funds of Teaching and Learning Dean Dr David Carter and were awarded\u00a0the full amount. We were keen to develop our professional development scheme for students in the School of Literature and Languages, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

LW2RPP – Research Placement Project<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Stavroula Karapapa, Law s.karapapa@reading.ac.uk Overview Research Placement Project (LW2RPP) is a module developed within the School of Law that aims to provide Part Two students with a hands-on experience of the academic research process, from the design of a project and research question through to the production of a research output. It is an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take-home exam<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Stuart Lakin, Law s.j.lakin@reading.ac.uk Overview In a Part Two Law module, Public Law (LW2PL2), we have moved away from the conventional exam to a take-home exam. We publish the exam paper on Blackboard at an arranged date and time. We give the students approximately 48 hours to complete and submit their answers electronically. The impact […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take Home Exam by Dr Stuart Lakin, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post has been uploaded to the T&L Exchange, and can now be found at: http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/take-home-exam\/<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Exploring value co-creation (CCV) in the Law Feedback Project at ESLTIS 2016 by Imogen Moore and Laura Bennett, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Introduction As joint staff leaders (together with Dr Nora Honkala) on the current Law Feedback Project, we recently presented a paper exploring aspects of the project to the second annual Enhancing Student Learning Through Innovative Scholarship Conference, held at University College London on 28-29 June 2016. \u00a0This blog post explains a little about the Law […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Group work: students\u2019 solutions to the challenges by Sonia Hood<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Group work is an integral part of assessment at university but students rarely arrive equipped with the skills, experience and knowledge to deal with the challenges they face when working in groups. This can be a cause of anxiety for students and also a time consuming intervention for lecturers. Henley Business School approached Study Advice […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipping the classroom in Meteorology<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 May 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Andrew Charlton-Perez,\u00a0School of Mathematical\u00a0and Physical Sciences a.j.charlton-perez@reading.ac.uk Year of activity: 2015\/16 Overview A flipped learning approach to teaching the part 3 and part 4 module, \u2018The Global Circulation\u2019 (MT38A\/4YA) in Meteorology was developed and tested. This approach was very successful, encouraging students to apply complex ideas to real-world problems. Objectives Develop a new set […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using an enquiry-based learning assessed work activity to enhance assessment and feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 December 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Paul Almond, School of Law p.j.almond@reading.ac.uk Overview A project to encourage students enrolled on a Part Three module within the School of Law, Criminology (LW3CRY), to develop a more sophisticated understanding of the links between criminological theory and policy, through a redesign of the Assessed Work project contained within the module. Results have suggested […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improved Neural Network assessment by staged laboratory practicals<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 December 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Richard Mitchell, School of Systems Engineering r.j.mitchell@reading.ac.uk Overview Adjustments were made to teaching, assessment, and feedback in a Part Two module within the School of Systems Engineering, Neural Networks (SE2NN11), successfully using three-staged laboratory practicals in order to encourage students to use neural networks on a ‘real world’ application. Making these changes saw an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Use of a modified problem-based learning approach in aphasia therapy teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Arpita Bose, School of Psychology and Clinical Language Sciences a.bose@reading.ac.uk Year of activity: 2011\/12 Overview A modified problem-based learning approach was developed and implemented in Communication Impairment 3 (PL2CI3\/PLMCI3) within the School of Psychology and Clinical Language Sciences.  While the adoption of this approach was unpopular with students on the module, there was a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving student engagement with assessment and feedback through peer review<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Helen Parish,\u00a0School of Humanities h.l.parish@reading.ac.uk Year of activity: 2014-15 Overview The project investigated recent research and practice in peer assessment and feedback in order to implement a peer assessment model for use within History, and develop a framework for the adoption of said model in cognate disciplines where evaluation of substantial text-based assignments is […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Incorporating research seminar series into teaching and learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Louise Johnson, School of Biological Sciences l.j.johnson@reading.ac.uk Overview In the School of Biological Studies a module, Seminars in Biology (BI3S78) was created, utilising the existing research seminar series within the School to structure assessment. The module is easily adaptable for other subject areas, and has proved very popular with students, and has aided in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Integrating Facebook into team-based learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 Management and Strategy (MM272), was redesigned on two pillars: teamwork, and social media (Facebook). Formal student evaluations were high and feedback from focus groups with students was very positive – students found the use of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

LS1TAL Techniques and Skills for Applied Linguistics: Improving the student experience<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 2014-15 to develop the Department of English Language and Applied Linguistics’ new compulsory Part One module Techniques and Skills for Applied Linguistics (LS1TAL), run for the first time in 2014-15, to make it more interesting, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching in a divided classroom: the impact of internationalisation and marketisation on business education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr John Latsis, Henley Business School j.s.latsis@henley.ac.uk Year(s) of activity: 2013-14 Overview In the postgraduate module Managing People and Organisations (MMM048), provided by the School of Leadership, Organisations and Behaviour, assessment methods were altered in a manner that was mindful of the increased internationalisation and marketisation of UK Higher Education, in order to assist the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Working in partnership\u2026 by Dawn Willoughby<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

With ever-increasing speed it seems we have reached that time of year again when teaching is finished, exam results are calculated and our thoughts start to turn from the current academic session to planning for the next one. This offers some time to reflect on successes and think about the areas of teaching where we […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Tailored formula sheets \u2013 the \u2018cheat sheet\u2019 idea by Dr Karen Ayres<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

About 10 years ago I was intrigued when a colleague described taking exams at an Australian university, where he was given a blank sheet of paper on which he could write anything he wanted to take into the exam. He referred to this as a \u2018cheat sheet\u2019. I was familiar with both open and closed […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HOT TIP: Three steps towards inclusive teaching by Dr Patricia (Paddy) Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 January 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

How many times have you heard people say that the Reading student population is becoming more diverse? But what do they mean and what are the implications? Often they mean that they\/we are struggling to cope with what feels like the ever increasingly list of different needs for different ‘types of students’. Any quick skim […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Talking Feedback: Using video to radically change essay marking by Emma Mayhew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 December 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On this day, exactly two years ago, I sat in my study staring at Blackboard. 212 little green symbols were showing in Grade Centre. 212 3,500 word essays needed to be marked in the next three weeks. And they didn\u2019t just need marks. Each of them needed a page of rich, detailed feedback, often crucial […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipped learning in a team-based situation with a dash of TEL by Dr Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 24 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This is my new recipe for extending the academic year and helping to welcome our new students. As with any new recipe, some bits of it went really well and some aspects of it were less impressive \u2013 and there was one moment when I was in danger of failing to cook up any learning […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Online peer assessment of group work tools: yes, but which one? By Heike Bruton (a TLDF project)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

A short while ago I wrote the post \u201cGroup work: sure, but what about assessment?\u00a0This outlines a TLDF- funded project in which Cathy Hughes and I investigated tools for the peer assessment of group work. Cathy and I have now produced a full report, which is available for download here (Cathy Hughes and Heike Bruton […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Coursework redesign for an integrated multidisciplinary module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Mark Dallas, School of Chemistry, Food and Pharmacy m.dallas@reading.ac.uk Overview Within the School of Chemistry, Food and Pharmacy, coursework on a Part Two Pharmacy module, Therapeutics and Medicines Optimisation B (PM2B), was redesigned to reflect the multidisciplinary nature of the new module. In their assessed work, students demonstrated a better appreciation of the interconnectivity […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipping assessment?! by Dr Karen Ayres<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 January 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Like many colleagues, I have attended a number of interesting talks on the ‘flipped classroom’ approach, whereby, in a role reversal, the main delivery of information takes place outside of the classroom, and the contact time is used instead for reinforcing learning. I haven’t quite identified yet how I can make use of this approach […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

I-TUTOR: Intelligent Tutoring for Lifelong Learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The University of Reading is a project partner in a prestigious project to\u00a0develop a multi-agent based intelligent tutoring system to support online teachers, trainers, tutors and learners:\u00a0I-TUTOR. I-TUTOR, which stands for\u00a0Intelligent Tutoring for Lifelong Learning is to be applied in open source learning environments, and will monitor, track, analyze and give formative assessment and feedback […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using technology to find low-tech solutions by Mary Morrissey<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Like a lot of people, I do not consider myself particularly savvy about technology: when I find that something is useful to me, I learn how to use it. That said, I think we can use learning technologies to come up with \u2018low tech\u2019 solutions to our teaching needs. Among the advantage is efficiency in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\t\t\t\t\t\"Pharmacy-style<\/a>\n\t\t\t\t\n\t\t\t\t

Video vignettes for pharmacy education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This project brought together Pharmacy and Film, Theatre & Television to create video vignettes showcasing cultural competence in pharmacy education, enabling learners to explore non-verbal cues and improve inclusive communication in patient care.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Man<\/a>\n\t\t\t\t\n\t\t\t\t

Staff and student attitudes to educator self-disclosure in teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This research project explored how educator self-disclosure can shape power dynamics in the classroom and support more inclusive and reflective learning environments.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Two<\/a>\n\t\t\t\t\n\t\t\t\t

Research in clinical practice: Developing teaching alongside NHS practitioners<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 May 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study exemplifies how the development of learning activities and materials can be supported by clinicians with leadership roles in the NHS to provide real-world experience of research in clinical practice. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"stack<\/a>\n\t\t\t\t\n\t\t\t\t

Blending problem-based learning (PBL) and real-world scenarios on foundation economics: IFP<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Adopting an innovative approach of blending problem-based learning (PBL) and real-world scenarios in foundation economics to bridge academic and real-world economic concepts, while fostering active learning and critical thinking.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding entrepreneurship and technology literacy in the student curriculum: A case study of a module for real estate students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 November 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Explore how integrating entrepreneurship and technology literacy into a real estate module enhanced student engagement and skill development, fostering a practical understanding of modern industry challenges.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"two<\/a>\n\t\t\t\t\n\t\t\t\t

How should MSc Placements be assessed? Gathering the views of students to inform assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Reports the findings from interviews with students about how placements at Masters level should be assessed.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Men<\/a>\n\t\t\t\t\n\t\t\t\t

Using constructivism to achieve a decolonised accounting curriculum<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 December 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Ekililu Salifu discusses using constructivism learning theory to achieve the objectives of a decolonised curriculum in a pseudo-technical subject area like accounting.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Selfie<\/a>\n\t\t\t\t\n\t\t\t\t

Whose getting the development here? Utlising SoTL frameworks to reflect on personal development modules for senior level apprentices<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 August 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

A scholarship of teaching and learning informed collaborative study into personal development teaching on apprenticeship programmes by Elizabeth Houldsworth (Henley Business School) and Emma Watton (Lancaster University Management School)<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"a<\/a>\n\t\t\t\t\n\t\t\t\t

Reframing success in a partnership project<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 July 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Amanda Millmore in the School of Law focuses upon the work of our student-staff partnership project working together on a new elective first year module. Focusing on the role of student partners acting as peer mentors we aimed to support the transition of new students into university and provided a bridge into the Law School community. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"\"<\/a>\n\t\t\t\t\n\t\t\t\t

Decentring Ableism: Creative Applications of Film Accessibility in Film\/TV Practical Teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 June 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Lecturer in Screen Practices and Industries Shweta Gosh outlines how film\/TV accessibility tools such as captions can be used to teach filmmaking skills, facilitate creative thinking and create awareness about disability and accessibility.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using student feedback to make university-directed learning on placement more engaging<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 October 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study from Anjali in the CWI outlines how the student voice was used to collaboratively adapt a specific teaching format for postgraduate students on placements. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The One Where a Timetable Merger Gives Rise to a Curriculum Implementation Review<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 March 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the Psychological Wellbeing Practitioner (PWP) team\u2019s process of merging timetables for two sister programmes in response to department restructure, and the subsequent curriculum implementation review that inevitably followed.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Driving programme development in the IOE: student focus groups and paper writing<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 November 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article outlines the thinking to drive programme development through student focus groups across three IOE programmes.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Merging the Academic Tutor System into Compulsory Core Skills Modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 October 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines how SBS integrated academic tutoring into undergraduate core skills modules to give greater support for academic skills development and engagement between tutors and tutees.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Xerte: engaging asynchronous learning tasks with automated feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 June 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article discusses how teaching staff in ISLI converted paper-based learning materials to an online format, so that students on our summer Pre-sessional programme, could work independently and receive, where appropriate, automated feedback on tasks.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Learning to Interpret and Assess Complex and Incomplete Environmental Data<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 January 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 \u2018messy\u2019 and \u2018complex\u2019.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The impact of COVID upon practical classes in Part 1 chemistry – an opportunity to redevelop a core module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 January 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article outlines the re-design, necessitated partly due to COVID-19, that was undertaken for the Part 1 chemistry module, CH1PRA, which services approximately 45 students per year.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Misconceptions About Flipped Learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 September 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Ed Tew shares his thoughts in the final of his three posts on flipped learning.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Introducing group assessment to improve constructive alignment: impact on teacher and student<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 July 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about the impacts following ISLI’s pilot of paired Oral exams.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How ISLI moved to full online teaching in four weeks<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more how ISLI moved to full online teaching in four weeks.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Taking Academic Language and Literacy Courses Online<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the process of rapidly converting the Academic English Programme (AEP) to online, and reports student feedback and reflections on the experience.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing Diversity and Inclusion teaching: The importance of D&I and Ethical Practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 December 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville, Psychology and Clinical Language Sciences,\u00a0a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), teaching must include a focus on Diversity and Inclusion (D&I) as well how this relates to ethical practice. Therefore, I created a 15-minute screencast that tied key D&I principles to clinical practice, with a particular focus on ethical […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Flipped Learning to Meet the Challenges of Large Group Lectures<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how adopting a flipped classroom approach in Law helped to ensure a consistent teaching experience for large cohorts and positively impact on staff workload.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 2)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies\u00a0and\u00a0Michael Lyons, School of Literature and Languages Overview The Department of English Literature (DEL) has run two student focus groups and two whole-cohort surveys as part of our\u00a0Teaching and Learning Development Fund\u2018Diversifying Assessments\u2019 project. This is the second of two\u00a0T&L Exchange entries on this topic. Click\u00a0here\u00a0for the first entry\u00a0which outlines how the feedback […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Rethinking assessment design, to improve the student\/staff experience when dealing with video submissions<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rachel Warner, School of Arts and Communication Design Rachel.Warner@pgr.reading.ac.uk Jacqueline Fairbairn, Centre for Quality Support and Development j.fairbairn@reading.ac.uk Overview Rachel in Typography and Graphic Communication (T&GC) worked with the Technology Enhanced Learning (TEL) team to rethink an assignment workflow, to improve the student\/staff experience when dealing with video submissions. Changes were made to address student […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students in assessment design<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Maria Kambouri-Danos, Institute of Education m.kambouridanos@reading.ac.uk Year of activity 2016\/17 Overview This entry aims to share the experience of re-designing and evaluating assessment in collaboration with students. It explains the need for developing the new assessment design and then discusses the process of implementing and evaluating its appropriateness. It finally reflects on the impact […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Independent research and research dissemination in undergraduate teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Ute Woelfel, Literature and Languages u.wolfel@reading.ac.uk Year of activity: 2016\/17 Overview In order to improve students\u2019 engagement, support their abilities as independent learners, and increase their feeling of ownership for their academic work, elements of independent research and research dissemination through the creation of research posters were included in a Part 2 module. Objectives […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 1)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies, School of Literature and Languages Overview The Department of English Literature (DEL) is organising student focus groups as part of our\u00a0TLDF-funded \u2018Diversifying Assessments\u2019 project led by Dr Chloe Houston and Dr Madeleine Davies. This initiative is in dialogue with Curriculum Framework emphases engaging students in Programme Development and involving them as stakeholders. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Game-based learning using social media<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Stanimira Milcheva, Henley Business School stani.milcheva@henley.reading.ac.uk Year of activity: 2015\/16 Overview We designed a simple game (called the REFinGame) which was aligned with the course material and launched it on Facebook. This approach, which could easily be applied to other discipline areas, was successfully used to enhance student learning and engagement with modules related […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Virtual teaching collections in Archaeology and Classics: turning artefacts into 3D models<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Robert Hosfield, School of Archaeology, Geography and Environmental Science r.hosfield@reading.ac.uk Year of activity: 2015\/16 Lykethos Overview The project tested different methods for producing and disseminating 3D models of existing artefacts in the teaching collections of Classics and Archaeology. 3D scanning was labour intensive and struggled to accurately represent some of the raw materials. By […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using wikis for assessed group work in new history modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shirin Irvine –\u00a0TEL Adviser, CQSD Overview For the academic year 2015\/16, the Department of History offered a brand-new Part 1 programme as part of the History Project. This resulted in the development of three new core modules. Dr Mara Oliva transformed common practice by using technology to carry out full electronic assessment for her module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding Employability Through Collaborative Curriculum Design<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how a collaborative partnership was used in Law to design the assessments within a trailblazing new module.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Refreshing Professional Practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how a professional practice module has transformed how students engage with their work in more professional, thoughtful, and meaningful ways. This has the potential to transform their marketability not only during but also following completion of their degree programme.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Increasing Engagement Through Use of Collections<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how introducing collections in teaching not only improved student attendance and engagement, but also resulted in different teaching methods, positive student evaluations, and longer term, the design of more dynamic and interactive modules.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Implementing the Curriculum Framework – how can the Library help?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Karen Drury, Dr Kim Shahabudin, Kerry Webb, Library and Study Advice In a world of constant new teaching and learning initiatives, implementing the Curriculum Framework might seem like one more job to do. If you\u2019re thinking that you could use all the help you can get, we have good news: the Library have done some […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Curriculum Framework review in Classics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Barbara Goff, Department of Classics, School of Humanities\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Adopting a flipped classroom approach to meet the challenges of large group lectures<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Amanda Millmore, School of Law,\u00a0\u00a0a.millmore@reading.ac.uk Overview Faced with double-teaching a cohort of 480 students (plus an additional 30 in University of Reading Malaysia), I was concerned to ensure that students in each lecture group had a similar teaching experience. My solution was to \u201cflip\u201d some of the learning, by recording short video lectures covering content […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students in the design of assessment criteria<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Maria Kambouri-Danos, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Social justice \u2013 Leading attitudinal change in students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Stephanie Sharp, Lecturer, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take Home Exam by Dr Stuart Lakin, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post has been uploaded to the T&L Exchange, and can now be found at: http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/take-home-exam\/<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\t\t\t\t\t\"Four<\/a>\n\t\t\t\t\n\t\t\t\t

Decolonising assessment in a clinical training programme within the Charlie Waller Institute<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the changes made to written assessment to incorporate equity, diversity and inclusion (EDI).<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"stack<\/a>\n\t\t\t\t\n\t\t\t\t

Blending problem-based learning (PBL) and real-world scenarios on foundation economics: IFP<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Adopting an innovative approach of blending problem-based learning (PBL) and real-world scenarios in foundation economics to bridge academic and real-world economic concepts, while fostering active learning and critical thinking.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

Enhancing and developing the use of OneNote Class Notebook beyond the Covid-19 pandemic<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rita Balestrini in the Department of Languages and Cultures reflects on the T&L possibilities of Microsoft OneNote in blended learning environments.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"a<\/a>\n\t\t\t\t\n\t\t\t\t

Reframing success in a partnership project<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 July 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Amanda Millmore in the School of Law focuses upon the work of our student-staff partnership project working together on a new elective first year module. Focusing on the role of student partners acting as peer mentors we aimed to support the transition of new students into university and provided a bridge into the Law School community. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using student feedback to make university-directed learning on placement more engaging<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 October 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study from Anjali in the CWI outlines how the student voice was used to collaboratively adapt a specific teaching format for postgraduate students on placements. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The One Where a Timetable Merger Gives Rise to a Curriculum Implementation Review<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 March 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the Psychological Wellbeing Practitioner (PWP) team\u2019s process of merging timetables for two sister programmes in response to department restructure, and the subsequent curriculum implementation review that inevitably followed.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Driving programme development in the IOE: student focus groups and paper writing<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 November 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article outlines the thinking to drive programme development through student focus groups across three IOE programmes.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Online Delivery of Practical Learning Elements for SKE<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article outlines the re-thinking of how to deliver the science practical elements of the subject knowledge enhancement programme (SKE) due to the impact of Covid-19 in March 2020 and a move online.\u00a0 This focuses on what we learnt from the practical elements of the programme delivery online as it required students to engage in laboratory activities to develop their subject knowledge skills in Physics, Chemistry and Biology related to school national curriculum over two weeks in June and July 2021.\u00a0<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The impact of COVID upon practical classes in Part 1 chemistry – an opportunity to redevelop a core module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 January 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article outlines the re-design, necessitated partly due to COVID-19, that was undertaken for the Part 1 chemistry module, CH1PRA, which services approximately 45 students per year.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Considering wellbeing within the placement module assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

All\u00e1n Laville (Dean for D&I and Lecturer in Clinical Psychology) and Libby Adams (Research Assistant), SPCLS Overview This project aimed to design a new alternative assessment to form a part of the MSci Applied Psychology course which puts emphasis on the practical sides of training as a Psychological Wellbeing Practitioner (PWP). This included utilising problem-solving […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Clinical skills development: using controlled condition assessment to develop behavioural competence aligned to Miller’s pyramid<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 December 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kat Hall,\u00a0 School of Chemistry, Food and Pharmacy,\u00a0k.a.hall@reading.ac.uk Overview The Centre for Inter-Professional Postgraduate Education and Training (CIPPET) provide PGT training for healthcare professionals through a flexible Masters programme built around blended learning modules alongside workplace-based learning and assessment.\u00a0 This project aimed to evolve the department\u2019s approach to delivering one of our clinical skills workshops […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 2)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies\u00a0and\u00a0Michael Lyons, School of Literature and Languages Overview The Department of English Literature (DEL) has run two student focus groups and two whole-cohort surveys as part of our\u00a0Teaching and Learning Development Fund\u2018Diversifying Assessments\u2019 project. This is the second of two\u00a0T&L Exchange entries on this topic. Click\u00a0here\u00a0for the first entry\u00a0which outlines how the feedback […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 1)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies, School of Literature and Languages Overview The Department of English Literature (DEL) is organising student focus groups as part of our\u00a0TLDF-funded \u2018Diversifying Assessments\u2019 project led by Dr Chloe Houston and Dr Madeleine Davies. This initiative is in dialogue with Curriculum Framework emphases engaging students in Programme Development and involving them as stakeholders. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\t\t\t\t\t\"Decorative<\/a>\n\t\t\t\t\n\t\t\t\t

Coding a fairer system: A new approach to supervisor allocation<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 April 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Automating the Psychology dissertation supervisor allocation process transformed a complex, time-consuming task into a fairer, faster system. By collaborating across teams, refining communication, and developing a bespoke algorithm, efficiency, equity, and student experience improved.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"photography<\/a>\n\t\t\t\t\n\t\t\t\t

Across the pond: Working in partnership with students to enhance international students\u2019 experience<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 March 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Learn about a PLanT project in which students and staff worked together on exploring and enhancing the experience of international students<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"A<\/a>\n\t\t\t\t\n\t\t\t\t

Improving student accessibility, learning opportunities and experience through enhanced fieldtrip information<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 March 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

An overview of our T&L Initiative Funded project to co-design a template to improve the quality of fieldtrip information to enhance student accessibility, preparedness, learning opportunities and experience, whilst also considering staff capacity. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"People<\/a>\n\t\t\t\t\n\t\t\t\t

\u2018Zine Your Way to Zen:\u2019 Creating zines for mental health and wellbeing<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 October 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Can zines be a powerful tool for aiding or exploring mental health and wellbeing? In this case study, Victoria Grace-Bland and Michael Kilmister (CQSD-ADE) reflect on a workshop they ran with staff during Wellbeing Week.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\""Promotional<\/a>\n\t\t\t\t\n\t\t\t\t

Success for whom? The class gaps in student outcomes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 October 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Mat Haine (CQSD) reflects on how we can support students from lower socioeconomic backgrounds, and help to ensure they achieve their learning goals at University. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Pharmacy-style<\/a>\n\t\t\t\t\n\t\t\t\t

Video vignettes for pharmacy education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This project brought together Pharmacy and Film, Theatre & Television to create video vignettes showcasing cultural competence in pharmacy education, enabling learners to explore non-verbal cues and improve inclusive communication in patient care.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Man<\/a>\n\t\t\t\t\n\t\t\t\t

Staff and student attitudes to educator self-disclosure in teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This research project explored how educator self-disclosure can shape power dynamics in the classroom and support more inclusive and reflective learning environments.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Two<\/a>\n\t\t\t\t\n\t\t\t\t

Research in clinical practice: Developing teaching alongside NHS practitioners<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 May 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study exemplifies how the development of learning activities and materials can be supported by clinicians with leadership roles in the NHS to provide real-world experience of research in clinical practice. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Four<\/a>\n\t\t\t\t\n\t\t\t\t

Decolonising assessment in a clinical training programme within the Charlie Waller Institute<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the changes made to written assessment to incorporate equity, diversity and inclusion (EDI).<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"stack<\/a>\n\t\t\t\t\n\t\t\t\t

Blending problem-based learning (PBL) and real-world scenarios on foundation economics: IFP<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Adopting an innovative approach of blending problem-based learning (PBL) and real-world scenarios in foundation economics to bridge academic and real-world economic concepts, while fostering active learning and critical thinking.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Pink<\/a>\n\t\t\t\t\n\t\t\t\t

Introducing self-practice\/self-reflection sessions on the high-intensity training course in cognitive behavioural therapy (CBT)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Julia Limper (CWI) explores how to integrate Self-Practice and Self-Reflection (SP\/SR) into cognitive-behavioural therapy (CBT) programs to enhance therapists’ practical skills and emotional resilience.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Taking ownership over our success: Empowering postgraduate trainee teachers<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 January 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In this reflection, Scarlett Murphy from the IoE highlights empowering postgraduate trainee teachers, particularly those with caregiving responsibilities or neurodiverse conditions, by developing tailored resources and fostering self-advocacy, collaboration, and inclusive placement environments.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflections of an additional research assistant on a UROP project<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 December 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

SPCLS student Hannah Raheja reflects on being a UROP research assistant, offering recommendations for research-focused student-staff partnerships.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"What<\/a>\n\t\t\t\t\n\t\t\t\t

The Hidden Curriculum Glossary \u2013 supporting transitions with student-created resources<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 24 October 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This student-staff partnership project developed a co-created glossary of useful language for incoming university students which has been adopted and adapted by colleagues across the University of Reading and widely across the sector. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"\"<\/a>\n\t\t\t\t\n\t\t\t\t

Exploring students’ sense of belonging in the Charlie Waller Institute<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 May 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

What is students\u2019 perception of staff racial representation and its impact on students\u2019 sense of belonging in Charlie Waller Institute? Select here to find out the answer. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflecting on developing support for disabled students attending clinical training courses in the Charlie Waller Institute<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study explores the development of a student forum for disabled students within the Charlie Waller Institute. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

Enhancing students\u2019 linguistic and intellectual competence through Virtual Exchanges in Chinese and Japanese<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how Cong Xia Li and her colleague Asako Partington created the virtual exchange projects for their students.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Men<\/a>\n\t\t\t\t\n\t\t\t\t

Using constructivism to achieve a decolonised accounting curriculum<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 December 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Ekililu Salifu discusses using constructivism learning theory to achieve the objectives of a decolonised curriculum in a pseudo-technical subject area like accounting.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"\"<\/a>\n\t\t\t\t\n\t\t\t\t

Decentring Ableism: Creative Applications of Film Accessibility in Film\/TV Practical Teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 June 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Lecturer in Screen Practices and Industries Shweta Gosh outlines how film\/TV accessibility tools such as captions can be used to teach filmmaking skills, facilitate creative thinking and create awareness about disability and accessibility.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

DIGITAL EDUCATION & ACCESSIBLE LEARNING<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article reports on the joint Institute of Education \/ Department of Computer Science Leverhulme funded project concerned with improving online learning for three groups of students. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using more low-tech hybrid\/hyflex teaching methods in English Literature modules \u2013 benefits and limitations.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Is hybrid learning, with a seminar leader teaching some students online whilst others learn in the classroom, something we should continue to offer in our teaching? A case study from a seminar leader in the Department of English Literature. *It is worth noting that hybrid teaching is not currently university policy and is not recommended for use.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using more high-tech hybrid\/hyflex teaching methods in language and academic skills learning contexts \u2013 benefits and limitations.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post reports the findings of a 2021 ISLI pilot study on the use of hybrid\/hyflex teaching and learning methods in teaching contexts which require multiple teacher-student and student-student interaction patterns. It should be noted that hybrid teaching is not currently university policy and is not recommended for use.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blended Learning – Exploring the Experience of Disabled Law Students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting the Wellbeing of Trainee Psychological Wellbeing Practitioners<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 March 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article details Will and Allan’s work aimed at providing evidence based guidance to Trainee Psychological Wellbeing Practitioners (PWPs) on the MSci Applied Psychology (Clinical) course. It contains practical advice, tools, strategies and reflections on how students can be supported to manage their wellbeing and workload over the course of their placement year. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Introducing group assessment to improve constructive alignment: impact on teacher and student<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 July 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about the impacts following ISLI’s pilot of paired Oral exams.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing psychoeducational materials for individuals with learning disabilities<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 May 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville,\u00a0a.laville@reading.ac.uk, (Dean for D&I and Lecturer in Clinical Psychology) and Charlotte Field (Research Assistant and student on MSci Applied Psychology) Overview To improve access to psychoeducational materials by addressing the diverse needs of those accessing Improving Access to Psychological Therapy (IAPT) services. We worked on creating materials that could be used to describe […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing and embedding electronic assessment overviews<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 March 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville,\u00a0a.laville@reading.ac.uk , Chloe Chessell and Tamara Wiehe Overview To develop our assessment practices, we created electronic assessment overviews for all assessments in Part 3 MSci Applied Psychology (Clinical) programme. Here we reflect on the benefits of completing this project via a student-staff partnership as well as the realised benefits for students. Objectives To […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Want your students to succeed? Then help them to interpret their grades<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 March 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Sonia Hood, Study Advice Manager, writes how helping students’ to understand their grades is key to their success.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing Diversity and Inclusion teaching: The importance of D&I and Ethical Practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 December 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville, Psychology and Clinical Language Sciences,\u00a0a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), teaching must include a focus on Diversity and Inclusion (D&I) as well how this relates to ethical practice. Therefore, I created a 15-minute screencast that tied key D&I principles to clinical practice, with a particular focus on ethical […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Universally Speaking: crossing cultural & generational boundaries \u2013 a seminar series<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dan Jones,\u00a0School of Psychology & Clinical Language Sciences,\u00a0d.jones6@reading.ac.uk   Overview The \u2018Universally Speaking\u2019 series provides a platform for students, staff and community members to exchange ideas on culture, heritage, customs, values and traditions, via a seminar presentation. Each seminar is followed by an informal drinks reception to facilitate further discussion and interactions between the different […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Stories of Our Studies<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Simon Floodgate, Institute of Education,\u00a0s.floodgate@reading.ac.uk Overview A form of inter-active, reflective practice for students in which Playback Theatre (an improvisatory form) is used to \u2018play back\u2019 individual stories of students\u2019 experiences regarding all aspects of their studies.\u00a0 This process can support emotional literacy and well-being and promote professionalism in students at all levels of study. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reframing Identity 360<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kate Allen, Department of Art, k.allen@reading.ac.uk Overview An investigative artwork that explores identity using 360 cameras developed through practical, alumni led workshops and socially engaged art with current art students, school groups and the general public. Part of ArtLab Movement\u2019 at Tate Exchange (TEx) 2019 at the Tate Modern on March and be archived on […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Look After Your Mate: promoting student mental health and peer support within the School of Politics, Economics and International Relations<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Vicki Matthews, School of Politics, Economics and International Relations, v.matthews@reading.ac.uk Context Student Minds is the UK\u2019s Student Mental Health Charity, and was RUSU\u2019s charity of the year for 2018\/19. Student Mind\u2019s aspiration is to ensure students have the skills, knowledge and confidence to talk about their own mental health and look out for their peers.\u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Creating screencast videos to support and engage post-graduate students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Sue Blackett – Henley Business School, 2018-19 Overview I participated in the university’s Personal Capture pilot as a Champion for my school to trial the Mediasite tool to create screen cast videos for use in teaching and learning. My aim was to help PGT students get to grips with key\u00a0elements of the module.\u00a0The videos\u00a0facilitated\u00a0students\u00a0in\u00a0repeatedly viewing\u00a0content […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Flipped Learning to Meet the Challenges of Large Group Lectures<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how adopting a flipped classroom approach in Law helped to ensure a consistent teaching experience for large cohorts and positively impact on staff workload.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using wikis for assessed group work in new history modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shirin Irvine –\u00a0TEL Adviser, CQSD Overview For the academic year 2015\/16, the Department of History offered a brand-new Part 1 programme as part of the History Project. This resulted in the development of three new core modules. Dr Mara Oliva transformed common practice by using technology to carry out full electronic assessment for her module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding Employability Through Collaborative Curriculum Design<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how a collaborative partnership was used in Law to design the assessments within a trailblazing new module.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing diversity and inclusion teaching: Sexuality<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 July 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n\u00a0Laville\u00a0 \u00a0 \u00a0School of Psychology and Clinical Language Sciences\u00a0 \u00a0 \u00a0a.laville@reading.ac.uk Overview In line with the Equality Act (2010) and Department of Health (2011), sexual orientation needs to be considered in the training of the psychological workforce. Since 2011, I have been developing clinical teaching on sexual orientation with student satisfaction rates of 95-100%. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Communicating Ancient Sport<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 July 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Barbara Goff\u00a0 \u00a0 \u00a0School of Humanities\u00a0 \u00a0 \u00a0b.e.goff@reading.ac.uk Overview In my Part 2 module \u2018Ancient Sport\u2019 I offer students a choice between a traditional essay and an \u2018outreach project\u2019, which requires them to communicate an aspect of ancient sport to a non-academic audience, perhaps for schools or for the general public. Objectives To develop students\u2019 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Discovering and developing our diverse Library collections<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 February 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kerry Webb, Associate Director (Academic Liaison and Support), The Library\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0k.j.webb@reading.ac.uk\u00a0 New Library LGBT+ research guide We\u2019re all working hard to make our […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

What a cultural adventure: Moving from a career in industry to academia!<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shelen W. H. Ho, Henley Business School, University of Reading Malaysia\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0shelen.ho@henley.edu.my \u201cAcademia isn\u2019t for everyone!\u201d\u00a0 I was warned […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Update on making Word and PowerPoint accessible<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Richard Mitchell, Computer Science, r.j.mitchell@reading.ac.uk Preamble Earlier in the year, Laura Bennett and I wrote a blog on making Word and PowerPoint accessible, which reflected our experience of implementing the University\u2019s policy on Inclusive Practice in T&L, which is available here. Since that blog was written, the University has included Ally into Blackboard, which provides […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Update on making Word and PowerPoint accessible: By Professor Richard Mitchell<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Preamble Earlier in the year, Laura Bennett and I wrote a blog on making Word and PowerPoint accessible, which reflected our experience of implementing the University\u2019s policy on Inclusive Practice in T&L, which is available here. Since that blog was written, the University has included Ally into Blackboard, which provides academics with a view on […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Making Word and Powerpoint accessible: By Professor Richard Mitchell and Dr Laura Bennett<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Preamble Last year the University agreed a new Policy on Inclusive Practice in T&L, which is available at: http:\/\/www.reading.ac.uk\/web\/files\/qualitysupport\/Policy_on_Inclusive_Practice_in_Teaching_and_Learn.pdf. The implementation of this policy is being overseen by a working group chaired by Clare Furneaux, and one of its four subgroups, on Staff Training, has been chaired by us both. One aspect of the policy […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting Diversity through Targeted Skills Development: Helping Students to Speak a New Language by Alison Fenner SFHEA (Institution Wide Language Programme, ISLI)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Context As the student population becomes increasingly international, the IWLP language class cohorts are becoming ever more diverse. It has become evident to tutors in IWLP (as throughout the University) that the linguistic, educational and cultural aspects of a student\u2019s background can play an important role in their language acquisition, often helping some aspects while […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Social justice – Leading attitudinal change in students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Stephanie Sharp, Lecturer, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 s.sharp@reading.ac.uk\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Generative lab to tackle gender stereotypes and unconscious biases in teaching and learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Karen Jones & Dr Maria Kambouri-Danos, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 karen.jones@reading.ac.uk\u00a0 \u00a0 \u00a0m.kambouridanos@reading.ac.uk\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Year of activity: 2016\/17 Overview This entry describes a project which, with funding by the University of Reading Teaching and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting diversity through targeted language skills development<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alison Fenner, Lecturer, International Study and Language Institute \u00a0j.a.fenner@reading.ac.uk \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Building Student Resilience: THE POSTIVE MINDS PROGRAMME By Dr Paddy Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In Spring 2017 the Student Success & Engagement Team partnered with Positive (and the Charlie Waller Memorial Trust (CWMT)) to develop and deliver the Positive Minds pilot programme to 150 university students. The programme provided students with evidence-based cognitive and behavioural tools and techniques to manage pressure and build psychological resilience. The programme\u2019s aim was […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting Inclusivity and Diversity in Language Teaching and Learning at the University of Reading Authored by Laura Brown, Regine Klimpfinger, Daniela Standen and Enza Siciliano Verruccio<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 July 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Language learning and disability: how to avoid the \u2018avoidance\u2019? When the university disability office was approached in 2003 by a new member of staff for guidance on the assessment of a dyslexic student enrolled on a language module, the reply was that students with dyslexia are better advised to avoid foreign language courses. Fast-forward to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The \u2018Gender, Sexuality and Identities\u2019 Student Forum: Including UofR students in extra-curricular platforms By Dr Madeleine Davies (Department of English Literature)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 April 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The inaugural \u2018Gender, Sexuality and Identities Student Forum\u2019 met on the first day of the summer term, launching a new initiative aiming to create extra-curricular platforms for student debate. I organised this new Forum to respond to our students\u2019 expressed desire to extend conversations about the persistence of binary thinking and inequality beyond the immediate […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing practical and employability skills through an inclusive and structured placement programme by Dr Wing Man Lau and Sue Slade (MFRPS11)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Background The UK pharmacy regulator, General Pharmaceutical Council (GPhC), sets Standards for all UK Pharmacy Schools. The Standards stipulate that the undergraduate programme (MPharm) must provide students with practical experience in working with patients, carers and other healthcare professionals. This has led to a need to expand experiential learning within the pharmacy curriculum across the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How would you describe our students? By Ellie Highwood<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

At the Curriculum framework conference on 25th January 2017, it was a delight to present with Sed Joshi, Diversity and Inclusion Sabbatical officer from RUSU on the topic of \u201cHow well do we know our students?\u201d We gave staff a quiz, presented facts and figures about our students from the Annual Diversity and Inclusion Report, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging Everyone \u2013 reflections on Wednesday\u2019s D&I-themed T&L Conference – By Simon Chandler-Wilde<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I was blown away by Wednesday\u2019s teaching & learning conference \u201cEngaging everyone: addressing the diversity and inclusion expectations of the Curriculum Framework\u201c. This was lead-organised by my CQSD colleagues, especially Nina Brooke, but as a collaborative effort across the T&L patch, working with the T&L Dean Elizabeth McCrum \u00a0and others, and with the RUSU Education […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Fostering effective transition to university learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Ciara Healy, Arts and Communication Design c.healy@reading.ac.uk Overview This case study presents some approaches taken in the Department of Art to encourage relationship building between different cohorts of students and all members of staff. The majority of activities took place in the first 6 weeks of the Autumn term and focused especially on Welcome […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take Home Exam by Dr Stuart Lakin, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post has been uploaded to the T&L Exchange, and can now be found at: http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/take-home-exam\/<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Diversity and the curriculum<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 June 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Richard Harris, Institute of Education r.j.harris@reading.ac.uk Overview The focus of this work is on what I do and how I try to ensure that the curriculum I create reflects the diversity in society; this in turn impacts on the trainee teachers I work with and how confident they are in teaching a more diverse […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Diversifying a core skills module (English Literature)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 June 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2015-6 Overview This entry describes the diversification of a core Part One English Literature module, Research & Criticism (EN1RC). As a result of the changes outlined here, every graduate of English Literature at the University of Reading will have encountered Anglophone texts from across the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Tailored formula sheets \u2013 the \u2018cheat sheet\u2019 idea by Dr Karen Ayres<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

About 10 years ago I was intrigued when a colleague described taking exams at an Australian university, where he was given a blank sheet of paper on which he could write anything he wanted to take into the exam. He referred to this as a \u2018cheat sheet\u2019. I was familiar with both open and closed […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HOT TIP: Three steps towards inclusive teaching by Dr Patricia (Paddy) Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 January 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

How many times have you heard people say that the Reading student population is becoming more diverse? But what do they mean and what are the implications? Often they mean that they\/we are struggling to cope with what feels like the ever increasingly list of different needs for different ‘types of students’. Any quick skim […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\t\t\t\t\t\"Two<\/a>\n\t\t\t\t\n\t\t\t\t

Research in clinical practice: Developing teaching alongside NHS practitioners<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 May 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study exemplifies how the development of learning activities and materials can be supported by clinicians with leadership roles in the NHS to provide real-world experience of research in clinical practice. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding entrepreneurship and technology literacy in the student curriculum: A case study of a module for real estate students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 November 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Explore how integrating entrepreneurship and technology literacy into a real estate module enhanced student engagement and skill development, fostering a practical understanding of modern industry challenges.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Selfie<\/a>\n\t\t\t\t\n\t\t\t\t

Whose getting the development here? Utlising SoTL frameworks to reflect on personal development modules for senior level apprentices<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 August 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

A scholarship of teaching and learning informed collaborative study into personal development teaching on apprenticeship programmes by Elizabeth Houldsworth (Henley Business School) and Emma Watton (Lancaster University Management School)<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Four<\/a>\n\t\t\t\t\n\t\t\t\t

Designing an authentic assessment tailored specifically for Part 4 students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 August 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Julia Abery in SMPCS outlines the process of designing a tailored masters-level authentic assessment with the aim of increasing student engagement and promoting transferable skills. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blended Learning – Exploring the Experience of Disabled Law Students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Learning to Interpret and Assess Complex and Incomplete Environmental Data<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 January 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 \u2018messy\u2019 and \u2018complex\u2019.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Can Online Learning Facilitate Meaningful Interpersonal Connection?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 December 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shelley Harris reflects on the experience of taking Employability events online for creative writing students<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Inter-Professional Practical Workshop: Registered Intermediaries & Advocates in a Mock Criminal Court<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 January 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Amanda Millmore, Law,\u00a0a.millmore@reading.ac.uk\u00a0\u00a0Alison Cox, PCLS,\u00a0a.cox@reading.ac.uk Overview This was a collaboration between 2 schools (Law & PCLS) to introduce students to the work of Registered Intermediaries in Court in a practical way by offering co-curricular training. Registered Intermediaries are communication specialists who work in criminal cases to assist vulnerable people with significant communication difficulties to communicate […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Piloting General Practice (GP) experiential learning for MPharm Year 3 students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 January 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Catherine Langran, Lecturer in Pharmacy Practice, School of Pharmacy Daniel Mercer & Selen Morelle, MPharm Part 4 students, School of Pharmacy Background Throughout the Masters of Pharmacy degree (MPharm) students undertake experiential learning in hospital and community pharmacies. Experiential learning through placements is an important approach to teaching and learning; providing a safe learning environment […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Clinical skills development: using controlled condition assessment to develop behavioural competence aligned to Miller’s pyramid<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 December 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kat Hall,\u00a0 School of Chemistry, Food and Pharmacy,\u00a0k.a.hall@reading.ac.uk Overview The Centre for Inter-Professional Postgraduate Education and Training (CIPPET) provide PGT training for healthcare professionals through a flexible Masters programme built around blended learning modules alongside workplace-based learning and assessment.\u00a0 This project aimed to evolve the department\u2019s approach to delivering one of our clinical skills workshops […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing the use of the interactive whiteboard for initial teacher trainees (2011-12)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Catherine Foley, Institute of Education c.m.foley@reading.ac.uk Overview With interactive whiteboards becoming a well-established feature of English primary schools classrooms over the last decade, it is vital that the primary Post-Graduate Certificate of Education (PGCE) programme taught at the University\u00a0of Reading’s Institute of\u00a0Education prepares it graduates to be confident and competent in using interactive whiteboard technology […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding Employability Through Collaborative Curriculum Design<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how a collaborative partnership was used in Law to design the assessments within a trailblazing new module.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

ArtLab<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about the Art Department\u2019s innovative art and technology facility designed to support Outreach and Widening Participation activities. This ambitious project sees students work as co-researchers with local schools integrating arts with research and uses new technologies to unlock possibilities, raise aspirations, and promote the development of new skills. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Communicating Ancient Sport<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 July 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Barbara Goff\u00a0 \u00a0 \u00a0School of Humanities\u00a0 \u00a0 \u00a0b.e.goff@reading.ac.uk Overview In my Part 2 module \u2018Ancient Sport\u2019 I offer students a choice between a traditional essay and an \u2018outreach project\u2019, which requires them to communicate an aspect of ancient sport to a non-academic audience, perhaps for schools or for the general public. Objectives To develop students\u2019 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Refreshing Professional Practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how a professional practice module has transformed how students engage with their work in more professional, thoughtful, and meaningful ways. This has the potential to transform their marketability not only during but also following completion of their degree programme.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding employment in the curriculum: the MSci graduate showcase!<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 May 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Tamara Wiehe\u00a0 \u00a0 \u00a0School of Psychology and Clinical Language Sciences\u00a0 \u00a0 \u00a0t.wiehe@reading.ac.uk Overview Students on our programme \u2013 MSci Applied Psychology (Clinical) \u2013 are training to become qualified Psychological Wellbeing Practitioners (PWPs) so employment is naturally embedded in the curriculum. However, the existing career development session was originally designed for students on the postgraduate course […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Curriculum Framework review in Classics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Barbara Goff, Department of Classics, School of Humanities\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Can students and academics benefit from peer assisted learning (PAL) sessions?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Caroline Crolla, Student Success and Engagement Team, Student Services\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 c.s.crolla@reading.ac.uk Overview Peer Assisted Learning (PAL) is a globally recognised […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting diversity through targeted language skills development<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alison Fenner, International Study and Language Institute\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

What a cultural adventure: Moving from a career in industry to academia!<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shelen W. H. Ho, Henley Business School, University of Reading Malaysia\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0shelen.ho@henley.edu.my \u201cAcademia isn\u2019t for everyone!\u201d\u00a0 I was warned […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Curriculum Framework Review in Classics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Barbara Goff, Director of Teaching and Learning, Classics\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 b.e.goff@reading.ac.uk In the Classics department we reckon we review our curriculum all the time.\u00a0 We are constantly designing new modules that take cognisance of the latest research and share it with our students.\u00a0 We teach with epigraphy and 3D modelling, we […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Co-presenting with Students at Conferences and Engaging them in the Teaching and Learning Dialogue<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 May 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies (Department of English Literature) and Bethany Barnett-Sanders (Part 3 student, Department of English Literature) Engaging students in academic conversations outside the classroom presents challenges but recent activity in the Department of English Literature suggests that there are several ways of creating opportunities for this engagement. DEL has worked with Part 2 and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Outward mobility and real world engagement<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alison Nader\u00a0and\u00a0Ali Nicholson, Lecturers, International Study and Language Institute\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 a.m.nader@reading.ac.uk\u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Exploring different types of video cameras for use in practical classes and outreach By Dr Philippa Cranwell, Mrs Susan Mayes and Dr Jenny Eyley<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

A successful TLDF application in April provided us with funds to explore the use of different lapel-mounted cameras to look into student-student and student-staff interactions within a practical laboratory environment. This work is still ongoing, but we have learnt some interesting lessons about buying lapel-mounted cameras along the way, and have also used them successfully […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Forecasting, Feedback and Self-reflection by Dr Peter Inness<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Overview: Each year a group of part 2 students from Meteorology make their way across campus to the Minghella Building to film weather forecasts in the professional \u201cgreen screen\u201d studio. As well as improving their forecasting ability this module also helps students to improve their presentation skills \u2013 a key employability attribute in many careers. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Building Student Resilience: THE POSTIVE MINDS PROGRAMME By Dr Paddy Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In Spring 2017 the Student Success & Engagement Team partnered with Positive (and the Charlie Waller Memorial Trust (CWMT)) to develop and deliver the Positive Minds pilot programme to 150 university students. The programme provided students with evidence-based cognitive and behavioural tools and techniques to manage pressure and build psychological resilience. The programme\u2019s aim was […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting Inclusivity and Diversity in Language Teaching and Learning at the University of Reading Authored by Laura Brown, Regine Klimpfinger, Daniela Standen and Enza Siciliano Verruccio<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 July 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Language learning and disability: how to avoid the \u2018avoidance\u2019? When the university disability office was approached in 2003 by a new member of staff for guidance on the assessment of a dyslexic student enrolled on a language module, the reply was that students with dyslexia are better advised to avoid foreign language courses. Fast-forward to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of the BARS blog<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 blog showcasing the written work of Part Three students from the School of Biological Sciences. The blog is managed by students working closely with academic staff. This project will increase students’ awareness and skills that […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Commercial Law LLM Programmes – Engaging PGT Law students as equal partners in the redesign of a core programme module with the support of a UoR T&L grant By Dr Despoina (Deni) Mantzari (School of Law)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 June 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Introduction: Students as Partners In recent years, there has been an increased appetite in higher education to explore and enhance the ways in which students can become more involved in the design and delivery of their own learning experiences. A prominent way of doing so is engaging students as equal partners in a range of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Our new undergraduates will be Studying Smarter! By Dr Paddy Woodman & Dr Michelle Reid<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 May 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Anticipation and nervousness, with a hint of bewilderment and panic \u2013 we\u2019ve all seen these looks on our new Part 1 undergraduates. As established members of Reading\u2019s academic community, we often forget what it feels like to step into an unfamiliar learning environment. Our increasingly diverse undergraduate intake means that we must recognise the diverse […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Five ideas on how to use Chromebooks in the Classroom By Daniela Standen FHEA<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

As part of my quest to encourage students to learn broadly as well as encouraging them to engage with Italian deeply (J. Biggs, 2003), I have experimented with using the Chromebooks, which have been recently purchased by ISLI (International Study and Language Institute), in the classroom. Chromebooks are a great tool: they are quick to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework in student participation at academic conferences<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies and Dr Bethany Layne, School of Literature and Languages m.k.davies@reading.ac.uk Overview This entry offers a model of the way in which the aims embedded in the Curriculum Framework can be articulated via student engagement with research-led activity. Here we discuss the Framework-related teaching and learning benefits of involving our students centrally in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing practical and employability skills through an inclusive and structured placement programme by Dr Wing Man Lau and Sue Slade (MFRPS11)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Background The UK pharmacy regulator, General Pharmaceutical Council (GPhC), sets Standards for all UK Pharmacy Schools. The Standards stipulate that the undergraduate programme (MPharm) must provide students with practical experience in working with patients, carers and other healthcare professionals. This has led to a need to expand experiential learning within the pharmacy curriculum across the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How would you describe our students? By Ellie Highwood<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

At the Curriculum framework conference on 25th January 2017, it was a delight to present with Sed Joshi, Diversity and Inclusion Sabbatical officer from RUSU on the topic of \u201cHow well do we know our students?\u201d We gave staff a quiz, presented facts and figures about our students from the Annual Diversity and Inclusion Report, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging Everyone \u2013 reflections on Wednesday\u2019s D&I-themed T&L Conference – By Simon Chandler-Wilde<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I was blown away by Wednesday\u2019s teaching & learning conference \u201cEngaging everyone: addressing the diversity and inclusion expectations of the Curriculum Framework\u201c. This was lead-organised by my CQSD colleagues, especially Nina Brooke, but as a collaborative effort across the T&L patch, working with the T&L Dean Elizabeth McCrum \u00a0and others, and with the RUSU Education […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

University Teaching Fellows \u2013 Reflecting on the community by Katja Strohfeldt<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 September 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

With the start of the new academic year it is always a good idea to reflect on current practices and plan the year ahead. As the incoming chair for the Community of Practice (CoP) of University Teaching Fellows (UTF) I found myself reflecting on the identity and the purpose of this group. What is the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of a History Education module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Elizabeth Matthew, School of Humanities e.a.e.matthew@reading.ac.uk Year of activity: 2012\/13 Overview A collaborative project between the Department of History and the Institute of Education developed an innovative module in History, History Education (HS3HED), allowing Part Three students to test and develop their interest in teaching by undertaking and reflecting on a two-week subject-specific placement […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing our Professional Track<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Cindy Becker, Literature and Languages l.m.becker@reading.ac.uk Year of activity: 2015-16 Overview During the summer of 2016 we applied for \u00a3300 from the funds of Teaching and Learning Dean Dr David Carter and were awarded\u00a0the full amount. We were keen to develop our professional development scheme for students in the School of Literature and Languages, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take-home exam<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Stuart Lakin, Law s.j.lakin@reading.ac.uk Overview In a Part Two Law module, Public Law (LW2PL2), we have moved away from the conventional exam to a take-home exam. We publish the exam paper on Blackboard at an arranged date and time. We give the students approximately 48 hours to complete and submit their answers electronically. The impact […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Final Year Group Based Research Projects<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 have been introduced into the BSc Chemistry programme for final year students. Small teams of students investigate different aspects of a research problem, each working on a separate strand. The results are combined and overall […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Legal Seagulls : Experience Plan for overseas students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shweta Band, Law s.band@reading.ac.uk Year of activity: 2015-16 Overview The name \u2018Legal Seagulls\u2019 represents all overseas students in the School of Law. I initiated the Legal Seagulls Experience Plan in 2015-16 as a three-step support initiative to enhance the academic and university-life experience for our overseas students. This includes the Pre-arrival Academic Welcome Kit (PAWK), […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing independent learners – a first year skills module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Elizabeth Page, Chemistry, Food and Pharmacy e.m.page@reading.ac.uk Overview A series of skills based modules running through the three years of the BSc and MChem Chemistry programmes has been developed. The aim is to promote independent learning and the development of academic and employability skills through subject specific material and activities. This entry describes the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

International Law Mooting<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor James Green, Law j.a.green@reading.ac.uk Year of activity: 2007-08 Overview Since 2007, the Law School has run a Part Three module entitled \u2018International Law Mooting\u2019. This is a highly innovative module, where a team of four students participate in the prestigious Telders International Law Moot Court Competition. The competition involves the team presenting written \u2013 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take Home Exam by Dr Stuart Lakin, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post has been uploaded to the T&L Exchange, and can now be found at: http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/take-home-exam\/<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Digital Performance Lab: the application of tablet technologies in the teaching of contemporary performance<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Lib Taylor, School of Arts and Communication Design l.j.taylor@reading.ac.uk Year of activity: 2012-13 Overview The project explored how tablet technologies can be applied for teaching contemporary performance, through the creation of a Digital Performance Lab for use as part of the optional Part Three Contemporary Performance modules (FT3COA and FT3COB). Objectives Develop student employability […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding a virtual placement and professional mentoring in an MSc module to support student employability<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Sarah Cardey, School of Agriculture, Policy and Development s.p.cardey@reading.ac.uk Year(s) of case study activity: 2012-13 Overview A virtual placement was created with the C4D Network, allowing student\u00a0taking Communication for Innovation and Development within the Graduate School for International Development and Applied Economics (GIIDAE) to benefit from professional mentoring and networking, improving their employability as […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Exploring modern languages linguistics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Federico Faloppa and\u00a0Dr Chiara Ciarlo,\u00a0School of Literature and Languages f.faloppa@reading.ac.uk Overview The project successfully developed an introductory module\u00a0in general linguistics, with a focus on foreign language specific issues for Part Two students who choose to do a single or joint honours language degree. \u00a0Providing a module for the teaching of linguistics to Modern Languages […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

War Child on Screen<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 a public film season of four films (German, French, Spanish, Italian) with Reading Film Theatre (RFT) on ‘Children in War’ to commemorate the 70th anniversary of the end of World War II. The students chose […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing the module ‘Persuasive Writing’ and considering the professional development of our students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 the Department of English Literature to map onto the needs of the professional world, a PLanT project was created to gain input from professionals on the development and delivery of the module. As a result, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Core Issues in English Language Teaching: building student autonomy, technology-enhanced skills and employability<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 expertise in managing task-based approaches to learning, foster active engagement in seminars including international students, and support students\u2019 development of Technology Enhanced Learning (TEL) skills, through student-led revisions of a popular undergraduate module, with the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Assessing the use of Technology Enhanced Learning in Higher Education: the case of trading simulation software at the ICMA Centre<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Ioannis Oikonomou, ICMA Centre i.oikonomou@icmacentre.ac.uk Year(s) of activity: 2013-14 Overview This project reviewed\u00a0the effectiveness of the ICMA Centre’s use of trading simulation software, a unique combination of problem-based learning and role-playing which uses modern technology. \u00a0While it was found that students enjoyed having access to trading simulation software for their learning, a number of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Language Learning Advisor scheme<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 students to act as Language Learning Advisors (LLAs) to Institution-Wide Language Programme (IWLP) and Modern Languages and European Studies (MLES) students, providing peer support for developing language learning strategies.\u00a0 The scheme is popular, and has […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Campus Wildlife Champions<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 Conservation students) carried out species identification activities in The Centre for Wildlife Assessment and Conservation on Wednesday afternoons. Students were encouraged to ‘adopt’ and focus on a taxonomic group (or community) to acquire deep learning. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Politics Show on Junction11 Radio<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Alan Renwick, School of Politics, Economics and International Relations Year of activity: 2014\/15 Overview Our Teaching and Learning Development Fund (TLDF) award was used to fund the purchase of a laptop and recording equipment to help students in preparing materials for broadcast in the Politics Show on Junction11 Radio, the Reading University Students’ Union\u00a0radio […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Linked Academic Placements: solving a problem by Dr. Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 December 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In the Department of English Literature all of our Parts 2 and 3 modules are available as placement modules, allowing a student to identify (with our help) a suitable placement provider and work with the module convenor and me to craft a placement project or activity which links to the learning on their chosen module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing highly employable pharmacy graduates by Dr Samantha Weston<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 November 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In an effort to rise to the challenge of increasing the employability of graduates, staff from Reading School of Pharmacy worked in a cross-faculty collaboration with colleagues in Henley Business School to develop the UK\u2019s first Post-Graduate Certificate in Business and Administration available to undergraduate MPharm students. This clearly fits with the 2013-15 teaching and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\t\t\t\t\t\"stack<\/a>\n\t\t\t\t\n\t\t\t\t

Blending problem-based learning (PBL) and real-world scenarios on foundation economics: IFP<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Adopting an innovative approach of blending problem-based learning (PBL) and real-world scenarios in foundation economics to bridge academic and real-world economic concepts, while fostering active learning and critical thinking.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Flipped Learning to Meet the Challenges of Large Group Lectures<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how adopting a flipped classroom approach in Law helped to ensure a consistent teaching experience for large cohorts and positively impact on staff workload.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding Employability Through Collaborative Curriculum Design<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how a collaborative partnership was used in Law to design the assessments within a trailblazing new module.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Student-Led Audio Lecture Recording Pilot<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how student-led audio lecture recording in Law helped aid revision and reduce anxiety around exam season. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

ArtLab<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about the Art Department\u2019s innovative art and technology facility designed to support Outreach and Widening Participation activities. This ambitious project sees students work as co-researchers with local schools integrating arts with research and uses new technologies to unlock possibilities, raise aspirations, and promote the development of new skills. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Refreshing Professional Practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how a professional practice module has transformed how students engage with their work in more professional, thoughtful, and meaningful ways. This has the potential to transform their marketability not only during but also following completion of their degree programme.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Increasing Engagement Through Use of Collections<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how introducing collections in teaching not only improved student attendance and engagement, but also resulted in different teaching methods, positive student evaluations, and longer term, the design of more dynamic and interactive modules.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\t\t\t\t\t\"Screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

Enhancing students\u2019 linguistic and intellectual competence through Virtual Exchanges in Chinese and Japanese<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how Cong Xia Li and her colleague Asako Partington created the virtual exchange projects for their students.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

\u201cMaking it OUR Year Abroad\u201d: A student-staff collaboration to support the Year Abroad experience for Languages students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 September 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how students and staff in the Department of Languages and Cultures worked together to help peers prepare for the Year Abroad by creating channels to share their experience and advice. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How ISLI moved to full online teaching in four weeks<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more how ISLI moved to full online teaching in four weeks.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u2018A-level Study Boost: Unseen Poetry and the Creative Process\u2019: an online course<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rebecca Bullard,\u00a0School of Literature and Languages,\u00a0r.bullard@reading.ac.uk Overview \u2018A-level Study Boost: Unseen Poetry and the Creative Process\u2019 is a two-week online course created by staff and students in the Department of English Literature and the Online Courses team, and hosted on the social learning platform, FutureLearn. It engages a global audience of learners in reading, writing, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Universally Speaking: crossing cultural & generational boundaries \u2013 a seminar series<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dan Jones,\u00a0School of Psychology & Clinical Language Sciences,\u00a0d.jones6@reading.ac.uk   Overview The \u2018Universally Speaking\u2019 series provides a platform for students, staff and community members to exchange ideas on culture, heritage, customs, values and traditions, via a seminar presentation. Each seminar is followed by an informal drinks reception to facilitate further discussion and interactions between the different […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blackboard Collaborate cross-campus tutorials as a useful tool to enhance the Part One Pharmacy student experience at the University of Reading Malaysia<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Darius Widera, School of Chemistry, Food and Pharmacy d.widera@reading.ac.uk Overview After a successful application to act as one of the early adopters of Blackboard Collaborate at the University of Reading, this technology platform was used for a series of cross-campus tutorials within the Fundamentals of Physiology (PM1AM) module between the University of Reading\u2019s Whiteknights […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting diversity through targeted language skills development<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alison Fenner, International Study and Language Institute\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

What a cultural adventure: Moving from a career in industry to academia!<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shelen W. H. Ho, Henley Business School, University of Reading Malaysia\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0shelen.ho@henley.edu.my \u201cAcademia isn\u2019t for everyone!\u201d\u00a0 I was warned […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Closing the gap! Bringing together students studying at different campuses using Blackboard Collaborate<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kate Fletcher, Sue Slade, Kevin Flint, Raj Vaiyapuri, Wee Kiat Ong, School of Chemistry, Food and Pharmacy; Pharmacy Context MPharm Programme: Introduction to Professionalism and Practice Undergraduate (UG) students, Part 1 Number of participants in sessions: 20 (9 in the UK and 11 in Malaysia) Session length: 60 minutes Description \uf0b7 Part 1 students studying […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

What a Cultural Adventure: Moving from a Career in Industry to Academia!<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 August 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shelen W H Ho, Henley Business School, University of Reading Malaysia\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 shelen.ho@henley.edu.my \u201cAcademia isn\u2019t for everyone!\u201d\u00a0 I was warned by my business associates when I decided to become a full-time academic in 2016, after spending decades working outside of the enclaves of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Outward mobility and real world engagement<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alison Nader\u00a0and\u00a0Ali Nicholson, Lecturers, International Study and Language Institute\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 a.m.nader@reading.ac.uk\u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Outward mobility and real world engagement<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alison Nader and Ali Nicholson, Lecturers, International Study and Language Institute\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Five ideas on how to use Chromebooks in the Classroom By Daniela Standen FHEA<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

As part of my quest to encourage students to learn broadly as well as encouraging them to engage with Italian deeply (J. Biggs, 2003), I have experimented with using the Chromebooks, which have been recently purchased by ISLI (International Study and Language Institute), in the classroom. Chromebooks are a great tool: they are quick to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Subject specific English, academic, and professional skills for NUIST students in Chemistry<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Elizabeth Page, School of Chemistry, Food and Pharmacy; Aaron Woodcock, International Study and Language Institute e.m.page@reading.ac.uk, a.e.w.woodcock@reading.ac.uk Overview Two complementary modules within the Department of Chemistry, English Language for Chemists (CH3ENG) and Health and Safety and Professional Skills (CH3NUI), were created to support students recruited from the Nanjing University of Information Science and Technology […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Legal Seagulls : Experience Plan for overseas students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shweta Band, Law s.band@reading.ac.uk Year of activity: 2015-16 Overview The name \u2018Legal Seagulls\u2019 represents all overseas students in the School of Law. I initiated the Legal Seagulls Experience Plan in 2015-16 as a three-step support initiative to enhance the academic and university-life experience for our overseas students. This includes the Pre-arrival Academic Welcome Kit (PAWK), […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take Home Exam by Dr Stuart Lakin, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post has been uploaded to the T&L Exchange, and can now be found at: http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/take-home-exam\/<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Assessing the impact of internationalisation on students, from both a UK student perspective and a NUIST student perspective<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 of the intake of a cohort of 16 3+1 BSc Applied Chemistry students on the existing undergraduate students on programmes within the Department of Chemistry (approximately 72 students, on both BSc and MChem programmes), and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching in a divided classroom: the impact of internationalisation and marketisation on business education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr John Latsis, Henley Business School j.s.latsis@henley.ac.uk Year(s) of activity: 2013-14 Overview In the postgraduate module Managing People and Organisations (MMM048), provided by the School of Leadership, Organisations and Behaviour, assessment methods were altered in a manner that was mindful of the increased internationalisation and marketisation of UK Higher Education, in order to assist the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\t\t\t\t\t\"Two<\/a>\n\t\t\t\t\n\t\t\t\t

Research in clinical practice: Developing teaching alongside NHS practitioners<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 May 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study exemplifies how the development of learning activities and materials can be supported by clinicians with leadership roles in the NHS to provide real-world experience of research in clinical practice. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"classical<\/a>\n\t\t\t\t\n\t\t\t\t

ChatGPT: A conversational language study tool<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This project outlines the work undertaken in the Department of Classics to demystify generative artificial intelligence for ancient language staff and students over the 2023-2024 academic year.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Empowering tomorrow’s marketers: A journey through real-world skills and engaging learning in consumer behaviour group projects<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 October 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Bahram Mahmoodi Kahriz explores an authentic assessment involving peer feedback for undergraduate students in Henley Business School. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Selfie<\/a>\n\t\t\t\t\n\t\t\t\t

Whose getting the development here? Utlising SoTL frameworks to reflect on personal development modules for senior level apprentices<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 August 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

A scholarship of teaching and learning informed collaborative study into personal development teaching on apprenticeship programmes by Elizabeth Houldsworth (Henley Business School) and Emma Watton (Lancaster University Management School)<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"\"<\/a>\n\t\t\t\t\n\t\t\t\t

Decentring Ableism: Creative Applications of Film Accessibility in Film\/TV Practical Teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 June 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Lecturer in Screen Practices and Industries Shweta Gosh outlines how film\/TV accessibility tools such as captions can be used to teach filmmaking skills, facilitate creative thinking and create awareness about disability and accessibility.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

DIGITAL EDUCATION & ACCESSIBLE LEARNING<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article reports on the joint Institute of Education \/ Department of Computer Science Leverhulme funded project concerned with improving online learning for three groups of students. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The impact of COVID upon practical classes in Part 1 chemistry – an opportunity to redevelop a core module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 January 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article outlines the re-design, necessitated partly due to COVID-19, that was undertaken for the Part 1 chemistry module, CH1PRA, which services approximately 45 students per year.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reframing Identity 360<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kate Allen, Department of Art, k.allen@reading.ac.uk Overview An investigative artwork that explores identity using 360 cameras developed through practical, alumni led workshops and socially engaged art with current art students, school groups and the general public. Part of ArtLab Movement\u2019 at Tate Exchange (TEx) 2019 at the Tate Modern on March and be archived on […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using wikis for assessed group work in new history modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shirin Irvine –\u00a0TEL Adviser, CQSD Overview For the academic year 2015\/16, the Department of History offered a brand-new Part 1 programme as part of the History Project. This resulted in the development of three new core modules. Dr Mara Oliva transformed common practice by using technology to carry out full electronic assessment for her module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Discovering and developing our diverse Library collections<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 February 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kerry Webb, Associate Director (Academic Liaison and Support), The Library\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0k.j.webb@reading.ac.uk\u00a0 New Library LGBT+ research guide We\u2019re all working hard to make our […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blending face-to-face and online to deliver group seminars<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Jeremy Lelean, Staff Engagement\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Promoting Research in Teacher Education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 July 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Nasreen Majid, Institute of Education                                                                                            n.majid@reading.ac.uk Overview All students on […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Social justice \u2013 Leading attitudinal change in students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Stephanie Sharp, Lecturer, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of the BARS blog<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 blog showcasing the written work of Part Three students from the School of Biological Sciences. The blog is managed by students working closely with academic staff. This project will increase students’ awareness and skills that […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework in student participation at academic conferences<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies and Dr Bethany Layne, School of Literature and Languages m.k.davies@reading.ac.uk Overview This entry offers a model of the way in which the aims embedded in the Curriculum Framework can be articulated via student engagement with research-led activity. Here we discuss the Framework-related teaching and learning benefits of involving our students centrally in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving student engagement with resources using online Reading Lists<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 September 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Students engagement with recommended academic resources is key to developing a deeper understanding of their discipline and, ultimately, a more satisfying and stimulating educational environment. Seamless access to resources cited on reading lists has been much improved over the last 14 months with further investment in Library e-resources and the implementation of the Talis Aspire […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

LW2RPP – Research Placement Project<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Stavroula Karapapa, Law s.karapapa@reading.ac.uk Overview Research Placement Project (LW2RPP) is a module developed within the School of Law that aims to provide Part Two students with a hands-on experience of the academic research process, from the design of a project and research question through to the production of a research output. It is an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Classics Special Options: research-led teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Katherine Harloe, School of Humanities k.c.harloe@reading.ac.uk Overview All options in Classics Special Options (CLMSO) are research-led and arise directly from current research projects of academic staff. Students greatly enjoy learning about topics of current research within the subject, and members of staff report that they find teaching on their specialised topics of research interest […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Constructing research methods and statistics teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Lotte Meteyard, School of Psychology and Clinical Language Sciences l.meteyard@reading.ac.uk Overview Statistics teaching to Speech and Language Therapists within the Department of Clinical Language Sciences was redesigned in response to module evaluations. Whereas students had previously reported anxiety about statistics and struggled to appreciate the relevance of statistics to their practice, the introduction of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take-home exam<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Stuart Lakin, Law s.j.lakin@reading.ac.uk Overview In a Part Two Law module, Public Law (LW2PL2), we have moved away from the conventional exam to a take-home exam. We publish the exam paper on Blackboard at an arranged date and time. We give the students approximately 48 hours to complete and submit their answers electronically. The impact […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Final Year Group Based Research Projects<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 have been introduced into the BSc Chemistry programme for final year students. Small teams of students investigate different aspects of a research problem, each working on a separate strand. The results are combined and overall […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing independent learners – a first year skills module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Elizabeth Page, Chemistry, Food and Pharmacy e.m.page@reading.ac.uk Overview A series of skills based modules running through the three years of the BSc and MChem Chemistry programmes has been developed. The aim is to promote independent learning and the development of academic and employability skills through subject specific material and activities. This entry describes the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take Home Exam by Dr Stuart Lakin, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post has been uploaded to the T&L Exchange, and can now be found at: http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/take-home-exam\/<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\t\t\t\t\t\"photography<\/a>\n\t\t\t\t\n\t\t\t\t

Across the pond: Working in partnership with students to enhance international students\u2019 experience<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 March 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Learn about a PLanT project in which students and staff worked together on exploring and enhancing the experience of international students<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"A<\/a>\n\t\t\t\t\n\t\t\t\t

Improving student accessibility, learning opportunities and experience through enhanced fieldtrip information<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 March 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

An overview of our T&L Initiative Funded project to co-design a template to improve the quality of fieldtrip information to enhance student accessibility, preparedness, learning opportunities and experience, whilst also considering staff capacity. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"A<\/a>\n\t\t\t\t\n\t\t\t\t

The suitability of personalised AI models for ancient language T&L<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 February 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Testing OpenAI\u2019s GPTs, Google\u2019s Gems, and Blackboard Ultra\u2019s AI Assistant to see if personalised GenAI tools can resolve problems encountered with using freely-available GenAI tools for supporting ancient language T&L.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Pharmacy-style<\/a>\n\t\t\t\t\n\t\t\t\t

Video vignettes for pharmacy education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This project brought together Pharmacy and Film, Theatre & Television to create video vignettes showcasing cultural competence in pharmacy education, enabling learners to explore non-verbal cues and improve inclusive communication in patient care.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"yellow<\/a>\n\t\t\t\t\n\t\t\t\t

Supporting academic and social transition of first year speech and language therapy students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how Mirjana Sokolovic-Perovic and Joe Spackman in SPCLS implemented a buddy system to support academic and social transition of their students. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"classical<\/a>\n\t\t\t\t\n\t\t\t\t

ChatGPT: A conversational language study tool<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This project outlines the work undertaken in the Department of Classics to demystify generative artificial intelligence for ancient language staff and students over the 2023-2024 academic year.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"stack<\/a>\n\t\t\t\t\n\t\t\t\t

Blending problem-based learning (PBL) and real-world scenarios on foundation economics: IFP<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Adopting an innovative approach of blending problem-based learning (PBL) and real-world scenarios in foundation economics to bridge academic and real-world economic concepts, while fostering active learning and critical thinking.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding entrepreneurship and technology literacy in the student curriculum: A case study of a module for real estate students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 November 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Explore how integrating entrepreneurship and technology literacy into a real estate module enhanced student engagement and skill development, fostering a practical understanding of modern industry challenges.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"What<\/a>\n\t\t\t\t\n\t\t\t\t

The Hidden Curriculum Glossary \u2013 supporting transitions with student-created resources<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 24 October 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This student-staff partnership project developed a co-created glossary of useful language for incoming university students which has been adopted and adapted by colleagues across the University of Reading and widely across the sector. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"\"<\/a>\n\t\t\t\t\n\t\t\t\t

Improving student awareness of programme information through strategically-timed messaging<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 June 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In this case study, Dr Jayne Freeman reflects on her introduction of a staggered approach to delivering programme-level information to UG students in Psychology. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"\"<\/a>\n\t\t\t\t\n\t\t\t\t

Exploring students’ sense of belonging in the Charlie Waller Institute<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 May 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

What is students\u2019 perception of staff racial representation and its impact on students\u2019 sense of belonging in Charlie Waller Institute? Select here to find out the answer. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

Enhancing and developing the use of OneNote Class Notebook beyond the Covid-19 pandemic<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rita Balestrini in the Department of Languages and Cultures reflects on the T&L possibilities of Microsoft OneNote in blended learning environments.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflecting on developing support for disabled students attending clinical training courses in the Charlie Waller Institute<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study explores the development of a student forum for disabled students within the Charlie Waller Institute. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"red<\/a>\n\t\t\t\t\n\t\t\t\t

Developing resources to support student transition into HE<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In this case study, we reflect on how PCLS designed induction booklets for UG programmes, and how they helped students with the transition into higher education. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

Enhancing students\u2019 linguistic and intellectual competence through Virtual Exchanges in Chinese and Japanese<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how Cong Xia Li and her colleague Asako Partington created the virtual exchange projects for their students.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Empowering tomorrow’s marketers: A journey through real-world skills and engaging learning in consumer behaviour group projects<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 October 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Bahram Mahmoodi Kahriz explores an authentic assessment involving peer feedback for undergraduate students in Henley Business School. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

\u201cMaking it OUR Year Abroad\u201d: A student-staff collaboration to support the Year Abroad experience for Languages students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 September 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how students and staff in the Department of Languages and Cultures worked together to help peers prepare for the Year Abroad by creating channels to share their experience and advice. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Decorative<\/a>\n\t\t\t\t\n\t\t\t\t

Adapting a carousel technique from face to face to remote teaching on Blackboard Collaborate<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 September 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines how a carousel technique, whereby trainees complete a small group project then present the outcome to their peers, has been adapted for breakout rooms in Blackboard Collaborate.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Title<\/a>\n\t\t\t\t\n\t\t\t\t

Working in partnership with students to signpost support structures to first years<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Focusing on the use of student voice to support transition into university, this article discusses a successful Teaching and Learning Enhancement Project (TLEP) where videos were produced to help share key messages with new undergraduates.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Four<\/a>\n\t\t\t\t\n\t\t\t\t

Designing an authentic assessment tailored specifically for Part 4 students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 August 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Julia Abery in SMPCS outlines the process of designing a tailored masters-level authentic assessment with the aim of increasing student engagement and promoting transferable skills. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"a<\/a>\n\t\t\t\t\n\t\t\t\t

Reframing success in a partnership project<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 July 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Amanda Millmore in the School of Law focuses upon the work of our student-staff partnership project working together on a new elective first year module. Focusing on the role of student partners acting as peer mentors we aimed to support the transition of new students into university and provided a bridge into the Law School community. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"\"<\/a>\n\t\t\t\t\n\t\t\t\t

Decentring Ableism: Creative Applications of Film Accessibility in Film\/TV Practical Teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 June 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Lecturer in Screen Practices and Industries Shweta Gosh outlines how film\/TV accessibility tools such as captions can be used to teach filmmaking skills, facilitate creative thinking and create awareness about disability and accessibility.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Use and Usefulness of Peer Feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 December 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Peer feedback is underutilised in many disciplines. In our study, we wanted to find out the conditions under which peer feedback works, how it is received by students, and ways to remove barriers to its successful implementation. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using student feedback to make university-directed learning on placement more engaging<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 October 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study from Anjali in the CWI outlines how the student voice was used to collaboratively adapt a specific teaching format for postgraduate students on placements. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The university as a lending service \u2013 STEM learning with Lego<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 \u2018training the trainer\u2019 and \u2018resource lending\u2019 for maximum efficiency of resources.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using more low-tech hybrid\/hyflex teaching methods in English Literature modules \u2013 benefits and limitations.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Is hybrid learning, with a seminar leader teaching some students online whilst others learn in the classroom, something we should continue to offer in our teaching? A case study from a seminar leader in the Department of English Literature. *It is worth noting that hybrid teaching is not currently university policy and is not recommended for use.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using more high-tech hybrid\/hyflex teaching methods in language and academic skills learning contexts \u2013 benefits and limitations.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post reports the findings of a 2021 ISLI pilot study on the use of hybrid\/hyflex teaching and learning methods in teaching contexts which require multiple teacher-student and student-student interaction patterns. It should be noted that hybrid teaching is not currently university policy and is not recommended for use.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The One Where a Timetable Merger Gives Rise to a Curriculum Implementation Review<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 March 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the Psychological Wellbeing Practitioner (PWP) team\u2019s process of merging timetables for two sister programmes in response to department restructure, and the subsequent curriculum implementation review that inevitably followed.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Driving programme development in the IOE: student focus groups and paper writing<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 November 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article outlines the thinking to drive programme development through student focus groups across three IOE programmes.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Merging the Academic Tutor System into Compulsory Core Skills Modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 October 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines how SBS integrated academic tutoring into undergraduate core skills modules to give greater support for academic skills development and engagement between tutors and tutees.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Learning to Interpret and Assess Complex and Incomplete Environmental Data<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 January 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 \u2018messy\u2019 and \u2018complex\u2019.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Can Online Learning Facilitate Meaningful Interpersonal Connection?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 December 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shelley Harris reflects on the experience of taking Employability events online for creative writing students<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving student assessment literacy & engaging students with rubrics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 December 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Allan Laville School of Psychology & Clinical Languages Sciences In this 14 minute video, early rubrics adopter Dr. Allan Laville shares how he and colleagues in Psychology have sought to improve student assessment literacy, and have successfully engaged students with their assessment rubrics by embedding analysis of them into their in-class teaching and by […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Misconceptions About Flipped Learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 September 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Ed Tew shares his thoughts in the final of his three posts on flipped learning.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The DEL Feedback Action Plan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Case Study details how SLL produced new student-facing physical and online posters, designed by a \u2018Real Jobs\u2019 student, to instruct students on finding their feedback online, and generated \u2018marking checklists\u2019 for staff to indicate what needs to be included in feedback and what needs to be avoided.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Student co-creation of course material in Contract Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The PLaNT project involved the co-creation, with students, of a series and podcasts and other materials for Contract Law (LW1CON).<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Taking Academic Language and Literacy Courses Online<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the process of rapidly converting the Academic English Programme (AEP) to online, and reports student feedback and reflections on the experience.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Considering wellbeing within the placement module assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

All\u00e1n Laville (Dean for D&I and Lecturer in Clinical Psychology) and Libby Adams (Research Assistant), SPCLS Overview This project aimed to design a new alternative assessment to form a part of the MSci Applied Psychology course which puts emphasis on the practical sides of training as a Psychological Wellbeing Practitioner (PWP). This included utilising problem-solving […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Want your students to succeed? Then help them to interpret their grades<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 March 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Sonia Hood, Study Advice Manager, writes how helping students’ to understand their grades is key to their success.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Use of personal capture to enhance the module selection process in Mathematics and Statistics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Calvin James Smith – Department of Maths & Statistics Overview We created short videos advertising the content of modules to enable students to make more informed choices during the module selection process. Staff reported mixed experiences and interest in Mediasite personal capture so other mechanisms were also used (e.g. Camtasia, use of camcorder). Student feedback […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Inter-Professional Practical Workshop: Registered Intermediaries & Advocates in a Mock Criminal Court<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 January 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Amanda Millmore, Law,\u00a0a.millmore@reading.ac.uk\u00a0\u00a0Alison Cox, PCLS,\u00a0a.cox@reading.ac.uk Overview This was a collaboration between 2 schools (Law & PCLS) to introduce students to the work of Registered Intermediaries in Court in a practical way by offering co-curricular training. Registered Intermediaries are communication specialists who work in criminal cases to assist vulnerable people with significant communication difficulties to communicate […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing Diversity and Inclusion teaching: The importance of D&I and Ethical Practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 December 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville, Psychology and Clinical Language Sciences,\u00a0a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), teaching must include a focus on Diversity and Inclusion (D&I) as well how this relates to ethical practice. Therefore, I created a 15-minute screencast that tied key D&I principles to clinical practice, with a particular focus on ethical […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Universally Speaking: crossing cultural & generational boundaries \u2013 a seminar series<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dan Jones,\u00a0School of Psychology & Clinical Language Sciences,\u00a0d.jones6@reading.ac.uk   Overview The \u2018Universally Speaking\u2019 series provides a platform for students, staff and community members to exchange ideas on culture, heritage, customs, values and traditions, via a seminar presentation. Each seminar is followed by an informal drinks reception to facilitate further discussion and interactions between the different […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u2018How did I do?\u2019 Finding new ways to describe the standards of foreign language performance. A follow-up project on the redesign of two marking schemes (DLC)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rita Balestrini and Elisabeth Koenigshofer, School of Literature and Languages,\u00a0r.balestrini@reading; e.koenigshofer@reading.ac.uk Overview Working in collaboration with two Final Year students, we designed two \u2018flexible\u2019, \u2018minimalist\u2019 rubric templates usable and adaptable across different languages and levels, to provide a basis for the creation of level specific, and potentially task specific, marking schemes where sub-dimensions can be […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Working in partnership with our lecturers to redesign language marking schemes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Sian Wells (BA French and Italian) and Sophia Acton (BA Italian and Spanish) During the Spring and Summer term of 2019, we participated in a project within the Department of Modern Languages and European Studies (MLES, now Department of Languages and Cultures) with the aim of redesigning the marking schemes used for oral and written […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reframing Identity 360<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kate Allen, Department of Art, k.allen@reading.ac.uk Overview An investigative artwork that explores identity using 360 cameras developed through practical, alumni led workshops and socially engaged art with current art students, school groups and the general public. Part of ArtLab Movement\u2019 at Tate Exchange (TEx) 2019 at the Tate Modern on March and be archived on […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging Diverse Learning Communities in Partnership: A Case Study Involving Professional Practice Students in Re-designing an Assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 24 September 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

        Lucy Hart (student \u2013 trainee PWP)-\u00a0l.hart@student.reading.ac.uk\u00a0 Tamara Wiehe (staff \u2013 PWP Clinical Educator)- t.wiehe@reading.ac.uk Charlie Waller Institute, School of Psychology and Clinical Language Sciences Overview This case study re-designed an assessment for two Higher Education programmes where students train to become Psychological Wellbeing Practitioners (PWP) in the NHS. The use of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using personal capture to support students to learn practical theory outside of the laboratory<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 September 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Geraldine (Jay) Mulley – School of Biological Sciences\u00a0\u00a0 Overview I produced four screen casts to encourage students to better prepare for practical classes and to reinforce practical theory taught in class. Approximately 45% of the cohort watched at least some of the video content, mainly in the few days leading up to the practical […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Building bridges and smoothing edges<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 September 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Patrick Finnegan – School of Economics, Politics & International Relations Overview My use of the personal capture scheme was intended to enhance our teaching methods within the department. My initial aims of building additional video capture material into the ongoing lecture series did not come through but I was able to use the capture package […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

It’s snow problem! Using personal capture for recording a lecture cancelled on a ‘snow day’<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 September 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Adrian Aronsson-Storrier – School of Law Watch Adrian’s 5 minute video case study about how he used personal capture (the Mediasite tool) to record a lecture cancelled due to bad weather during the personal capture pilot project, 2018-19.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Creating screencast videos to support and engage post-graduate students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Sue Blackett – Henley Business School, 2018-19 Overview I participated in the university’s Personal Capture pilot as a Champion for my school to trial the Mediasite tool to create screen cast videos for use in teaching and learning. My aim was to help PGT students get to grips with key\u00a0elements of the module.\u00a0The videos\u00a0facilitated\u00a0students\u00a0in\u00a0repeatedly viewing\u00a0content […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 2)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies\u00a0and\u00a0Michael Lyons, School of Literature and Languages Overview The Department of English Literature (DEL) has run two student focus groups and two whole-cohort surveys as part of our\u00a0Teaching and Learning Development Fund\u2018Diversifying Assessments\u2019 project. This is the second of two\u00a0T&L Exchange entries on this topic. Click\u00a0here\u00a0for the first entry\u00a0which outlines how the feedback […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Rethinking assessment design, to improve the student\/staff experience when dealing with video submissions<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rachel Warner, School of Arts and Communication Design Rachel.Warner@pgr.reading.ac.uk Jacqueline Fairbairn, Centre for Quality Support and Development j.fairbairn@reading.ac.uk Overview Rachel in Typography and Graphic Communication (T&GC) worked with the Technology Enhanced Learning (TEL) team to rethink an assignment workflow, to improve the student\/staff experience when dealing with video submissions. Changes were made to address student […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Celebrating Student Success Through Staff-Student Publication Projects<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies, Department of English Literature m.k.davies@reading.ac.uk Overview In 2017 I replaced the exam on a Part 3 module I convene (\u2018Margaret Atwood\u2019) with an online learning journal assessment and I was so impressed with the students\u2019 work that I sought funding to publish selected extracts in a UoR book,\u00a0Second Sight: The Margaret Atwood […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students in assessment design<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Maria Kambouri-Danos, Institute of Education m.kambouridanos@reading.ac.uk Year of activity 2016\/17 Overview This entry aims to share the experience of re-designing and evaluating assessment in collaboration with students. It explains the need for developing the new assessment design and then discusses the process of implementing and evaluating its appropriateness. It finally reflects on the impact […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Independent research and research dissemination in undergraduate teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Ute Woelfel, Literature and Languages u.wolfel@reading.ac.uk Year of activity: 2016\/17 Overview In order to improve students\u2019 engagement, support their abilities as independent learners, and increase their feeling of ownership for their academic work, elements of independent research and research dissemination through the creation of research posters were included in a Part 2 module. Objectives […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using online learning journals<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Nicola Abram, School of Literature and Languages n.l.abram@reading.ac.uk Overview This entry describes the use of online Learning Journals on a Part Three English Literature module. This method of assessment supports students to carry out independent research and to reflect on their personal learning journey, and rewards students\u2019 sustained engagement and progress. Objectives To encourage […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using screencasts to deliver skills training: a Part One English Literature module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2015-6 Overview This entry describes the use of screencasts to deliver skills training on a compulsory Part One English Literature module. As a result of the changes outlined here, every student taking English Literature at the University of Reading will have access throughout their degree […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Closing the \u2018feedback loop’ using Unitu: Student uptake, usage and impact of a new online student feedback platform<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Emma Mayhew, Politics, Economics and International Relations e.a.mayhew@reading.ac.uk Year of activity: 2015\/16 Overview PLanT funding was used to research the impact of a new student feedback platform in Politics. Unitu creates an online student forum from which representatives pull issues onto a separate departmental board. Academics can then add responses and show if an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Game-based learning using social media<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Stanimira Milcheva, Henley Business School stani.milcheva@henley.reading.ac.uk Year of activity: 2015\/16 Overview We designed a simple game (called the REFinGame) which was aligned with the course material and launched it on Facebook. This approach, which could easily be applied to other discipline areas, was successfully used to enhance student learning and engagement with modules related […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blackboard Collaborate cross-campus tutorials as a useful tool to enhance the Part One Pharmacy student experience at the University of Reading Malaysia<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Darius Widera, School of Chemistry, Food and Pharmacy d.widera@reading.ac.uk Overview After a successful application to act as one of the early adopters of Blackboard Collaborate at the University of Reading, this technology platform was used for a series of cross-campus tutorials within the Fundamentals of Physiology (PM1AM) module between the University of Reading\u2019s Whiteknights […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reading University Observatory: A web-based resource for 21st century teaching and learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Andrew Gabey, School of Mathematical, Physical and Computation Sciences a.m.gabey@reading.ac.uk Year of activity: 2016\/17 Overview The University\u2019s Atmospheric Observatory continuously collects high-quality environmental data, which is used heavily in teaching courses \u2013 particularly in Meteorology.\u00a0 A new web-based system, due to go into service for the Autumn semester, has been developed under this project […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Virtual teaching collections in Archaeology and Classics: turning artefacts into 3D models<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Robert Hosfield, School of Archaeology, Geography and Environmental Science r.hosfield@reading.ac.uk Year of activity: 2015\/16 Lykethos Overview The project tested different methods for producing and disseminating 3D models of existing artefacts in the teaching collections of Classics and Archaeology. 3D scanning was labour intensive and struggled to accurately represent some of the raw materials. By […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipping Earth Science practicals and the use of digital specimens<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Hazel McGoff, School of Archaeology, Geography and Environmental Science h.j.mcgoff@reading.ac.uk Year of activity: 2016\/17 Overview This project established a library of digital images of our key mineral and rock specimens. Annotated explanatory labels were added to the images to create a resource that can be used to help students familiarise themselves with the specimens […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using wikis for assessed group work in new history modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shirin Irvine –\u00a0TEL Adviser, CQSD Overview For the academic year 2015\/16, the Department of History offered a brand-new Part 1 programme as part of the History Project. This resulted in the development of three new core modules. Dr Mara Oliva transformed common practice by using technology to carry out full electronic assessment for her module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Drawing on our Study Smart success at AMOSSHE<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 July 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Michelle Reid, Study Advice michelle.reid@reading.ac.uk Dr Paddy Woodman, Director of Student Services p.e.woodman@reading.ac.uk Paddy and Michelle ran a workshop showcasing our online transitions course, Study Smart, at the AMOSSHE Student Services conference recently. The workshop, attended by over 50 delegates, highlighted the ways we\u2019d used Study Smart to increase student confidence and create a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Sharing the ‘secrets’: Involving students in the use (and design?) of marking schemes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rita Balestrini, School of Literature and Languages, r.balestrini@reading.ac.uk Overview Between 2016 and 2018, I led a project aiming to enhance the process of assessing foreign language skills in the Department of Modern Languages and European Studies (MLES). The project was supported by the Teaching and Learning Development Fund. Its scope involved two levels of intervention: […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Attention Workshop<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Florian Roithmayr, School of Art and Communication Design\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Curriculum Framework review in Classics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Barbara Goff, Department of Classics, School of Humanities\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Can students and academics benefit from peer assisted learning (PAL) sessions?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Caroline Crolla, Student Success and Engagement Team, Student Services\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 c.s.crolla@reading.ac.uk Overview Peer Assisted Learning (PAL) is a globally recognised […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Curriculum Framework Review in Classics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Barbara Goff, Director of Teaching and Learning, Classics\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 b.e.goff@reading.ac.uk In the Classics department we reckon we review our curriculum all the time.\u00a0 We are constantly designing new modules that take cognisance of the latest research and share it with our students.\u00a0 We teach with epigraphy and 3D modelling, we […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving the student experience through the IWLP Tandem Language Learning scheme<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Ali Nicholson, International Study and Language Institute       ali.nicholson@reading.ac.uk  Overview Between 2016 and 2018 we have run a Tandem language scheme, whereby students studying a language with the Institution-wide Language Programme (IWLP) are paired up with a native speaker student, usually (though not always) a Visiting student.  Once introduced, the students spend one hour […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

University support to avoid plagiarism – Student\u2019s perspectives<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Angelique Chettiparamb and Lucy Newton, Henley Business School a.chettiparamb@reading.ac.uk; l.a.newton@henley.ac.uk Overview Four enterprising and enthusiastic students from different programmes in Henley Business School enquired into the effectiveness of School\/University measures to enhance and promote academic integrity. The students were Eilish McDonald, Hetvi Shah, Prinal Shah and Tillie Hunter The project leads were Dr Angelique Chettiparamb […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Can students and academics benefit from peer assisted learning (PAL) sessions?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Caroline Crolla, Student Success and Engagement Team, Student Services c.s.crolla@reading.ac.uk  Overview Peer Assisted Learning (PAL) is a globally recognised scheme where more experienced students who have already successfully completed a module work with students who are studying the module for the first time.   One hour, weekly PAL sessions are run by trained and experienced student […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Promoting Research in Teacher Education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 July 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Nasreen Majid, Institute of Education                                                                                            n.majid@reading.ac.uk Overview All students on […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Study Even Smarter<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 June 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Michelle Reid, Kim Shahabudin, and Sonia Hood, Study Advice The successful Study Smart online course will be running again for new Part 1 undergraduates, and will be launched to the new cohort on 28th August. Study Smart helps students make a smooth transition to university study by giving them a shared start point and by […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students in the design of assessment criteria<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Maria Kambouri-Danos, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Curriculum Framework Conference 2018<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 February 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On 31 January the Meadow Suite in Park House was a-buzz with an air of anticipation as attendees at the Curriculum Framework Conference munched on Breakfast Baguettes and gulped down copious quantities of fresh coffee and tea. Following a generous welcome and the obligatory identification of emergency exits, the morning\u2019s session commenced with a thoroughly […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Redesigning postgraduate curricula on commercial law through student engaging, research-informed and multidisciplinary pathway programmes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 February 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Stavroula Karapapa, School of Law\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 s.karapapa@reading.ac.uk Overview In 2015\/2016, we substantially redeveloped our postgraduate provision in commercial law through the introduction of a pioneering, student-engaging, research-informed and multidisciplinary set of postgraduate pathway programmes. Contrary to the programmes previously in place, the new […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Forecasting, Feedback and Self-reflection by Dr Peter Inness<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Overview: Each year a group of part 2 students from Meteorology make their way across campus to the Minghella Building to film weather forecasts in the professional \u201cgreen screen\u201d studio. As well as improving their forecasting ability this module also helps students to improve their presentation skills \u2013 a key employability attribute in many careers. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Involving students in the appraisal of rubrics for performance-based assessment in Foreign Languages By Dott. Rita Balestrini<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 December 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Context In 2016, in the Department of Modern Languages and European Studies (DMLES), it was decided that the marking schemes used to assess writing and speaking skills needed to be revised and standardised in order to ensure transparency and consistency of evaluation across different languages and levels. A number of colleagues teaching language modules had […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflections on university transition from a new staff member By Dr Alana James<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 November 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I started university this year, or at least it feels like I have upon starting my new job as a Lecturer in the School of Psychology and Clinical Language Sciences (PCLS). Every face around me is unfamiliar, the campus seems an unnerving maze, and simple processes have become logic puzzles. Oh the joy I felt […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A letter to my pre-UoRM self about teaching international students By Dr Dan Jones<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dear pre-UoRM Dan (circa 2015), So, you\u2019re looking forward to going to the University of Reading Malaysia (UoRM) soon, right? Slightly daunting I\u2019m sure, but you\u2019ll be telling yourself that the UK campus already has a large international cohort and that teaching in Malaysia won\u2019t be that different to what you have already been doing, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Facilitating student reflection on learning in the Great Hall by Rev Dr Geoff Taggart<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Great Hall is the jewel in the crown of the London Rd campus and its cavernous interior gives it a unique atmosphere, ideal for reflective kinds of learning. I was fortunate enough to teach a session there in October and its dramatic, imposing space was a key pedagogical tool. The session lasted two hours […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Social justice – Leading attitudinal change in students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Stephanie Sharp, Lecturer, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 s.sharp@reading.ac.uk\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A Language Teaching Community of Practice: Collaborative development of expertise and scholarship By Jackie Baines (Dept. of Classics), Rita Balestrini (MLES), Sarah Brewer (ISLI), Barbara King (IoE), Regine Klimpfinger (MLES), Congxia Li (IWLP), Sarah Marston (IoE)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Over the course of the last academic year, the idea of creating a Language Teaching Community of Practice (LT CoP) has taken shape and developed as part of the University strategy to support and promote language learning and expertise in foreign languages teaching. A number of colleagues involved in language teaching or teacher education from […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Henley students’ social media engagement<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alina Maroukian, Henley Business School                                        a.maroukian@henley.ac.uk                                                              […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Syllabusless: Students and staff engaging through research<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Nathalie Folkerts, School of Archaeology, Geography and Environmental Science nathaliefolkerts@gmail.com \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting diversity through targeted language skills development<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alison Fenner, Lecturer, International Study and Language Institute \u00a0j.a.fenner@reading.ac.uk \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Building Student Resilience: THE POSTIVE MINDS PROGRAMME By Dr Paddy Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In Spring 2017 the Student Success & Engagement Team partnered with Positive (and the Charlie Waller Memorial Trust (CWMT)) to develop and deliver the Positive Minds pilot programme to 150 university students. The programme provided students with evidence-based cognitive and behavioural tools and techniques to manage pressure and build psychological resilience. The programme\u2019s aim was […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Applying Flipped Learning to an IWLP Italian Stage 3 module: creating a deep learning environment By Daniela Standen FHEA<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 August 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

For the past four year I have incorporated Flipped Learning into my teaching. Flipped Learning started in the United States in secondary education (Bergmann & Sams, 2012) and it has been expanding into higher education. The principal premise is that instruction moves outside of the classroom and class time is freed up for practice and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students as partners in the redesign of an existing course curriculum<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Despoina Mantzari, School of Law d.mantzari@reading.ac.uk Overview In June 2016 I was awarded a small University of Reading Teaching and Learning grant with the objective to involve a group of ten postgraduate taught students from the School of Law as partners in the process of redesigning the curriculum of a core postgraduate taught module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting Inclusivity and Diversity in Language Teaching and Learning at the University of Reading Authored by Laura Brown, Regine Klimpfinger, Daniela Standen and Enza Siciliano Verruccio<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 July 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Language learning and disability: how to avoid the \u2018avoidance\u2019? When the university disability office was approached in 2003 by a new member of staff for guidance on the assessment of a dyslexic student enrolled on a language module, the reply was that students with dyslexia are better advised to avoid foreign language courses. Fast-forward to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of the BARS blog<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 blog showcasing the written work of Part Three students from the School of Biological Sciences. The blog is managed by students working closely with academic staff. This project will increase students’ awareness and skills that […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A student-led experiential post-studio practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Holly Sandford, Arts & Communication Design Overview Students in the Department of Art created a student-led experiential post-studio practice, DISCOMFORT, for Part Two students and teachers that challenges boundaries and restrictions within our art course (and ourselves), and encourages participatory, experiential sessions and activities, within and outside of the studio. Objectives Build two-way working relationships […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Commercial Law LLM Programmes – Engaging PGT Law students as equal partners in the redesign of a core programme module with the support of a UoR T&L grant By Dr Despoina (Deni) Mantzari (School of Law)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 June 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Introduction: Students as Partners In recent years, there has been an increased appetite in higher education to explore and enhance the ways in which students can become more involved in the design and delivery of their own learning experiences. A prominent way of doing so is engaging students as equal partners in a range of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

launch of new research network on politics in the Americas at Reading By Dr Mark Shanahan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 April 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On May 2, the Vice Chancellor of the University of Reading, Sir David Bell, will formally launch \u2018The Monroe Group\u2019 a new interdisciplinary research group at the university focused around the politics and political history of North America and the Caribbean. I\u2019m proud, alongside my colleague Dr. Maddi Davies from our English Literature Department, to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework in student participation at academic conferences<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies and Dr Bethany Layne, School of Literature and Languages m.k.davies@reading.ac.uk Overview This entry offers a model of the way in which the aims embedded in the Curriculum Framework can be articulated via student engagement with research-led activity. Here we discuss the Framework-related teaching and learning benefits of involving our students centrally in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Integrating Research-Led Teaching into Law: From Visit Days to Finals – Dr Beatrice Krebs and Dr Lawrence Hill-Cawthorne, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The benefits of research-led teaching for both staff and students are well known. From the perspective of students, it encourages and facilitates deeper learning and engagement with complex intellectual issues in the course materials. In so doing, it gives the students the opportunity to develop critical and creative thinking. For staff, it offers the opportunity […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing practical and employability skills through an inclusive and structured placement programme by Dr Wing Man Lau and Sue Slade (MFRPS11)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Background The UK pharmacy regulator, General Pharmaceutical Council (GPhC), sets Standards for all UK Pharmacy Schools. The Standards stipulate that the undergraduate programme (MPharm) must provide students with practical experience in working with patients, carers and other healthcare professionals. This has led to a need to expand experiential learning within the pharmacy curriculum across the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Final Year Group Based Research Projects<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 have been introduced into the BSc Chemistry programme for final year students. Small teams of students investigate different aspects of a research problem, each working on a separate strand. The results are combined and overall […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Legal Seagulls : Experience Plan for overseas students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shweta Band, Law s.band@reading.ac.uk Year of activity: 2015-16 Overview The name \u2018Legal Seagulls\u2019 represents all overseas students in the School of Law. I initiated the Legal Seagulls Experience Plan in 2015-16 as a three-step support initiative to enhance the academic and university-life experience for our overseas students. This includes the Pre-arrival Academic Welcome Kit (PAWK), […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Fostering effective transition to university learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Ciara Healy, Arts and Communication Design c.healy@reading.ac.uk Overview This case study presents some approaches taken in the Department of Art to encourage relationship building between different cohorts of students and all members of staff. The majority of activities took place in the first 6 weeks of the Autumn term and focused especially on Welcome […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

International Law Mooting<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor James Green, Law j.a.green@reading.ac.uk Year of activity: 2007-08 Overview Since 2007, the Law School has run a Part Three module entitled \u2018International Law Mooting\u2019. This is a highly innovative module, where a team of four students participate in the prestigious Telders International Law Moot Court Competition. The competition involves the team presenting written \u2013 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Exploring value co-creation (CCV) in the Law Feedback Project at ESLTIS 2016 by Imogen Moore and Laura Bennett, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Introduction As joint staff leaders (together with Dr Nora Honkala) on the current Law Feedback Project, we recently presented a paper exploring aspects of the project to the second annual Enhancing Student Learning Through Innovative Scholarship Conference, held at University College London on 28-29 June 2016. \u00a0This blog post explains a little about the Law […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Peer Assisted Learning: how did the PAL pilots go in 2015-16 at Reading? by Caroline Crolla<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 June 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I’ve gained more knowledge regarding the module & find it easier to ask for help. (Maths PAL participant) [PAL] is a more interactive way of working, more group work, some sharing about 4th year placement and the usefulness of this module for next year (S&L Therapy PAL participant) It\u2019s great to see people leave sessions […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Are we doing enough for our BTEC entrants? Authored by Dr Michelle Reid (Study Advice)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 April 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Transition to university is often geared towards students from an A-level background, so are we doing enough for students with vocational qualifications starting at Reading? Recent research from UCAS shows that one in four university entrants has done a BTEC (Havergal, 2016). Issues such as culture shock, work\/life balance, different assessment methods, and the perception […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of an online learning environment to enhance field trip communication<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 December 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Robert Jackson, School of Biological Sciences r.w.jackson@reading.ac.uk Overview An online learning environment was developed for a module, Microbiology Field Course (BI3B67), within the School of Biological Sciences (SBS). This online learning environment was used to facilitate staff and student communication while on a field trip, and was greatly successful, with students responding well to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improved Neural Network assessment by staged laboratory practicals<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 December 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Richard Mitchell, School of Systems Engineering r.j.mitchell@reading.ac.uk Overview Adjustments were made to teaching, assessment, and feedback in a Part Two module within the School of Systems Engineering, Neural Networks (SE2NN11), successfully using three-staged laboratory practicals in order to encourage students to use neural networks on a ‘real world’ application. Making these changes saw an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Use of a modified problem-based learning approach in aphasia therapy teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Arpita Bose, School of Psychology and Clinical Language Sciences a.bose@reading.ac.uk Year of activity: 2011\/12 Overview A modified problem-based learning approach was developed and implemented in Communication Impairment 3 (PL2CI3\/PLMCI3) within the School of Psychology and Clinical Language Sciences.  While the adoption of this approach was unpopular with students on the module, there was a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving student engagement with assessment and feedback through peer review<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Helen Parish,\u00a0School of Humanities h.l.parish@reading.ac.uk Year of activity: 2014-15 Overview The project investigated recent research and practice in peer assessment and feedback in order to implement a peer assessment model for use within History, and develop a framework for the adoption of said model in cognate disciplines where evaluation of substantial text-based assignments is […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Digital Performance Lab: the application of tablet technologies in the teaching of contemporary performance<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Lib Taylor, School of Arts and Communication Design l.j.taylor@reading.ac.uk Year of activity: 2012-13 Overview The project explored how tablet technologies can be applied for teaching contemporary performance, through the creation of a Digital Performance Lab for use as part of the optional Part Three Contemporary Performance modules (FT3COA and FT3COB). Objectives Develop student employability […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Incorporating research seminar series into teaching and learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Louise Johnson, School of Biological Sciences l.j.johnson@reading.ac.uk Overview In the School of Biological Studies a module, Seminars in Biology (BI3S78) was created, utilising the existing research seminar series within the School to structure assessment. The module is easily adaptable for other subject areas, and has proved very popular with students, and has aided in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

From a traditional classroom to a flipped classroom<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Karsten O. Lundqvist, School of Systems Engineering k.o.lundqvist@reading.ac.uk Year(s) of activity: 2013-14 Overview A flipped classroom approach was trialed for the Part Two Java\u00a0module (SE2JA11) taught in the School of Systems Engineering.\u00a0 Objectives Encourage students on the module to become deep-level learners, as they analyse, evaluate and create, rather than simply remembering and understanding. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Integrating Facebook into team-based learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 Management and Strategy (MM272), was redesigned on two pillars: teamwork, and social media (Facebook). Formal student evaluations were high and feedback from focus groups with students was very positive – students found the use of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The online studio: using Technology Enhanced Learning to support independent learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Jeanne-Louise Moys, School of Arts and Communication Design j.l.moys@reading.ac.uk Year of activity: 2014\u201315 Overview The project explored what kinds of online resources BA Graphic Communication students engage with and need and, through an iterative design process (combining prototyping and user testing), developed a new online resource interface to support learning. \u00a0As a result, staff […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

LS1TAL Techniques and Skills for Applied Linguistics: Improving the student experience<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 2014-15 to develop the Department of English Language and Applied Linguistics’ new compulsory Part One module Techniques and Skills for Applied Linguistics (LS1TAL), run for the first time in 2014-15, to make it more interesting, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

War Child on Screen<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 a public film season of four films (German, French, Spanish, Italian) with Reading Film Theatre (RFT) on ‘Children in War’ to commemorate the 70th anniversary of the end of World War II. The students chose […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing the module ‘Persuasive Writing’ and considering the professional development of our students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 the Department of English Literature to map onto the needs of the professional world, a PLanT project was created to gain input from professionals on the development and delivery of the module. As a result, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Introducing inclusive design to our new typography students by Jeanne-Louise Moys<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Breaking down Barriers has kicked off the academic year with a workshop in inclusive design with our new Part 1 typography students. Today we had our first\u00a0session for the BA Graphic Communication Integrated Design Methods module. The students engaged with the new SEE-IT sight exclusive prototype for assessing visual inclusion\/exclusion (currently being developed by the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching the Digital Text: Literature and the New Technologies<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Michelle O’Callaghan, School of Literature and Languages m.f.ocallaghan@reading.ac.uk Overview The project \u2018Teaching the Digital Text: Literature and the New Technologies\u2019 employed two undergraduate research assistants to help in the design of a Part Three module that aims to introduce students to current research in the digital humanities and teach practical digital skills. Resulting from […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Core Issues in English Language Teaching: building student autonomy, technology-enhanced skills and employability<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 expertise in managing task-based approaches to learning, foster active engagement in seminars including international students, and support students\u2019 development of Technology Enhanced Learning (TEL) skills, through student-led revisions of a popular undergraduate module, with the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Assessing the use of Technology Enhanced Learning in Higher Education: the case of trading simulation software at the ICMA Centre<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Ioannis Oikonomou, ICMA Centre i.oikonomou@icmacentre.ac.uk Year(s) of activity: 2013-14 Overview This project reviewed\u00a0the effectiveness of the ICMA Centre’s use of trading simulation software, a unique combination of problem-based learning and role-playing which uses modern technology. \u00a0While it was found that students enjoyed having access to trading simulation software for their learning, a number of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Language Learning Advisor scheme<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 students to act as Language Learning Advisors (LLAs) to Institution-Wide Language Programme (IWLP) and Modern Languages and European Studies (MLES) students, providing peer support for developing language learning strategies.\u00a0 The scheme is popular, and has […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Campus Wildlife Champions<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 Conservation students) carried out species identification activities in The Centre for Wildlife Assessment and Conservation on Wednesday afternoons. Students were encouraged to ‘adopt’ and focus on a taxonomic group (or community) to acquire deep learning. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Student-led Peer-assisted Learning (PAL) starts at Reading by Caroline Crolla<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Readers of this blog may recall Dr Patricia (Paddy) Woodman\u2019s \u201cHot tip: Student-led peer learning: a win-win for everyone\u201d posted on January 2015.\u00a0 She wrote then that \u201cThe University of Reading is about to appoint a peer assisted learning co-ordinator and launch a number of trial schemes in 2015\/16.\u201d\u00a0 Happily, I am that peer-assisted learning […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Politics Show on Junction11 Radio<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Alan Renwick, School of Politics, Economics and International Relations Year of activity: 2014\/15 Overview Our Teaching and Learning Development Fund (TLDF) award was used to fund the purchase of a laptop and recording equipment to help students in preparing materials for broadcast in the Politics Show on Junction11 Radio, the Reading University Students’ Union\u00a0radio […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Active learning methods for week intensive MSc modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Stef\u00e1n Th\u00f3r Smith, School of the Built Environment s.t.smith@reading.ac.uk Year(s) of case study activity: 2014-15 Overview Active learning methods were explored, and the Environmental Quality and Well-being module (CEM236EQW), a week intensive module offered by the School of the Built Environment, was amended to incorporate suitable active learning methods, improving student satisfaction and engagement.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Open Access to Languages (OpAL) presented at The Twenty-second International Conference on Learning in Madrid by Enza Siciliano Verrucio and Mar\u00eda Pilar Gray Carlos<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 July 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Twenty-second International Conference on Learning was held in Madrid on 9th-11th July 2015. It attracted over 300 delegates from the academic and professional arena across the world: Australia, Belgium, Brazil, Canada, China, Colombia, Czech Republic, Finland, Greece, Hong Kong, Hungary, Iceland, Iran (Islamic Republic of), Ireland, Israel, Italy, Jamaica, Malaysia, Mexico, New Zealand, Philippines, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The PLanT Project and \u2018Core Issues in English Language Teaching\u2019 by Jess Fullam, Emily King, Daria Pominova and Megumi Kuranaka<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

PLanT stands for Partners in Learning and Teaching. The project allows students and teachers to work together in order to improve a module using a small pot of money to fund meetings, focus groups and equipment. As a small group four of us (Jess, Emily, Daria and Meg) worked with our lecturer Clare Wright in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Working in partnership\u2026 by Dawn Willoughby<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

With ever-increasing speed it seems we have reached that time of year again when teaching is finished, exam results are calculated and our thoughts start to turn from the current academic session to planning for the next one. This offers some time to reflect on successes and think about the areas of teaching where we […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Spin-Off, Remake, Pop-up: Using a Research Exhibition to Showcase Undergraduate Research on Television in FTT by Dr Simone Knox<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Earlier this summer term, the Minghella Building hosted a lunchtime pop-up research exhibition under the theme of \u2018Screen Relations\u2019, which featured the research undertaken by Film, Theatre & Television students as part of their final assessment for the Part 3 module Television and Contemporary Culture. Led by myself as the convenor, the Spring term of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reading Lists at Reading: improving the student and staff experience by Kerry Webb and Helen Hathaway<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 March 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

  The University is investing in an online reading list and digital content management system from Talis Aspire. Implementation at Reading begins at Easter 2015. This initial phase will involve Library staff transferring all 2014-15 reading lists (which have existing copyright cleared scans associated with them) on to the new system, ready for review and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HOT TIP: Student-led peer learning: a win-win for everyone by Dr Patricia (Paddy) Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 January 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Student-led peer learning or peer assisted learning (PAL) is popping up in all sorts of universities up and down the land and is gaining momentum as a global phenomenon. It has been in an existence in the UK since the early 1990s and has been described as a win-win for everyone involved. The University of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HOT TIP: Three steps towards inclusive teaching by Dr Patricia (Paddy) Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 January 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

How many times have you heard people say that the Reading student population is becoming more diverse? But what do they mean and what are the implications? Often they mean that they\/we are struggling to cope with what feels like the ever increasingly list of different needs for different ‘types of students’. Any quick skim […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipped learning in a team-based situation with a dash of TEL by Dr Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 24 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This is my new recipe for extending the academic year and helping to welcome our new students. As with any new recipe, some bits of it went really well and some aspects of it were less impressive \u2013 and there was one moment when I was in danger of failing to cook up any learning […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Facebook, iPads and \u2018extreme\u2019 microbes in Iceland by Dr Becky Thomas, Dr Alice Mauchline and Dr Rob Jackson<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 August 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post relates to activities carried out on the EU ERASMUS Intensive Programme grant awarded to University of Reading to fund 10 students from each of Belgium, Germany and the UK, plus 5 staff in total from the three countries, to travel to Akureyri in Iceland. Once there, the grant funded a 2-week residential field […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Challenges of Web Residency by Dr Becky Thomas<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 July 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

We are living in an increasingly digital world; many of our students grow up immersed in this way of life, having access to a wealth of information online, often accessible wherever they are. But how do they use this appropriately in their learning, and how do we help them harness all of this information? These […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Advances regarding human action and learning with an inter-disciplinary research lens by Dr. Kleio Akrivou<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 July 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

For colleagues who may be interested in current research advances which may affect how we understand and practice learning and the role of agency and community in the class (involving all co-participants as a human community of practice), this inter-disciplinary theoretical conception may be informative. The problem which may be relevant to any settings of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Event report: Towards a Postcolonial Pedagogy: Engaging with literary representations of \u201crace\u201d, racism and ethnicity by Dr Nicola Abram<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 May 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Background There\u2019s a lively community of academics researching postcolonial literature, both across the UK and internationally. Many of us also enjoy the privilege of teaching these texts at undergraduate and postgraduate level, often on increasingly popular courses. Here at Reading, that includes modules on \u2018Black British Fiction\u2019, \u2018Nigerian Prose Literature\u2019 and \u2018Writing Global Justice\u2019 in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Group work: sure, but what about assessment? By Heike Bruton (a TLDF project)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 May 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Group work has many well-documented benefits for students, but it also provides considerable challenges. A frequent complaint from students is that differences in contributions are not recognised when everyone in the group receives the same mark – the free loader issue. However, when students are working unsupervised, it is very difficult for the tutor to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Making American Government a social experience by Mark Shanahan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 December 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Getting young people to engage in the political process appears to be a problem all across western democracies. Politics and politicians seem remote from the young and the gap between the Baby Boomers and Generation X figures holding the reins of power and the Millennials now making their way through university appears ever wider. This […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Student Researchers from the department of Art to present at RAISE 2013 by Christine Ellison<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 June 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

  As we continue to develop OSCAR the online student community in Art our students are becoming more involved and more integral to the development of the project. Together we are researching innovative ways to integrate the social network, designed to support our studio modules, across all of our programmes in Art. We have been […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting students through personal tutor tutorials by Dr Paul Glaister, Dr Karen Ayres and Dr Calvin James Smith<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 April 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

With the news that the University\u2019s personal tutorial system has been under review (Issue 2, T&L Reading), we thought it would be useful to highlight how we have been successfully combining pastoral and academic responsibilities of a personal tutor. In the Department of Mathematics and Statistics, for the last three years we have operated a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Virtual Careers Fairs by Amanda Duggan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 February 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Careers, Placement and Experience Centre\u2019s investment, thanks to a grant from the Annual Fund, in a software package for virtual fair technology, has enabled the service to extend its traditional offer of careers fairs and provide students with a virtual environment in which to interact with employers.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

NSS success: It’s the little things?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I was asked to contribute this after the Business School scored highly in the NNS survey for Management & Business degrees, and was invited to focus on things the School has done that have contributed to the maintenance of and improvement in our NSS scores that might be shared. The category includes our Accounting programmes, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\t\t\t\t\t\"photography<\/a>\n\t\t\t\t\n\t\t\t\t

Across the pond: Working in partnership with students to enhance international students\u2019 experience<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 March 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Learn about a PLanT project in which students and staff worked together on exploring and enhancing the experience of international students<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"A<\/a>\n\t\t\t\t\n\t\t\t\t

The suitability of personalised AI models for ancient language T&L<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 February 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Testing OpenAI\u2019s GPTs, Google\u2019s Gems, and Blackboard Ultra\u2019s AI Assistant to see if personalised GenAI tools can resolve problems encountered with using freely-available GenAI tools for supporting ancient language T&L.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"floating<\/a>\n\t\t\t\t\n\t\t\t\t

Creating a sustainable wellbeing support journey for apprenticeship students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This project outlines how we created a sustainable wellbeing support journey for the unique challenges experienced by degree apprenticeship students, who are both employee and student. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"yellow<\/a>\n\t\t\t\t\n\t\t\t\t

Supporting academic and social transition of first year speech and language therapy students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how Mirjana Sokolovic-Perovic and Joe Spackman in SPCLS implemented a buddy system to support academic and social transition of their students. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflections of an additional research assistant on a UROP project<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 December 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

SPCLS student Hannah Raheja reflects on being a UROP research assistant, offering recommendations for research-focused student-staff partnerships.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"What<\/a>\n\t\t\t\t\n\t\t\t\t

The Hidden Curriculum Glossary \u2013 supporting transitions with student-created resources<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 24 October 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This student-staff partnership project developed a co-created glossary of useful language for incoming university students which has been adopted and adapted by colleagues across the University of Reading and widely across the sector. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"\"<\/a>\n\t\t\t\t\n\t\t\t\t

Exploring students’ sense of belonging in the Charlie Waller Institute<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 May 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

What is students\u2019 perception of staff racial representation and its impact on students\u2019 sense of belonging in Charlie Waller Institute? Select here to find out the answer. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"two<\/a>\n\t\t\t\t\n\t\t\t\t

How should MSc Placements be assessed? Gathering the views of students to inform assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Reports the findings from interviews with students about how placements at Masters level should be assessed.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflecting on developing support for disabled students attending clinical training courses in the Charlie Waller Institute<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study explores the development of a student forum for disabled students within the Charlie Waller Institute. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Men<\/a>\n\t\t\t\t\n\t\t\t\t

Using constructivism to achieve a decolonised accounting curriculum<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 December 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Ekililu Salifu discusses using constructivism learning theory to achieve the objectives of a decolonised curriculum in a pseudo-technical subject area like accounting.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

\u201cMaking it OUR Year Abroad\u201d: A student-staff collaboration to support the Year Abroad experience for Languages students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 September 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how students and staff in the Department of Languages and Cultures worked together to help peers prepare for the Year Abroad by creating channels to share their experience and advice. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Title<\/a>\n\t\t\t\t\n\t\t\t\t

Working in partnership with students to signpost support structures to first years<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Focusing on the use of student voice to support transition into university, this article discusses a successful Teaching and Learning Enhancement Project (TLEP) where videos were produced to help share key messages with new undergraduates.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"a<\/a>\n\t\t\t\t\n\t\t\t\t

Reframing success in a partnership project<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 July 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Amanda Millmore in the School of Law focuses upon the work of our student-staff partnership project working together on a new elective first year module. Focusing on the role of student partners acting as peer mentors we aimed to support the transition of new students into university and provided a bridge into the Law School community. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Use and Usefulness of Peer Feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 December 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Peer feedback is underutilised in many disciplines. In our study, we wanted to find out the conditions under which peer feedback works, how it is received by students, and ways to remove barriers to its successful implementation. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using student feedback to make university-directed learning on placement more engaging<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 October 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study from Anjali in the CWI outlines how the student voice was used to collaboratively adapt a specific teaching format for postgraduate students on placements. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using more low-tech hybrid\/hyflex teaching methods in English Literature modules \u2013 benefits and limitations.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Is hybrid learning, with a seminar leader teaching some students online whilst others learn in the classroom, something we should continue to offer in our teaching? A case study from a seminar leader in the Department of English Literature. *It is worth noting that hybrid teaching is not currently university policy and is not recommended for use.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using more high-tech hybrid\/hyflex teaching methods in language and academic skills learning contexts \u2013 benefits and limitations.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post reports the findings of a 2021 ISLI pilot study on the use of hybrid\/hyflex teaching and learning methods in teaching contexts which require multiple teacher-student and student-student interaction patterns. It should be noted that hybrid teaching is not currently university policy and is not recommended for use.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The One Where a Timetable Merger Gives Rise to a Curriculum Implementation Review<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 March 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the Psychological Wellbeing Practitioner (PWP) team\u2019s process of merging timetables for two sister programmes in response to department restructure, and the subsequent curriculum implementation review that inevitably followed.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blended Learning – Exploring the Experience of Disabled Law Students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Running Virtual Focus Groups \u2013 Investigating the Student Experience of the Academic Tutor System<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 July 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how, whilst in lockdown, Amanda Millmore measured the impact of the new Academic Tutor System (ATS) on students in the School of Law, capturing their experiences, both good and bad, with a view to making improvements.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The DEL Feedback Action Plan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Case Study details how SLL produced new student-facing physical and online posters, designed by a \u2018Real Jobs\u2019 student, to instruct students on finding their feedback online, and generated \u2018marking checklists\u2019 for staff to indicate what needs to be included in feedback and what needs to be avoided.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Student co-creation of course material in Contract Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The PLaNT project involved the co-creation, with students, of a series and podcasts and other materials for Contract Law (LW1CON).<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Considering wellbeing within the placement module assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

All\u00e1n Laville (Dean for D&I and Lecturer in Clinical Psychology) and Libby Adams (Research Assistant), SPCLS Overview This project aimed to design a new alternative assessment to form a part of the MSci Applied Psychology course which puts emphasis on the practical sides of training as a Psychological Wellbeing Practitioner (PWP). This included utilising problem-solving […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing psychoeducational materials for individuals with learning disabilities<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 May 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville,\u00a0a.laville@reading.ac.uk, (Dean for D&I and Lecturer in Clinical Psychology) and Charlotte Field (Research Assistant and student on MSci Applied Psychology) Overview To improve access to psychoeducational materials by addressing the diverse needs of those accessing Improving Access to Psychological Therapy (IAPT) services. We worked on creating materials that could be used to describe […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Psychological Techniques to get the most out of your Feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 April 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Zainab Abdulsattar (student \u2013 Research Assistant), Tamara Wiehe (staff \u2013 PWP Clinical Educator) and Dr All\u00e1n Laville, a.laville@reading.ac.uk, (Dean for D&I and Lecturer in Clinical Psychology).\u00a0School of Psychology and CLS. Overview To help Part 3 MSci Applied Psychology students address the emotional aspect of engaging with and interpreting assessment feedback, we have created a Blackboard […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing and embedding electronic assessment overviews<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 March 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville,\u00a0a.laville@reading.ac.uk , Chloe Chessell and Tamara Wiehe Overview To develop our assessment practices, we created electronic assessment overviews for all assessments in Part 3 MSci Applied Psychology (Clinical) programme. Here we reflect on the benefits of completing this project via a student-staff partnership as well as the realised benefits for students. Objectives To […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u2018A-level Study Boost: Unseen Poetry and the Creative Process\u2019: an online course<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rebecca Bullard,\u00a0School of Literature and Languages,\u00a0r.bullard@reading.ac.uk Overview \u2018A-level Study Boost: Unseen Poetry and the Creative Process\u2019 is a two-week online course created by staff and students in the Department of English Literature and the Online Courses team, and hosted on the social learning platform, FutureLearn. It engages a global audience of learners in reading, writing, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Piloting General Practice (GP) experiential learning for MPharm Year 3 students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 January 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Catherine Langran, Lecturer in Pharmacy Practice, School of Pharmacy Daniel Mercer & Selen Morelle, MPharm Part 4 students, School of Pharmacy Background Throughout the Masters of Pharmacy degree (MPharm) students undertake experiential learning in hospital and community pharmacies. Experiential learning through placements is an important approach to teaching and learning; providing a safe learning environment […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u2018How did I do?\u2019 Finding new ways to describe the standards of foreign language performance. A follow-up project on the redesign of two marking schemes (DLC)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rita Balestrini and Elisabeth Koenigshofer, School of Literature and Languages,\u00a0r.balestrini@reading; e.koenigshofer@reading.ac.uk Overview Working in collaboration with two Final Year students, we designed two \u2018flexible\u2019, \u2018minimalist\u2019 rubric templates usable and adaptable across different languages and levels, to provide a basis for the creation of level specific, and potentially task specific, marking schemes where sub-dimensions can be […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Working in partnership with our lecturers to redesign language marking schemes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Sian Wells (BA French and Italian) and Sophia Acton (BA Italian and Spanish) During the Spring and Summer term of 2019, we participated in a project within the Department of Modern Languages and European Studies (MLES, now Department of Languages and Cultures) with the aim of redesigning the marking schemes used for oral and written […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding Employability Through Collaborative Curriculum Design<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how a collaborative partnership was used in Law to design the assessments within a trailblazing new module.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Student-Led Audio Lecture Recording Pilot<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how student-led audio lecture recording in Law helped aid revision and reduce anxiety around exam season. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

ArtLab<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about the Art Department\u2019s innovative art and technology facility designed to support Outreach and Widening Participation activities. This ambitious project sees students work as co-researchers with local schools integrating arts with research and uses new technologies to unlock possibilities, raise aspirations, and promote the development of new skills. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Sharing the ‘secrets’: Involving students in the use (and design?) of marking schemes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rita Balestrini, School of Literature and Languages, r.balestrini@reading.ac.uk Overview Between 2016 and 2018, I led a project aiming to enhance the process of assessing foreign language skills in the Department of Modern Languages and European Studies (MLES). The project was supported by the Teaching and Learning Development Fund. Its scope involved two levels of intervention: […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Redesigning postgraduate curricula on commercial law through student engaging, research-informed and multidisciplinary pathway programmes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 February 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Stavroula Karapapa, School of Law\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 s.karapapa@reading.ac.uk Overview In 2015\/2016, we substantially redeveloped our postgraduate provision in commercial law through the introduction of a pioneering, student-engaging, research-informed and multidisciplinary set of postgraduate pathway programmes. Contrary to the programmes previously in place, the new […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Involving students in the appraisal of rubrics for performance-based assessment in Foreign Languages By Dott. Rita Balestrini<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 December 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Context In 2016, in the Department of Modern Languages and European Studies (DMLES), it was decided that the marking schemes used to assess writing and speaking skills needed to be revised and standardised in order to ensure transparency and consistency of evaluation across different languages and levels. A number of colleagues teaching language modules had […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students as partners in the redesign of an existing course curriculum<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Despoina Mantzari, School of Law d.mantzari@reading.ac.uk Overview In June 2016 I was awarded a small University of Reading Teaching and Learning grant with the objective to involve a group of ten postgraduate taught students from the School of Law as partners in the process of redesigning the curriculum of a core postgraduate taught module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\t\t\t\t\t\"Decorative<\/a>\n\t\t\t\t\n\t\t\t\t

Coding a fairer system: A new approach to supervisor allocation<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 April 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Automating the Psychology dissertation supervisor allocation process transformed a complex, time-consuming task into a fairer, faster system. By collaborating across teams, refining communication, and developing a bespoke algorithm, efficiency, equity, and student experience improved.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"A<\/a>\n\t\t\t\t\n\t\t\t\t

The suitability of personalised AI models for ancient language T&L<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 February 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Testing OpenAI\u2019s GPTs, Google\u2019s Gems, and Blackboard Ultra\u2019s AI Assistant to see if personalised GenAI tools can resolve problems encountered with using freely-available GenAI tools for supporting ancient language T&L.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Padlet<\/a>\n\t\t\t\t\n\t\t\t\t

Using Padlet in teaching: A reflection on purpose and practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 October 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Henley Business School\u2019s Dr Anna De Amicis reflects on her use of Padlet, finding the digital tool enhances learning when its use is intentional rather than \u2018bolt on.\u2019 <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

Padlet & STEM notation: How can you make polls with a program source code on Padlet?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 October 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Alan Guedes in the Department of Computer Science explains how he, through trial and error, embeds coding notation and formative quizzes into Padlet. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"classical<\/a>\n\t\t\t\t\n\t\t\t\t

ChatGPT: A conversational language study tool<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This project outlines the work undertaken in the Department of Classics to demystify generative artificial intelligence for ancient language staff and students over the 2023-2024 academic year.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"stack<\/a>\n\t\t\t\t\n\t\t\t\t

Blending problem-based learning (PBL) and real-world scenarios on foundation economics: IFP<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Adopting an innovative approach of blending problem-based learning (PBL) and real-world scenarios in foundation economics to bridge academic and real-world economic concepts, while fostering active learning and critical thinking.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

Enhancing and developing the use of OneNote Class Notebook beyond the Covid-19 pandemic<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rita Balestrini in the Department of Languages and Cultures reflects on the T&L possibilities of Microsoft OneNote in blended learning environments.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Decorative<\/a>\n\t\t\t\t\n\t\t\t\t

Adapting a carousel technique from face to face to remote teaching on Blackboard Collaborate<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 September 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines how a carousel technique, whereby trainees complete a small group project then present the outcome to their peers, has been adapted for breakout rooms in Blackboard Collaborate.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

DIGITAL EDUCATION & ACCESSIBLE LEARNING<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article reports on the joint Institute of Education \/ Department of Computer Science Leverhulme funded project concerned with improving online learning for three groups of students. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The university as a lending service \u2013 STEM learning with Lego<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 \u2018training the trainer\u2019 and \u2018resource lending\u2019 for maximum efficiency of resources.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using more low-tech hybrid\/hyflex teaching methods in English Literature modules \u2013 benefits and limitations.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Is hybrid learning, with a seminar leader teaching some students online whilst others learn in the classroom, something we should continue to offer in our teaching? A case study from a seminar leader in the Department of English Literature. *It is worth noting that hybrid teaching is not currently university policy and is not recommended for use.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using more high-tech hybrid\/hyflex teaching methods in language and academic skills learning contexts \u2013 benefits and limitations.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post reports the findings of a 2021 ISLI pilot study on the use of hybrid\/hyflex teaching and learning methods in teaching contexts which require multiple teacher-student and student-student interaction patterns. It should be noted that hybrid teaching is not currently university policy and is not recommended for use.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using OneDrive to Address the Challenges of Online Groupwork<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 October 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how ISLI used the OneDrive cloud repository to promote student-student and student-teacher interaction on two Foundation year modules, including our rationale, implementation, examples and student reflections. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blended Learning – Exploring the Experience of Disabled Law Students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Xerte: engaging asynchronous learning tasks with automated feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 June 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article discusses how teaching staff in ISLI converted paper-based learning materials to an online format, so that students on our summer Pre-sessional programme, could work independently and receive, where appropriate, automated feedback on tasks.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Organising a Peer Review Event of Synchronous Online Teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 February 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Read Vicky Collins approach to addressing the challenges of remote learning, student engagement and new technology within ISLI. This article details an internal peer review event on the theme of \u2018Managing synchronous online teaching. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Can Online Learning Facilitate Meaningful Interpersonal Connection?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 December 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shelley Harris reflects on the experience of taking Employability events online for creative writing students<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving student assessment literacy & engaging students with rubrics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 December 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Allan Laville School of Psychology & Clinical Languages Sciences In this 14 minute video, early rubrics adopter Dr. Allan Laville shares how he and colleagues in Psychology have sought to improve student assessment literacy, and have successfully engaged students with their assessment rubrics by embedding analysis of them into their in-class teaching and by […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Promoting and Tracking Student Engagement on an Online Undergraduate Pre-sessional Course<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 September 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines approaches to fostering an active learning environment on the University\u2019s first fully online Undergraduate Pre-sessional Course.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Misconceptions About Flipped Learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 September 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Ed Tew shares his thoughts in the final of his three posts on flipped learning.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How ISLI\u2019s Assessment Team created an online oral exam for the Test of English for Educational Purposes (TEEP)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines ISLI’s process of creating a version of the Test of English for Educational Purposes (TEEP) for 1-1 online delivery.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Taking Academic Language and Literacy Courses Online<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the process of rapidly converting the Academic English Programme (AEP) to online, and reports student feedback and reflections on the experience.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Psychological Techniques to get the most out of your Feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 April 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Zainab Abdulsattar (student \u2013 Research Assistant), Tamara Wiehe (staff \u2013 PWP Clinical Educator) and Dr All\u00e1n Laville, a.laville@reading.ac.uk, (Dean for D&I and Lecturer in Clinical Psychology).\u00a0School of Psychology and CLS. Overview To help Part 3 MSci Applied Psychology students address the emotional aspect of engaging with and interpreting assessment feedback, we have created a Blackboard […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing and embedding electronic assessment overviews<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 March 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville,\u00a0a.laville@reading.ac.uk , Chloe Chessell and Tamara Wiehe Overview To develop our assessment practices, we created electronic assessment overviews for all assessments in Part 3 MSci Applied Psychology (Clinical) programme. Here we reflect on the benefits of completing this project via a student-staff partnership as well as the realised benefits for students. Objectives To […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using personal capture to supplement lectures and address FAQs<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Will Hughes – School of Built Environment (Construction Management & Engineering) Overview The personal capture pilot project helped me to develop and test ideas to advance what I had been previously trying using YouTube. One important lesson for me was that shorter duration videos better engage students. I also learned how to record videos featuring […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u2018A-level Study Boost: Unseen Poetry and the Creative Process\u2019: an online course<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rebecca Bullard,\u00a0School of Literature and Languages,\u00a0r.bullard@reading.ac.uk Overview \u2018A-level Study Boost: Unseen Poetry and the Creative Process\u2019 is a two-week online course created by staff and students in the Department of English Literature and the Online Courses team, and hosted on the social learning platform, FutureLearn. It engages a global audience of learners in reading, writing, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using personal capture as a method of coaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Ed Collins – School of Agriculture, Policy & Development Overview Personal capture software was used as a method of coaching, facilitating good study practice and identifying milestones for students in order to develop excellent assignments over two modules at undergraduate level. The impact of the project delivered was two-fold. From a student\u2019s perspective, it enabled […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Use of personal capture to enhance the module selection process in Mathematics and Statistics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Calvin James Smith – Department of Maths & Statistics Overview We created short videos advertising the content of modules to enable students to make more informed choices during the module selection process. Staff reported mixed experiences and interest in Mediasite personal capture so other mechanisms were also used (e.g. Camtasia, use of camcorder). Student feedback […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Accessible Professional Skills Training through Personal Capture: Museums, archives, rare books and heritage sites<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Rhianedd Smith – University Museums & Special Collections Services Overview This project looked at creating extension videos to help people to access behind-the-scenes and professional skills from museums and heritage sites which could not be delivered in class. It also allowed revision for skills which might be lost due to issues around memory in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Creating screen-casts to support students with using Microsoft Excel<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Gita Persand – Henley Business School Overview The main\u00a0motivation\u00a0for me\u00a0to\u00a0use\u00a0personal capture was to create short videos\u00a0(lasting six to seven minutes),\u00a0explaining various\u00a0financial\u00a0concepts in Excel. I teach Financial Modelling\u00a0(a practical hands-on module, taught in a computer lab)\u00a0to Part 2 students,\u00a0for which\u00a0I created\u00a0the\u00a0videos\u00a0using the\u00a0Mediasite\u00a0software.\u00a0I\u00a0then\u00a0uploaded\u00a0them\u00a0to\u00a0Blackboard\u00a0(via a video library)\u00a0for this module. I\u00a0was consulting with colleagues working with me on using […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Creating a screen-cast to support students posting to a blog<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Elisabeth Koenigshofer – School of Literature & Languages Overview As part of the Personal Capture Pilot Project,\u00a0I had many ideas to create videos for my students to enhance their learning.\u00a0Eventually, I created one video that students could refer to if they needed support when adding a post to a blog on Blackboard, which was one […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Creating screen-casts to enable students to catch up<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Jo Stringer – Henley Business School (Real Estate & Planning) Overview I created catch-up screen-casts for the first two live sessions of my postgraduate Law module. These enabled students to catch-up live sessions missed.\u00a0 The screen-casts were accessed by 25% of the students and the feedback was very positive.\u00a0Key finding: the students want more recorded […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing Diversity and Inclusion teaching: The importance of D&I and Ethical Practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 December 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville, Psychology and Clinical Language Sciences,\u00a0a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), teaching must include a focus on Diversity and Inclusion (D&I) as well how this relates to ethical practice. Therefore, I created a 15-minute screencast that tied key D&I principles to clinical practice, with a particular focus on ethical […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Electronic Management of Assessment: Creation of an e-Portfolio for PWP training programmes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 December 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Tamara Wiehe, Charlotte Allard & Hayley Scott (PWP Clinical Educators) Charlie Waller Institute; School of Psychology and Clinical Language Overview In line with the University\u2019s transition to Electronic Management of Assessment (EMA), we set out to create an electronic Portfolio (e-Portfolio) for use on our Psychological Well-being Practitioner (PWP) training programmes to replace an existing […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reframing Identity 360<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kate Allen, Department of Art, k.allen@reading.ac.uk Overview An investigative artwork that explores identity using 360 cameras developed through practical, alumni led workshops and socially engaged art with current art students, school groups and the general public. Part of ArtLab Movement\u2019 at Tate Exchange (TEx) 2019 at the Tate Modern on March and be archived on […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving assessment writing and grading skills through the use of a rubric – Dr Bolanle Adebola<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Bolanle Adebola is the Module Convenor and lecturer for the following modules on the LLM Programme (On campus and distance learning): International Commercial Arbitration, Corporate Governance, and Corporate Finance. She is also a Lecturer for the LLB Research Placement Project. Bolanle is also the Legal Practice Liaison Officer for the CCLFR. OBJECTIVES For students: […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using personal capture to support students to learn practical theory outside of the laboratory<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 September 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Geraldine (Jay) Mulley – School of Biological Sciences\u00a0\u00a0 Overview I produced four screen casts to encourage students to better prepare for practical classes and to reinforce practical theory taught in class. Approximately 45% of the cohort watched at least some of the video content, mainly in the few days leading up to the practical […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Building bridges and smoothing edges<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 September 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Patrick Finnegan – School of Economics, Politics & International Relations Overview My use of the personal capture scheme was intended to enhance our teaching methods within the department. My initial aims of building additional video capture material into the ongoing lecture series did not come through but I was able to use the capture package […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

It’s snow problem! Using personal capture for recording a lecture cancelled on a ‘snow day’<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 September 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Adrian Aronsson-Storrier – School of Law Watch Adrian’s 5 minute video case study about how he used personal capture (the Mediasite tool) to record a lecture cancelled due to bad weather during the personal capture pilot project, 2018-19.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Creating screencast videos to support and engage post-graduate students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Sue Blackett – Henley Business School, 2018-19 Overview I participated in the university’s Personal Capture pilot as a Champion for my school to trial the Mediasite tool to create screen cast videos for use in teaching and learning. My aim was to help PGT students get to grips with key\u00a0elements of the module.\u00a0The videos\u00a0facilitated\u00a0students\u00a0in\u00a0repeatedly viewing\u00a0content […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Flipped Learning to Meet the Challenges of Large Group Lectures<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how adopting a flipped classroom approach in Law helped to ensure a consistent teaching experience for large cohorts and positively impact on staff workload.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Making full use of grademark in geography and environmental science – Professor Andrew Wade<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

  Professor Andrew Wade\u00a0is responsible for research in hydrology, focused on water pollution, and Undergraduate and Postgraduate Teaching, including Hydrological Processes OBJECTIVES Colleagues within the School of Archaeology, Geography and Environmental Sciences (SAGES) have been aware of the University\u2019s broader ambition to move towards online submission, feedback and grading where possible. Many had already made […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Introducing online assessment in IFP modules – Dr Dawn Clarke<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

OBJECTIVES Colleagues within the IFP wanted to improve the student assessment experience. In particular we wanted to make the end to end process quicker and easier and reduce printing costs for students. We also wanted to offer some consistency with undergraduate programmes. This was particularly important for those students who stay in Reading after their […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Quickmarks to enhance essay feedback in the department of English Literature – Dr Mary Morrissey<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Within the department, I teach primarily in Early\u00a0Modern and Old English.\u00a0For more details of my teaching please see\u00a0Mary Morrissey Teaching and Convening My primary research subject is Reformation literature, particularly from London. I am particularly interested in Paul’s Cross, the most important public pulpit in sixteenth and seventeenth-century England. I retain an interested in early […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

MOVING TOWARDS E-ASSESSMENT: The Use of Electronic Submission and Grading on the Academic Skills Module – Svetlana Mazhurnaya<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I have been teaching English for over 15 years. I worked on EFL courses in Russia and the UK between 2000 \u2013 2012. I started teaching English for Academic Purposes in 2013 when I joined the International Foundation Programme at the University of Surrey. I have been working as an EAP tutor at the University […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

ELECTRONIC FEEDBACK AND GRADING METHODS – Dr Geoff Taggart<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Geoff Taggart is a lecturer in the Institute of Education and Programme Director for the Early Years Practice programme at Reading. As part of his secondment to the EMA programme, Geoff decided to run a focus group with students from the IoE to gather perspectives on electronic feedback and grading methods. OBJECTIVES To identify […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using rubrics to transform the marking and feedback experience – Professor Will Hughes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Will Hughes has extensively used rubric grids within Grademark across of all of his modules to significantly enhance student engagement with his feedback, student understanding of his marking criteria and student attainment in subsequent essays whilst making his own experience of marking more efficient. My research interests include the control and management of building […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 2)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies\u00a0and\u00a0Michael Lyons, School of Literature and Languages Overview The Department of English Literature (DEL) has run two student focus groups and two whole-cohort surveys as part of our\u00a0Teaching and Learning Development Fund\u2018Diversifying Assessments\u2019 project. This is the second of two\u00a0T&L Exchange entries on this topic. Click\u00a0here\u00a0for the first entry\u00a0which outlines how the feedback […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using grademark to write high quality feedback more rapidly in the school of law – Dr Annika Newnham<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Newnham is the module convenor for LLB Family Law. Her areas of interest include, Child Law, Autopoietic Theory, The Common Intention Constructive Trust. Since 2015, Annika has gradually personalised the \u2018Quickmarks\u2019 function within Turnitin Grademark to be both discipline specific and also assignment specific. In addition, Dr Newnham has also developed a lengthy comments […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Feedback via audiofiles in the Department of English Literature – Professor Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Cindy Becker is the Director of Teaching and Learning for the School of Literature and Languages and also teaches in the Department of English Literature. She is a Senior Fellow of the Higher Education Academy and has been awarded a University of Reading Teaching Fellowship. She is an enthusiastic member of several University Communities of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Changing the assessment experience of professional staff in SAPD – Emily Parsons<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Emily Parsons is a Senior Programme Administrator in\u00a0the School of Agriculture, Policy and Development (SAPD). Online assessment has been adopted throughout the SAPD, impacting academic and non- academic colleagues. In this case study, Emily outlines the experiences of her Support Centre team working with SAPD as an Early Adopter School. OBJECTIVES To reduce the administrative […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflecting on change and the management of non-standard submissions in Typography – Dr Jeanne-Louise Moys<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Jeanne-Louise teaches design practice, theory and research skills across a range of genres and platforms. She is the Programme Director for the MA Creative Enterprise and the Pathway Lead for the MA Communication Design (Information Design Pathway). OBJECTIVES Typography has been keen to continue to support the move from offline to online submission, feedback and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Pre-sessional English use of Turnitin’s online marking tool – Rob Playfair, IFP Course Tutor<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

OBJECTIVES I was interested in improving the efficiency of my marking, and liked the idea of having a digital record of written feedback to students. During the PSE induction for new tutors we were told that the University is moving towards e-feedback over the next few years so it seemed like a useful skill to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Rethinking assessment design, to improve the student\/staff experience when dealing with video submissions<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rachel Warner, School of Arts and Communication Design Rachel.Warner@pgr.reading.ac.uk Jacqueline Fairbairn, Centre for Quality Support and Development j.fairbairn@reading.ac.uk Overview Rachel in Typography and Graphic Communication (T&GC) worked with the Technology Enhanced Learning (TEL) team to rethink an assignment workflow, to improve the student\/staff experience when dealing with video submissions. Changes were made to address student […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Celebrating Student Success Through Staff-Student Publication Projects<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies, Department of English Literature m.k.davies@reading.ac.uk Overview In 2017 I replaced the exam on a Part 3 module I convene (\u2018Margaret Atwood\u2019) with an online learning journal assessment and I was so impressed with the students\u2019 work that I sought funding to publish selected extracts in a UoR book,\u00a0Second Sight: The Margaret Atwood […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students in assessment design<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Maria Kambouri-Danos, Institute of Education m.kambouridanos@reading.ac.uk Year of activity 2016\/17 Overview This entry aims to share the experience of re-designing and evaluating assessment in collaboration with students. It explains the need for developing the new assessment design and then discusses the process of implementing and evaluating its appropriateness. It finally reflects on the impact […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 1)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies, School of Literature and Languages Overview The Department of English Literature (DEL) is organising student focus groups as part of our\u00a0TLDF-funded \u2018Diversifying Assessments\u2019 project led by Dr Chloe Houston and Dr Madeleine Davies. This initiative is in dialogue with Curriculum Framework emphases engaging students in Programme Development and involving them as stakeholders. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using online learning journals<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Nicola Abram, School of Literature and Languages n.l.abram@reading.ac.uk Overview This entry describes the use of online Learning Journals on a Part Three English Literature module. This method of assessment supports students to carry out independent research and to reflect on their personal learning journey, and rewards students\u2019 sustained engagement and progress. Objectives To encourage […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using screencasts to deliver skills training: a Part One English Literature module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2015-6 Overview This entry describes the use of screencasts to deliver skills training on a compulsory Part One English Literature module. As a result of the changes outlined here, every student taking English Literature at the University of Reading will have access throughout their degree […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Henley Business School staff guide to using Turnitin to aid identifying and dealing with academic misconduct when marking<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Edith Rigby, Henley Business School e.rigby@henley.ac.uk Overview A review of existing University of Reading assessment advice and two staff workshops at Henley Business School to inform a new marker\u2019s guide on fair marking and managing Academic Misconduct. The marker\u2019s guide will specifically cover what to look out for and when and how to use Turnitin […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Closing the \u2018feedback loop’ using Unitu: Student uptake, usage and impact of a new online student feedback platform<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Emma Mayhew, Politics, Economics and International Relations e.a.mayhew@reading.ac.uk Year of activity: 2015\/16 Overview PLanT funding was used to research the impact of a new student feedback platform in Politics. Unitu creates an online student forum from which representatives pull issues onto a separate departmental board. Academics can then add responses and show if an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Game-based learning using social media<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Stanimira Milcheva, Henley Business School stani.milcheva@henley.reading.ac.uk Year of activity: 2015\/16 Overview We designed a simple game (called the REFinGame) which was aligned with the course material and launched it on Facebook. This approach, which could easily be applied to other discipline areas, was successfully used to enhance student learning and engagement with modules related […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blackboard Collaborate cross-campus tutorials as a useful tool to enhance the Part One Pharmacy student experience at the University of Reading Malaysia<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Darius Widera, School of Chemistry, Food and Pharmacy d.widera@reading.ac.uk Overview After a successful application to act as one of the early adopters of Blackboard Collaborate at the University of Reading, this technology platform was used for a series of cross-campus tutorials within the Fundamentals of Physiology (PM1AM) module between the University of Reading\u2019s Whiteknights […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

E-submission, marking and feedback – Pilar Gray-Carlos<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

OBJECTIVES To facilitate the administrative process in submission of summative assessment To inform module convenors and language teaching fellows of the tools supported by the University LMS Blackboard Learn To provide the opportunity to apply the above tools, gather experience and inform decision on best approaches and best practice To explore usability and applicability of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reading University Observatory: A web-based resource for 21st century teaching and learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Andrew Gabey, School of Mathematical, Physical and Computation Sciences a.m.gabey@reading.ac.uk Year of activity: 2016\/17 Overview The University\u2019s Atmospheric Observatory continuously collects high-quality environmental data, which is used heavily in teaching courses \u2013 particularly in Meteorology.\u00a0 A new web-based system, due to go into service for the Autumn semester, has been developed under this project […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Virtual teaching collections in Archaeology and Classics: turning artefacts into 3D models<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Robert Hosfield, School of Archaeology, Geography and Environmental Science r.hosfield@reading.ac.uk Year of activity: 2015\/16 Lykethos Overview The project tested different methods for producing and disseminating 3D models of existing artefacts in the teaching collections of Classics and Archaeology. 3D scanning was labour intensive and struggled to accurately represent some of the raw materials. By […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipping Earth Science practicals and the use of digital specimens<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Hazel McGoff, School of Archaeology, Geography and Environmental Science h.j.mcgoff@reading.ac.uk Year of activity: 2016\/17 Overview This project established a library of digital images of our key mineral and rock specimens. Annotated explanatory labels were added to the images to create a resource that can be used to help students familiarise themselves with the specimens […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using wikis for assessed group work in new history modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shirin Irvine –\u00a0TEL Adviser, CQSD Overview For the academic year 2015\/16, the Department of History offered a brand-new Part 1 programme as part of the History Project. This resulted in the development of three new core modules. Dr Mara Oliva transformed common practice by using technology to carry out full electronic assessment for her module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using quickmarks and rubrics in online assessment – Catherine Foley<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Catherine Foley is a lecturer in Primary Maths Education in the Institute of Education. She is Director of the Primary School Direct programme which trains people to be teachers whilst they are working in schools. OBJECTIVES Catherine describes her experience of using the Feedback Studio to move from Word-based marking an assignment to full use […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Student-Led Audio Lecture Recording Pilot<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how student-led audio lecture recording in Law helped aid revision and reduce anxiety around exam season. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

From boning a duck to reflecting on utopia in English Literature: Using blogs in teaching, learning and assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 March 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Lauren McCann, Centre for Quality Support and Development\u00a0 \u00a0l.j.mccann@reading.ac.uk Chloe Houston, School of Literature and Languages\u00a0 \u00a0c.houston@reading.ac.uk In the 2009 hit film \u2018Julie et Julia\u2019, real life American office worker Julie Powell (Amy Adams) spends a year cooking her way through culinary legend Julia Child\u2019s \u2018Mastering the Art of French Cooking\u2019 and \u2018blogs\u2019 about it. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HEA STEM Conference 30-31 January 2019<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 March 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Natasha Barrett, School of Biological Sciences\u00a0 \u00a0n.e.barrett@reading.ac.uk Having attended a few Advance HE (HEA) conferences, this was my first time presenting at an external T&L conference.\u00a0 I was quite nervous in advance – swatting up on the T&L literature, preparing fully copyright compliant materials (they publish your ppt) and rehearsing the talk to nail the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

University of Reading custom QuickMarks: 21 new comments to help students act on feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Emma Mayhew, Academic Director, EMA Programme e.a.mayhew@reading.ac.uk Geoff Taggart, Academic Partner, EMA Programme and Associate Professor, Institute of Education g.taggart@reading.ac.uk Michelle Reid, Study Advisor, The Library michelle.reid@reading.ac.uk When the EMA Programme ran a staff survey earlier this year, we were really interested to see the response to the use of the QuickMark function on Turnitin […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blending face-to-face and online to deliver group seminars<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Jeremy Lelean, Staff Engagement\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students in online careers events using Blackboard Collaborate<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Daniel Kiernan & Graham Philpott, Henley Business School\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 d.kiernan@henley.ac.uk\u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Closing the gap! Bringing together students studying at different campuses using Blackboard Collaborate<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kate Fletcher, Sue Slade, Kevin Flint, Raj Vaiyapuri, Wee Kiat Ong, School of Chemistry, Food and Pharmacy; Pharmacy Context MPharm Programme: Introduction to Professionalism and Practice Undergraduate (UG) students, Part 1 Number of participants in sessions: 20 (9 in the UK and 11 in Malaysia) Session length: 60 minutes Description \uf0b7 Part 1 students studying […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Blackboard Collaborate for small group tutorials with distance learning students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Adrian Aronsson-Storrier, School of Law\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Update on making Word and PowerPoint accessible<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Richard Mitchell, Computer Science, r.j.mitchell@reading.ac.uk Preamble Earlier in the year, Laura Bennett and I wrote a blog on making Word and PowerPoint accessible, which reflected our experience of implementing the University\u2019s policy on Inclusive Practice in T&L, which is available here. Since that blog was written, the University has included Ally into Blackboard, which provides […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Adopting a flipped classroom approach to meet the challenges of large group lectures<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Amanda Millmore, School of Law,\u00a0\u00a0a.millmore@reading.ac.uk Overview Faced with double-teaching a cohort of 480 students (plus an additional 30 in University of Reading Malaysia), I was concerned to ensure that students in each lecture group had a similar teaching experience. My solution was to \u201cflip\u201d some of the learning, by recording short video lectures covering content […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Study Even Smarter<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 June 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Michelle Reid, Kim Shahabudin, and Sonia Hood, Study Advice The successful Study Smart online course will be running again for new Part 1 undergraduates, and will be launched to the new cohort on 28th August. Study Smart helps students make a smooth transition to university study by giving them a shared start point and by […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How pre-sessional English has develop the use of Turnitin, submission, marking and feedback to support students\u2019 essay and exam writing.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Jonathan Smith is the School Director for Technology Enhanced Learning in ISLI (International Study and Language Institute). He is also a PSE (Pre-sessional English) Course Director and teacher of English. The Pre-sessional English programme accepts around 600 to 800 students each year. Their students develop English skills in academic writing, reading, speaking and listening. In […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Collaborating across the country (and beyond) with Collaborate by Dr Mark Shanahan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 November 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

10 Days before the US election, almost 40 students and four academics from across England came together to debate the Trump v Clinton fight for the White House, using Blackboard\u2019s Collaborate platform, writes Politics & IR Director of Teaching & Learning, Mark Shanahan. I\u2019d first come across collaborate at a TEL Showcase event, and had […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of an online learning environment to enhance field trip communication<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 December 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Robert Jackson, School of Biological Sciences r.w.jackson@reading.ac.uk Overview An online learning environment was developed for a module, Microbiology Field Course (BI3B67), within the School of Biological Sciences (SBS). This online learning environment was used to facilitate staff and student communication while on a field trip, and was greatly successful, with students responding well to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Digital Performance Lab: the application of tablet technologies in the teaching of contemporary performance<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Lib Taylor, School of Arts and Communication Design l.j.taylor@reading.ac.uk Year of activity: 2012-13 Overview The project explored how tablet technologies can be applied for teaching contemporary performance, through the creation of a Digital Performance Lab for use as part of the optional Part Three Contemporary Performance modules (FT3COA and FT3COB). Objectives Develop student employability […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Whiteknights biodiversity monitoring: building an app to collate long-term monitoring data of campus wildlife<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Alice Mauchline, School of Agriculture, Policy and Development; Dr Alastair Culham, School of Biological Sciences; Dr Karsten Lundqvist, School of Systems Engineering; Professor Alison Black, School of Arts and Communication Design; Dr Hazel McGoff, School of Archaeology, Geography and Environmental Science a.l.mauchline@reading.ac.uk Year of activity: 2013-14 Overview A mobile app was developed for the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

From a traditional classroom to a flipped classroom<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Karsten O. Lundqvist, School of Systems Engineering k.o.lundqvist@reading.ac.uk Year(s) of activity: 2013-14 Overview A flipped classroom approach was trialed for the Part Two Java\u00a0module (SE2JA11) taught in the School of Systems Engineering.\u00a0 Objectives Encourage students on the module to become deep-level learners, as they analyse, evaluate and create, rather than simply remembering and understanding. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Integrating Facebook into team-based learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 Management and Strategy (MM272), was redesigned on two pillars: teamwork, and social media (Facebook). Formal student evaluations were high and feedback from focus groups with students was very positive – students found the use of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The online studio: using Technology Enhanced Learning to support independent learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Jeanne-Louise Moys, School of Arts and Communication Design j.l.moys@reading.ac.uk Year of activity: 2014\u201315 Overview The project explored what kinds of online resources BA Graphic Communication students engage with and need and, through an iterative design process (combining prototyping and user testing), developed a new online resource interface to support learning. \u00a0As a result, staff […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

LS1TAL Techniques and Skills for Applied Linguistics: Improving the student experience<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 2014-15 to develop the Department of English Language and Applied Linguistics’ new compulsory Part One module Techniques and Skills for Applied Linguistics (LS1TAL), run for the first time in 2014-15, to make it more interesting, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching the Digital Text: Literature and the New Technologies<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Michelle O’Callaghan, School of Literature and Languages m.f.ocallaghan@reading.ac.uk Overview The project \u2018Teaching the Digital Text: Literature and the New Technologies\u2019 employed two undergraduate research assistants to help in the design of a Part Three module that aims to introduce students to current research in the digital humanities and teach practical digital skills. Resulting from […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Core Issues in English Language Teaching: building student autonomy, technology-enhanced skills and employability<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 expertise in managing task-based approaches to learning, foster active engagement in seminars including international students, and support students\u2019 development of Technology Enhanced Learning (TEL) skills, through student-led revisions of a popular undergraduate module, with the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

MOOCs at Reading \u2013 what, why and where next?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 of researchers and teaching practitioners from the Department of English Language and Applied Linguistics to explore teaching and learning implications of the University of Reading’s pilot Massive Open Online Course (MOOC), A Beginner’s Guide to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Assessing the use of Technology Enhanced Learning in Higher Education: the case of trading simulation software at the ICMA Centre<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Ioannis Oikonomou, ICMA Centre i.oikonomou@icmacentre.ac.uk Year(s) of activity: 2013-14 Overview This project reviewed\u00a0the effectiveness of the ICMA Centre’s use of trading simulation software, a unique combination of problem-based learning and role-playing which uses modern technology. \u00a0While it was found that students enjoyed having access to trading simulation software for their learning, a number of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Incorporating digital modelling into teaching and learning: Digital Silchester<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Matthew Nicholls, School of Humanities m.c.nicholls@reading.ac.uk Year(s) of activity: 2012-3 Overview Following on from the success of the Virtual Rome project, a Classics module was constructed to teach Part Three undergraduate students 3D digital modelling for the purposes of historical reconstruction. Student satisfaction with the module has been high, and students have benefited from […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Politics Show on Junction11 Radio<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Alan Renwick, School of Politics, Economics and International Relations Year of activity: 2014\/15 Overview Our Teaching and Learning Development Fund (TLDF) award was used to fund the purchase of a laptop and recording equipment to help students in preparing materials for broadcast in the Politics Show on Junction11 Radio, the Reading University Students’ Union\u00a0radio […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using technology to find low-tech solutions by Mary Morrissey<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Like a lot of people, I do not consider myself particularly savvy about technology: when I find that something is useful to me, I learn how to use it. That said, I think we can use learning technologies to come up with \u2018low tech\u2019 solutions to our teaching needs. Among the advantage is efficiency in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\n\t\t\t\t

Curriculum Framework Review in Classics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Barbara Goff, Director of Teaching and Learning, Classics\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 b.e.goff@reading.ac.uk In the Classics department we reckon we review our curriculum all the time.\u00a0 We are constantly designing new modules that take cognisance of the latest research and share it with our students.\u00a0 We teach with epigraphy and 3D modelling, we […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Implementing the Curriculum Framework \u2013 how can the Library help?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Karen Drury, Liaison Librarian for Art, Typography and Graphic Communication, and Management Dr Kim Shahabudin, Study Adviser Kerry Webb, Associate Director (Academic Liaison and Support), The Library In a world of constant new teaching and learning initiatives, implementing the Curriculum Framework might seem like one more job to do. If you\u2019re thinking that you could […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Update on making Word and PowerPoint accessible: By Professor Richard Mitchell<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Preamble Earlier in the year, Laura Bennett and I wrote a blog on making Word and PowerPoint accessible, which reflected our experience of implementing the University\u2019s policy on Inclusive Practice in T&L, which is available here. Since that blog was written, the University has included Ally into Blackboard, which provides academics with a view on […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Attention Workshop<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 October 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Florian Roithmayr, School of Art and Communication Design\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 f.roithmayr@reading.ac.uk Overview The two-day workshop \u201cAttention Please\u201d engaged students across the School of Art and Communication Design and the School of Architecture in a series of exercises to re-focus and sharpen their attention onto different materials, in different settings, under […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

What a Cultural Adventure: Moving from a Career in Industry to Academia!<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 August 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shelen W H Ho, Henley Business School, University of Reading Malaysia\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 shelen.ho@henley.edu.my \u201cAcademia isn\u2019t for everyone!\u201d\u00a0 I was warned by my business associates when I decided to become a full-time academic in 2016, after spending decades working outside of the enclaves of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Group work in Computer Science<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 July 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Richard Mitchell and Pat Parslow, Department of Computer Science\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 r.j.mitchell@reading.ac.uk\u00a0 \u00a0 \u00a0p.parslow@reading.ac.uk The Department of Computer Science held a workshop recently to consider our use of Group Work. This was facilitated by Pete Inness, School Deputy DTL, and Pete Andrews […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Study Even Smarter<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 June 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Michelle Reid, Kim Shahabudin, and Sonia Hood, Study Advice The successful Study Smart online course will be running again for new Part 1 undergraduates, and will be launched to the new cohort on 28th August. Study Smart helps students make a smooth transition to university study by giving them a shared start point and by […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Promoting Research in Teacher Education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 June 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Nasreen Majid, Institute of Education, n.majid@reading.ac.uk All students on the BA Primary Education (QTS) programme develop a piece of research, entitled, Advanced Teaching Project (ATP). This blog entry summarises how the ATP conference is used to develop peer learning in order for part 2 students to learn from the research experiences of part 3 students. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The EMA Symposium: Sharing Knowledge, Good Practice, and Cake<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 June 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies and Dr Emma Mayhew On Tuesday 22nd May 2018, over 150 colleagues from across the university gathered in the Meadow Suite to hear a series of presentations and to engage in conversations about the work that the EMA Programme has been doing to prepare for roll-out of online assessment and feedback. Colleagues […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Co-presenting with Students at Conferences and Engaging them in the Teaching and Learning Dialogue<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 May 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies (Department of English Literature) and Bethany Barnett-Sanders (Part 3 student, Department of English Literature) Engaging students in academic conversations outside the classroom presents challenges but recent activity in the Department of English Literature suggests that there are several ways of creating opportunities for this engagement. DEL has worked with Part 2 and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Making Word and Powerpoint accessible: By Professor Richard Mitchell and Dr Laura Bennett<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Preamble Last year the University agreed a new Policy on Inclusive Practice in T&L, which is available at: http:\/\/www.reading.ac.uk\/web\/files\/qualitysupport\/Policy_on_Inclusive_Practice_in_Teaching_and_Learn.pdf. The implementation of this policy is being overseen by a working group chaired by Clare Furneaux, and one of its four subgroups, on Staff Training, has been chaired by us both. One aspect of the policy […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Curriculum review in practice Aligning to the Curriculum Framework \u2013 first steps started By: Jeanne-Louise Moys, Rob Banham, James Lloyd<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

We\u2019re all hearing about the University\u2019s new Curriculum Framework in meetings and training. But how do we start to put this process of alignment into action for individual programmes? Three Typography & Graphic Communication (T&GC) colleagues decided to thrash out a clearer strategy for achieving this objective for our BA Graphic Communication programme. Background In […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Curriculum Framework Conference 2018<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 February 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On 31 January the Meadow Suite in Park House was a-buzz with an air of anticipation as attendees at the Curriculum Framework Conference munched on Breakfast Baguettes and gulped down copious quantities of fresh coffee and tea. Following a generous welcome and the obligatory identification of emergency exits, the morning\u2019s session commenced with a thoroughly […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How pre-sessional English has develop the use of Turnitin, submission, marking and feedback to support students\u2019 essay and exam writing.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Jonathan Smith is the School Director for Technology Enhanced Learning in ISLI (International Study and Language Institute). He is also a PSE (Pre-sessional English) Course Director and teacher of English. The Pre-sessional English programme accepts around 600 to 800 students each year. Their students develop English skills in academic writing, reading, speaking and listening. In […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

THE BENEFITS OF NEW MARKS AVAILABILITY ON RISIS FOR PERSONAL TUTORING: By Dr Madeline Davies, EMA Academic, and Kat Lee (External)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The EMA Programme has delivered a new function within RISIS that allows colleagues to see their students\u2019 sub modular marks on the Tutor Card. We have all had access to the Tutor Card for some time and it has provided an invaluable snapshot of a student\u2019s degree history, particularly useful for writing references and for […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Exploring different types of video cameras for use in practical classes and outreach By Dr Philippa Cranwell, Mrs Susan Mayes and Dr Jenny Eyley<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

A successful TLDF application in April provided us with funds to explore the use of different lapel-mounted cameras to look into student-student and student-staff interactions within a practical laboratory environment. This work is still ongoing, but we have learnt some interesting lessons about buying lapel-mounted cameras along the way, and have also used them successfully […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Launching the FLAIR CPD scheme at the University of Reading Malaysia – By Dr Eileen Hyder<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

One of the highlights of 2017 for me was launching the FLAIR CPD scheme at the University of Reading Malaysia. A substantial part of my role involves talking to colleagues about their work to help them to develop ideas for their FLAIR CPD application. These conversations give me wonderful snapshots into the fantastic work happening […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Forecasting, Feedback and Self-reflection by Dr Peter Inness<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Overview: Each year a group of part 2 students from Meteorology make their way across campus to the Minghella Building to film weather forecasts in the professional \u201cgreen screen\u201d studio. As well as improving their forecasting ability this module also helps students to improve their presentation skills \u2013 a key employability attribute in many careers. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting Diversity through Targeted Skills Development: Helping Students to Speak a New Language by Alison Fenner SFHEA (Institution Wide Language Programme, ISLI)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Context As the student population becomes increasingly international, the IWLP language class cohorts are becoming ever more diverse. It has become evident to tutors in IWLP (as throughout the University) that the linguistic, educational and cultural aspects of a student\u2019s background can play an important role in their language acquisition, often helping some aspects while […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Involving students in the appraisal of rubrics for performance-based assessment in Foreign Languages By Dott. Rita Balestrini<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 December 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Context In 2016, in the Department of Modern Languages and European Studies (DMLES), it was decided that the marking schemes used to assess writing and speaking skills needed to be revised and standardised in order to ensure transparency and consistency of evaluation across different languages and levels. A number of colleagues teaching language modules had […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

AN \u2018APPY CHRISTMAS IN AGRICULTURE: SHARING OUR TEACHING AND LEARNING EXPERIENCES By Dr Alice Mauchline & Prof Julian Park<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 November 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

During December 2016, we had the chance to share our teaching and learning experiences here at the University of Reading with thousands of other educators around the world by providing a case study for a seasonal online course called \u2018The 12 apps of Christmas\u2019. The free, open, short, online Continuing Professional Development (CPD) course was […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflections on university transition from a new staff member By Dr Alana James<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 November 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I started university this year, or at least it feels like I have upon starting my new job as a Lecturer in the School of Psychology and Clinical Language Sciences (PCLS). Every face around me is unfamiliar, the campus seems an unnerving maze, and simple processes have become logic puzzles. Oh the joy I felt […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A letter to my pre-UoRM self about teaching international students By Dr Dan Jones<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dear pre-UoRM Dan (circa 2015), So, you\u2019re looking forward to going to the University of Reading Malaysia (UoRM) soon, right? Slightly daunting I\u2019m sure, but you\u2019ll be telling yourself that the UK campus already has a large international cohort and that teaching in Malaysia won\u2019t be that different to what you have already been doing, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Facilitating student reflection on learning in the Great Hall by Rev Dr Geoff Taggart<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Great Hall is the jewel in the crown of the London Rd campus and its cavernous interior gives it a unique atmosphere, ideal for reflective kinds of learning. I was fortunate enough to teach a session there in October and its dramatic, imposing space was a key pedagogical tool. The session lasted two hours […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

What are the benefits of Study Smart? A student perspective By Tom Wise (Part 3, Psychological Theory and Practice)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Being a student mentor for the Study Smart online course for Part 1 undergraduates has offered me an opportunity for personal development, through examining the perspectives of upcoming students to the University. It has allowed me to reflect on my university experiences, and develop further skills in communication. These are areas particularly important to me, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A Language Teaching Community of Practice: Collaborative development of expertise and scholarship By Jackie Baines (Dept. of Classics), Rita Balestrini (MLES), Sarah Brewer (ISLI), Barbara King (IoE), Regine Klimpfinger (MLES), Congxia Li (IWLP), Sarah Marston (IoE)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Over the course of the last academic year, the idea of creating a Language Teaching Community of Practice (LT CoP) has taken shape and developed as part of the University strategy to support and promote language learning and expertise in foreign languages teaching. A number of colleagues involved in language teaching or teacher education from […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Launch of the Large Class Education Toolkit By Dr Katja Strohfeldt<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

With the start of the new term most of us will focus once again on one thing: How can we offer the best teaching to all of our students? Many of us will also face a very similar challenge: Class sizes are getting bigger and the student cohort is becoming increasingly diverse. Some of you […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Building Student Resilience: THE POSTIVE MINDS PROGRAMME By Dr Paddy Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In Spring 2017 the Student Success & Engagement Team partnered with Positive (and the Charlie Waller Memorial Trust (CWMT)) to develop and deliver the Positive Minds pilot programme to 150 university students. The programme provided students with evidence-based cognitive and behavioural tools and techniques to manage pressure and build psychological resilience. The programme\u2019s aim was […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Leaner, Cleaner, Greener: How Reading\u2019s assessment data is changing for the better:<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Leaner, Cleaner, Greener: How Reading\u2019s assessment data is changing for the better. Dr Emma Mayhew (EMA Academic Director), Dr Madeleine Davies (EMA Academic Partner), Kat Lee (Project Manager, External) The Electronic Management of Assessment (EMA) Programme has been created to deliver the University’s long-term vision for online assessment while improving the underlying processes and supporting […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Applying Flipped Learning to an IWLP Italian Stage 3 module: creating a deep learning environment By Daniela Standen FHEA<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 August 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

For the past four year I have incorporated Flipped Learning into my teaching. Flipped Learning started in the United States in secondary education (Bergmann & Sams, 2012) and it has been expanding into higher education. The principal premise is that instruction moves outside of the classroom and class time is freed up for practice and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting Inclusivity and Diversity in Language Teaching and Learning at the University of Reading Authored by Laura Brown, Regine Klimpfinger, Daniela Standen and Enza Siciliano Verruccio<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 July 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Language learning and disability: how to avoid the \u2018avoidance\u2019? When the university disability office was approached in 2003 by a new member of staff for guidance on the assessment of a dyslexic student enrolled on a language module, the reply was that students with dyslexia are better advised to avoid foreign language courses. Fast-forward to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Commercial Law LLM Programmes – Engaging PGT Law students as equal partners in the redesign of a core programme module with the support of a UoR T&L grant By Dr Despoina (Deni) Mantzari (School of Law)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 June 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Introduction: Students as Partners In recent years, there has been an increased appetite in higher education to explore and enhance the ways in which students can become more involved in the design and delivery of their own learning experiences. A prominent way of doing so is engaging students as equal partners in a range of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Our new undergraduates will be Studying Smarter! By Dr Paddy Woodman & Dr Michelle Reid<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 May 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Anticipation and nervousness, with a hint of bewilderment and panic \u2013 we\u2019ve all seen these looks on our new Part 1 undergraduates. As established members of Reading\u2019s academic community, we often forget what it feels like to step into an unfamiliar learning environment. Our increasingly diverse undergraduate intake means that we must recognise the diverse […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

launch of new research network on politics in the Americas at Reading By Dr Mark Shanahan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 April 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On May 2, the Vice Chancellor of the University of Reading, Sir David Bell, will formally launch \u2018The Monroe Group\u2019 a new interdisciplinary research group at the university focused around the politics and political history of North America and the Caribbean. I\u2019m proud, alongside my colleague Dr. Maddi Davies from our English Literature Department, to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The \u2018Gender, Sexuality and Identities\u2019 Student Forum: Including UofR students in extra-curricular platforms By Dr Madeleine Davies (Department of English Literature)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 April 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The inaugural \u2018Gender, Sexuality and Identities Student Forum\u2019 met on the first day of the summer term, launching a new initiative aiming to create extra-curricular platforms for student debate. I organised this new Forum to respond to our students\u2019 expressed desire to extend conversations about the persistence of binary thinking and inequality beyond the immediate […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Five ideas on how to use Chromebooks in the Classroom By Daniela Standen FHEA<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

As part of my quest to encourage students to learn broadly as well as encouraging them to engage with Italian deeply (J. Biggs, 2003), I have experimented with using the Chromebooks, which have been recently purchased by ISLI (International Study and Language Institute), in the classroom. Chromebooks are a great tool: they are quick to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Integrating Research-Led Teaching into Law: From Visit Days to Finals – Dr Beatrice Krebs and Dr Lawrence Hill-Cawthorne, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The benefits of research-led teaching for both staff and students are well known. From the perspective of students, it encourages and facilitates deeper learning and engagement with complex intellectual issues in the course materials. In so doing, it gives the students the opportunity to develop critical and creative thinking. For staff, it offers the opportunity […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Success Breeds Success: In Praise of FLAIR By Dr Madeleine Davies, Department of English Literature (SLL)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Reluctance My application to the HEA through the FLAIR Scheme was a task I deferred for as long as possible. I did not have time; it looked too difficult; I had so many other things to do, including research, marking, teaching and administration. To indicate that I would get down to applying eventually, I attended […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing practical and employability skills through an inclusive and structured placement programme by Dr Wing Man Lau and Sue Slade (MFRPS11)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Background The UK pharmacy regulator, General Pharmaceutical Council (GPhC), sets Standards for all UK Pharmacy Schools. The Standards stipulate that the undergraduate programme (MPharm) must provide students with practical experience in working with patients, carers and other healthcare professionals. This has led to a need to expand experiential learning within the pharmacy curriculum across the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

RESILIENCE: THE ROUTE TO SUCCESS By Dr Madeleine Davies<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

A Collaborative Initiative between Dr Madeleine Davies (Department of English Literature), Dr Ute Wolfel (Department of Modern European Languages), Dr Tony Capstick (Department of English Language and Linguistics) and Dr Alicia Pena Bizama (Counselling and Wellbeing) PROJECT OUTLINE In December 2016 the three Senior Tutors of the School of Language and Literature (SLL) met to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Working collaboratively with students to design lectures the way they want them – By Dr Wing Man Lau<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Have you ever had to deliver lecture materials so cognitively challenging and dull at the same time, that your students either become utterly befuddled or fall asleep before you finish delivering them? I have. The conundrum I am the Module Convenor for a pharmacy practice module that focuses on pharmacy laws and regulations relating to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How would you describe our students? By Ellie Highwood<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

At the Curriculum framework conference on 25th January 2017, it was a delight to present with Sed Joshi, Diversity and Inclusion Sabbatical officer from RUSU on the topic of \u201cHow well do we know our students?\u201d We gave staff a quiz, presented facts and figures about our students from the Annual Diversity and Inclusion Report, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging Everyone \u2013 reflections on Wednesday\u2019s D&I-themed T&L Conference – By Simon Chandler-Wilde<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I was blown away by Wednesday\u2019s teaching & learning conference \u201cEngaging everyone: addressing the diversity and inclusion expectations of the Curriculum Framework\u201c. This was lead-organised by my CQSD colleagues, especially Nina Brooke, but as a collaborative effort across the T&L patch, working with the T&L Dean Elizabeth McCrum \u00a0and others, and with the RUSU Education […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reading Academy at NUIST: busy colleagues undertake staff development By Angela Buckingham (Academic Developer)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 December 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On a chilly week mid-November, Clare McCullagh and Angela Buckingham headed out of Heathrow to fly fifteen hours east to reach the ancient city of Nanjing in China. Colleagues at Nanjing University of Information, Science and Technology (NUIST) were waiting for us to deliver the Teaching and Learning Development Course, contributing to the University of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

University Teaching Fellows aim to raise internal profile of T&L with PVC support, By Dr Katja Strohfeldt-Venables<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 December 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On the 10th November the University Teaching Fellows (UTFs) came together for their termly Community of Practice meeting. As chair of the Community for 2016\/17, I welcomed all UTFs and outlined my focus for this academic year: \u201cRaising the profile of UTFs\u201d. It was our great pleasure to welcome Prof Gavin Brooks to this meeting. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Collaborating across the country (and beyond) with Collaborate by Dr Mark Shanahan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 November 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

10 Days before the US election, almost 40 students and four academics from across England came together to debate the Trump v Clinton fight for the White House, using Blackboard\u2019s Collaborate platform, writes Politics & IR Director of Teaching & Learning, Mark Shanahan. I\u2019d first come across collaborate at a TEL Showcase event, and had […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Actively using the Student Charter with your tutees By Helen Bilton and Michelle Reid<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 October 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Student Charter ActivitiesStudent Charter ActivitiesHave you heard of the University of Reading Student Charter? Have you used the Student Charter with your students? Although many colleagues can recall it being launched a few years ago, fewer staff and, crucially, even fewer of our students are really aware of what the Charter is, or how it […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting Diversity through Targeted Skills Development: Helping Students to Speak a New Language by Alison Fenner SFHEA (Institution Wide Language Programme, ISLI)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Context As the student population becomes increasingly international, the IWLP language class cohorts are becoming ever more diverse. It has become evident to tutors in IWLP (as throughout the University) that the linguistic, educational and cultural aspects of a student\u2019s background can play an important role in their language acquisition, often helping some aspects while […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

InFormal Reflections by Amanda Fava-Verde, Mark Peace, Aaron Woodcock and Mariama Sheriff (ISLI)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Introduction In July this year, four members of teaching staff from the International Study and Language Institute (ISLI) headed up north to this year\u2019s InForm Conference.\u00a0 InForm is a journal published by ISLI and widely read by international foundation programme professionals across the UK.\u00a0 Its annual conference this year was held at Durham University and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

It\u2019s time! Viva Day – By Heike Bruton, Research Assistant and PhD Researcher<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 September 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

There can\u2019t be many more nerve-wracking oral exams than the PhD viva. A several-year build-up \u2013and then\u2026 what? To give research students an impression of what\u2019s it actually like on the day, Dr Carol Fuller from the Institute of Education has produced a short, entertaining and informative video. Using some Teaching and Learning Development Fund […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving student engagement with resources using online Reading Lists<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 September 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Students engagement with recommended academic resources is key to developing a deeper understanding of their discipline and, ultimately, a more satisfying and stimulating educational environment. Seamless access to resources cited on reading lists has been much improved over the last 14 months with further investment in Library e-resources and the implementation of the Talis Aspire […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

University Teaching Fellows \u2013 Reflecting on the community by Katja Strohfeldt<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 September 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

With the start of the new academic year it is always a good idea to reflect on current practices and plan the year ahead. As the incoming chair for the Community of Practice (CoP) of University Teaching Fellows (UTF) I found myself reflecting on the identity and the purpose of this group. What is the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u201cDoes size matter\u201d or \u201chow large is large\u201d? by Katja Strohfeldt<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 September 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Teaching of large cohort sizes is becoming more and more prominent at Universities. Many colleagues will have experienced this and also faced the challenges which come with teaching large class sizes. I am delighted that the University decided to support our research into large class size teaching with the special aspect of diversity. Rachel Pye […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take Home Exam by Dr Stuart Lakin, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post has been uploaded to the T&L Exchange, and can now be found at: http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/take-home-exam\/<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Exploring value co-creation (CCV) in the Law Feedback Project at ESLTIS 2016 by Imogen Moore and Laura Bennett, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Introduction As joint staff leaders (together with Dr Nora Honkala) on the current Law Feedback Project, we recently presented a paper exploring aspects of the project to the second annual Enhancing Student Learning Through Innovative Scholarship Conference, held at University College London on 28-29 June 2016. \u00a0This blog post explains a little about the Law […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Group work: students\u2019 solutions to the challenges by Sonia Hood<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Group work is an integral part of assessment at university but students rarely arrive equipped with the skills, experience and knowledge to deal with the challenges they face when working in groups. This can be a cause of anxiety for students and also a time consuming intervention for lecturers. Henley Business School approached Study Advice […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Power of Collaboration: Reflections on St Andrews EAP conference by Bruce Howell & Aaron Woodcock (ISLI)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In February 2016, we presented at a one-day English for Academic Purposes (EAP) conference at St Andrews University, showcasing Reading\u2019s \u2018English Language for Chemists\u2019 module, a collaboration between the International Study & Language Institute (ISLI) and the Department of Chemistry.\u00a0 As it turned out,\u00a0 collaboration between EAP and subject study departments, and its power to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Peer Assisted Learning: how did the PAL pilots go in 2015-16 at Reading? by Caroline Crolla<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 June 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I’ve gained more knowledge regarding the module & find it easier to ask for help. (Maths PAL participant) [PAL] is a more interactive way of working, more group work, some sharing about 4th year placement and the usefulness of this module for next year (S&L Therapy PAL participant) It\u2019s great to see people leave sessions […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Are we doing enough for our BTEC entrants? Authored by Dr Michelle Reid (Study Advice)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 April 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Transition to university is often geared towards students from an A-level background, so are we doing enough for students with vocational qualifications starting at Reading? Recent research from UCAS shows that one in four university entrants has done a BTEC (Havergal, 2016). Issues such as culture shock, work\/life balance, different assessment methods, and the perception […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A welcome website for the newborn National Network of Teaching-Focussed Academics by Rita Balestrini and Chiara Cirillo<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Teaching-Focussed Academic Staff Network, whose inaugural conference was hosted by the University of Durham on 16th and 17th July, now has a dedicated website. When we read the call for papers of the conference, entitled \u2018Enhancing Student Learning Through Innovative Scholarship\u2019, we realised that besides providing an opportunity to share innovative scholarly activities across […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

University Teaching Fellows – A Growing Community by Helen Hathaway<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

As the new academic year starts it seems a good time to focus on the Community of Practice of University Teaching Fellows (UTF). It is a growing community of teaching enthusiasts who are not only committed to teaching innovation and excellence, but to continuing professional development of themselves and their colleagues. \u00a0As incoming chair of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Introducing inclusive design to our new typography students by Jeanne-Louise Moys<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Breaking down Barriers has kicked off the academic year with a workshop in inclusive design with our new Part 1 typography students. Today we had our first\u00a0session for the BA Graphic Communication Integrated Design Methods module. The students engaged with the new SEE-IT sight exclusive prototype for assessing visual inclusion\/exclusion (currently being developed by the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Deepening Reflective Inquiry in Higher Education by Dr Geoff Taggart<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Consider these classroom examples. In an architecture class, students are invited to spend time examining natural materials they have found and to use their forms as the basis for a structural design. In a module on the philosophy of mind and how it interacts with the body, tables are pushed back and undergraduates engage in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Student-led Peer-assisted Learning (PAL) starts at Reading by Caroline Crolla<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Readers of this blog may recall Dr Patricia (Paddy) Woodman\u2019s \u201cHot tip: Student-led peer learning: a win-win for everyone\u201d posted on January 2015.\u00a0 She wrote then that \u201cThe University of Reading is about to appoint a peer assisted learning co-ordinator and launch a number of trial schemes in 2015\/16.\u201d\u00a0 Happily, I am that peer-assisted learning […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Open Access to Languages (OpAL) presented at The Twenty-second International Conference on Learning in Madrid by Enza Siciliano Verrucio and Mar\u00eda Pilar Gray Carlos<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 July 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Twenty-second International Conference on Learning was held in Madrid on 9th-11th July 2015. It attracted over 300 delegates from the academic and professional arena across the world: Australia, Belgium, Brazil, Canada, China, Colombia, Czech Republic, Finland, Greece, Hong Kong, Hungary, Iceland, Iran (Islamic Republic of), Ireland, Israel, Italy, Jamaica, Malaysia, Mexico, New Zealand, Philippines, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The PLanT Project and \u2018Core Issues in English Language Teaching\u2019 by Jess Fullam, Emily King, Daria Pominova and Megumi Kuranaka<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

PLanT stands for Partners in Learning and Teaching. The project allows students and teachers to work together in order to improve a module using a small pot of money to fund meetings, focus groups and equipment. As a small group four of us (Jess, Emily, Daria and Meg) worked with our lecturer Clare Wright in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How online reading lists can help academic, information and digital literacy development. By Dr Kim Shahabudin, Kerry Webb and Helen Hathaway<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 July 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Online reading list systems can be seen as an easy win for the lazy student: \u2018spoon-feeding\u2019 them with the sources they need rather than encouraging them to develop their independent research skills. However, we believe that the new online reading list system at Reading will offer opportunities for tutors to boost their students\u2019 independent skills […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Internationalization: Assessing the Impact on Students By Dr Philippa Cranwell and Dr Elizabeth Page<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In Autumn 2014, the Department of Chemistry welcomed their first cohort of final year students studying for the [3+1] BSc Applied Chemistry course from NUIST, China. By January, we could already see that there were some valuable lessons that we could learn from these students. We decided to carry out a review, asking all students […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Interactive Web Pages help make MOOC a success by Dr Richard Mitchell<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On June 15th, Begin Robotics began \u2013 the second massive open online course (MOOC) from Systems Engineering running on the FutureLearn platform. One of its aims is to interest potential students in the areas of robotics, cybernetics, artificial intelligence and electronic engineering \u2013 following the success of Begin Programming, which we know has attracted students […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Working in partnership\u2026 by Dawn Willoughby<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

With ever-increasing speed it seems we have reached that time of year again when teaching is finished, exam results are calculated and our thoughts start to turn from the current academic session to planning for the next one. This offers some time to reflect on successes and think about the areas of teaching where we […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Education online en-masse: Lessons for teaching and learning through MOOCs by Clare Wright, Clare Furneaux and Liz Wilding<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On 24 April, 2015: 40 academic educators from 19 institutions came together to discuss key issues in MOOC design and implementation. The one-day workshop, hosted and funded by the University of Reading, a leading member of the FutureLearn MOOC consortium, offered the opportunity to evaluate practical lessons in designing and delivering MOOCs, particularly in relation […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

PLanT Project: TypoResources by Peter Loveland, Melissa Towriss, Hannah Tollett<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Intro URL:\u00a0http:\/\/peterloveland.com\/development\/plant\/ The PLanT project is a University funded programme that is designed to get students involved with the design and delivery of strategies regarding teaching and learning. If an application is successful, the group is rewarded \u00a3500 to see the project through. We as a group, applied for one of these grants, using the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Spin-Off, Remake, Pop-up: Using a Research Exhibition to Showcase Undergraduate Research on Television in FTT by Dr Simone Knox<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Earlier this summer term, the Minghella Building hosted a lunchtime pop-up research exhibition under the theme of \u2018Screen Relations\u2019, which featured the research undertaken by Film, Theatre & Television students as part of their final assessment for the Part 3 module Television and Contemporary Culture. Led by myself as the convenor, the Spring term of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Mind the skills gap: auditing and embedding information literacy skills development across the curriculum by Jackie Skinner and Helen Hathaway<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Academic staff acting as Library Representatives for their school or department, other teaching and learning experts, and Library staff\u00a0came\u00a0together\u00a0over lunch recently\u00a0for their\u00a0fifth\u00a0annual Community of Practice meeting. Its theme was skills development within the curriculum and showcased collaborative\u00a0work in one department to establish information literacy levels required at each undergraduate stage. One definition of information literacy […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Tailored formula sheets \u2013 the \u2018cheat sheet\u2019 idea by Dr Karen Ayres<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

About 10 years ago I was intrigued when a colleague described taking exams at an Australian university, where he was given a blank sheet of paper on which he could write anything he wanted to take into the exam. He referred to this as a \u2018cheat sheet\u2019. I was familiar with both open and closed […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reading Lists at Reading: improving the student and staff experience by Kerry Webb and Helen Hathaway<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 March 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

  The University is investing in an online reading list and digital content management system from Talis Aspire. Implementation at Reading begins at Easter 2015. This initial phase will involve Library staff transferring all 2014-15 reading lists (which have existing copyright cleared scans associated with them) on to the new system, ready for review and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

10th LLAS e-Learning Symposium: looking back and looking forward on technology enhanced learning for languages by Pilar Gray-Carlos<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 February 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

LLAS (Subject Centre for Languages, Linguistics and Area Studies) recently celebrated the 10th anniversary of the annual e-Learning Symposium at Southampton. During the past 10 years the e-Learning Symposium has provided an area where academics and educators in the field of linguistics and languages have had a common place to share innovation, creativity and results […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HOT TIP: Student-led peer learning: a win-win for everyone by Dr Patricia (Paddy) Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 January 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Student-led peer learning or peer assisted learning (PAL) is popping up in all sorts of universities up and down the land and is gaining momentum as a global phenomenon. It has been in an existence in the UK since the early 1990s and has been described as a win-win for everyone involved. The University of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HOT TIP: Three steps towards inclusive teaching by Dr Patricia (Paddy) Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 January 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

How many times have you heard people say that the Reading student population is becoming more diverse? But what do they mean and what are the implications? Often they mean that they\/we are struggling to cope with what feels like the ever increasingly list of different needs for different ‘types of students’. Any quick skim […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Talking Feedback: Using video to radically change essay marking by Emma Mayhew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 December 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On this day, exactly two years ago, I sat in my study staring at Blackboard. 212 little green symbols were showing in Grade Centre. 212 3,500 word essays needed to be marked in the next three weeks. And they didn\u2019t just need marks. Each of them needed a page of rich, detailed feedback, often crucial […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HOT TIP: What do we know about the ‘attainment gap’ between Black and minority ethnic students and white students at the University of Reading by Dr Paddy Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 December 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This is not a topic that has had much airing within the University and so it may not be well known to many. However, we have just completed a substantial project exploring the issue at Reading and are set to do more work in the near future in preparation for submitting an institution-wide application for […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Goodbye Word; hello floating islands, dolphins and rainbows by Dr Emma Mayhew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 November 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

So you\u2019re a lecturer at Reading and you find yourself going over and over information in handbooks, course outlines, books and journals with students-anything from tricky academic concepts to essay writing and ECFs. Of course it\u2019s difficult in an age of information overload. Really important stuff gets lost and sometimes it\u2019s hard to make our […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipped learning in a team-based situation with a dash of TEL by Dr Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 24 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This is my new recipe for extending the academic year and helping to welcome our new students. As with any new recipe, some bits of it went really well and some aspects of it were less impressive \u2013 and there was one moment when I was in danger of failing to cook up any learning […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Are you interested in biological recording & monitoring with your students? By Dr Alice Mauchline<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The University of Reading now has \u2018KiteSite\u2019 – a free, bespoke mobile app for biodiversity recording on the Whiteknights campus. KiteSite has been designed as a generic tool to support field training in biodiversity and taxonomy at the University and it can be used in any module for field data collection. There is a supporting […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HOT TIP: What is the number one factor behind student success? By Dr Patricia (Paddy) Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

There are many things that spring to mind as influencing student success, but did you know that research carried out across 21 UK universities (under the auspicious of the HEA, HEFCE, Action on Access and the Paul Hamyln Foundation) determined that the number one factor is that students need to feel a ‘sense of belonging’. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Online peer assessment of group work tools: yes, but which one? By Heike Bruton (a TLDF project)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

A short while ago I wrote the post \u201cGroup work: sure, but what about assessment?\u00a0This outlines a TLDF- funded project in which Cathy Hughes and I investigated tools for the peer assessment of group work. Cathy and I have now produced a full report, which is available for download here (Cathy Hughes and Heike Bruton […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Croissants and Coffee: Engaging students and building a sense of community in the Department of Politics by Emma Mayhew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 September 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Last year I wrote all about the pedagogical value of cake in my seminars. This year I want to extend this notion and talk about the value of croissants and coffee as a means to encourage student engagement and develop further a sense of community in the department. I knew from my experience with cake […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Facebook, iPads and \u2018extreme\u2019 microbes in Iceland by Dr Becky Thomas, Dr Alice Mauchline and Dr Rob Jackson<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 August 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post relates to activities carried out on the EU ERASMUS Intensive Programme grant awarded to University of Reading to fund 10 students from each of Belgium, Germany and the UK, plus 5 staff in total from the three countries, to travel to Akureyri in Iceland. Once there, the grant funded a 2-week residential field […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Delivering the APP in Malaysia by Clare McCullagh<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 August 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I\u2019ve just returned from a visit to the University of Reading Malaysia where I was delivering the first half of Module 1 of our new APP (Academic Practice Programme) to members of staff over there. (Sam Weston posted a blog message here about this after our first day). It was a fascinating visit for me […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Challenges of Web Residency by Dr Becky Thomas<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 July 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

We are living in an increasingly digital world; many of our students grow up immersed in this way of life, having access to a wealth of information online, often accessible wherever they are. But how do they use this appropriately in their learning, and how do we help them harness all of this information? These […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Day one of the APP workshop at University of Reading Malaysia by Dr Samantha Weston<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 July 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Today in Johor Bahru, academic staff from University of Reading Malaysia embarked upon Day 1 of the first module of the Academic Practice Programme, being delivered by Clare McCullagh from the UK campus. All began well, despite jetlag and complications with fonts conspiring to throw her off-stride! The day began with an introduction to EDMAP1 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Advances regarding human action and learning with an inter-disciplinary research lens by Dr. Kleio Akrivou<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 July 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

For colleagues who may be interested in current research advances which may affect how we understand and practice learning and the role of agency and community in the class (involving all co-participants as a human community of practice), this inter-disciplinary theoretical conception may be informative. The problem which may be relevant to any settings of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

TLDF-funded project gets off to a flying start\u2026 by Dr Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 June 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The GRASS (Generating Resources and Access to Screen capture Software) project aims to enable, enhance and support access to screen capture technology across the University. It is a Teaching and Learning Development Fund (TLDF) maxi-project which will run for two years and, although the official launch is in September, we are already excited by what […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Inter-disciplinary Research Applied Ethics, Economic History and Social and Moral Psychology by Dr Kleio Akrivou<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 June 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dear Colleagues of this University, I thought it may be worthwhile sharing via our blog the news on an exciting inter-disciplinary research in Henley Business School\u2019s Centre of Social and Organisational Studies (CSOS) in association with the Centre of Economic History of the University.\u00a0 Specifically on June 17, 2014 I organised an international academic symposium […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Inaugural Writer’s Retreat for finding your FLAIR by Dr Sam Weston<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 June 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On 4th June at London Road, CQSD ran their first writing retreat for UoR staff embarking on the pilot FLAIR CPD programme, to document their previous teaching experience and apply for HEA recognition at Associate Fellow, Fellow, Senior Fellow and Principal Fellow status. The day began with a tag-team presentation from Clare and Nina outlining […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The evolution of bioscience horizons, an international student journal by Professor Julian Park<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 June 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Given the focus on the research-teaching nexus within the University at present I thought it would be useful to post a short video on the University\u2019s involvement in an international journal that only publishes student research. Bioscience Horizons was established about 8 years ago, with Reading as one of the consortium members. The link below […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Multiple identities \u2013 student or teacher? by Catherine Foley<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 June 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Background Students on the BA (QTS) in Primary Education juggle conflicting roles right from the beginning of their programme. On the one hand they are undergraduate students with all that entails \u2013 getting to grips with being away from home, managing their social lives and budgets, learning how to become academically independent. On the other, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Event report: Towards a Postcolonial Pedagogy: Engaging with literary representations of \u201crace\u201d, racism and ethnicity by Dr Nicola Abram<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 May 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Background There\u2019s a lively community of academics researching postcolonial literature, both across the UK and internationally. Many of us also enjoy the privilege of teaching these texts at undergraduate and postgraduate level, often on increasingly popular courses. Here at Reading, that includes modules on \u2018Black British Fiction\u2019, \u2018Nigerian Prose Literature\u2019 and \u2018Writing Global Justice\u2019 in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Group work: sure, but what about assessment? By Heike Bruton (a TLDF project)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 May 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Group work has many well-documented benefits for students, but it also provides considerable challenges. A frequent complaint from students is that differences in contributions are not recognised when everyone in the group receives the same mark – the free loader issue. However, when students are working unsupervised, it is very difficult for the tutor to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Towards a Postcolonial Pedagogy by Dr Nicola Abram<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 March 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Engaging with literary representations of \u2018race\u2019, racism and ethnicity This workshop offers university teachers of literature a forum to reflect on texts that enquire into the construction of \u2018race\u2019, the practices of racism, and the representation of ethnic difference. Delegates will articulate the ethical value of such teaching and evaluate relevant practical approaches, working together […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging large student lecture groups using Facebook by Dr Alastair Culham<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 February 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Facebook can be a distraction to learning but it can also be an aid. I believe strongly that lecturers should do their best to make their subject interesting to students.\u00a0 It can be an uphill battle.\u00a0 However,\u00a0this year’s experiment in using Facebook as a student engagement technology with a first year Photosynthesis class of 300 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipping assessment?! by Dr Karen Ayres<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 January 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Like many colleagues, I have attended a number of interesting talks on the ‘flipped classroom’ approach, whereby, in a role reversal, the main delivery of information takes place outside of the classroom, and the contact time is used instead for reinforcing learning. I haven’t quite identified yet how I can make use of this approach […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Linked Academic Placements: solving a problem by Dr. Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 December 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In the Department of English Literature all of our Parts 2 and 3 modules are available as placement modules, allowing a student to identify (with our help) a suitable placement provider and work with the module convenor and me to craft a placement project or activity which links to the learning on their chosen module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Making American Government a social experience by Mark Shanahan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 December 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Getting young people to engage in the political process appears to be a problem all across western democracies. Politics and politicians seem remote from the young and the gap between the Baby Boomers and Generation X figures holding the reins of power and the Millennials now making their way through university appears ever wider. This […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Creating a campus biodiversity recording app by Dr Alice Mauchline<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 December 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

There is an on-going multi-disciplinary, student-led project at the University of Reading to create an app for recording biodiversity sightings on the Whiteknights campus. This project was funded by the Teaching & Learning Development Fund and is currently engaging students, staff and external natural history groups alongside design and technology experts to create and customise […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Making Screencasts: It\u2019s enormously fun and rewarding! by Dr Emma Mayhew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 November 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Have you ever wondered if students actually read their handbooks? Many probably don\u2019t get all the way to the end and miss out on crucial information. If handbooks aren\u2019t always delivering then how can we communicate with our students in a more engaging, captivating and accessible way? One solution is video. It\u2019s much, much, easier […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing highly employable pharmacy graduates by Dr Samantha Weston<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 November 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In an effort to rise to the challenge of increasing the employability of graduates, staff from Reading School of Pharmacy worked in a cross-faculty collaboration with colleagues in Henley Business School to develop the UK\u2019s first Post-Graduate Certificate in Business and Administration available to undergraduate MPharm students. This clearly fits with the 2013-15 teaching and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Preparation for phonetic transcription: an exercise in student engagement by Professor Jane Setter<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 October 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

As a recipient of funding under the PLanT (Partnerships in Learning and Teaching) scheme (PLANT Projects Scheme), I am delighted to be able to report on the project \u2013 which is still a bit of a work in progress.\u00a0 The PLANT awards are aimed at facilitating projects which get students involved with staff as partners […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Seneca on Higher Education in the Arts and Humanities by Professor Peter Kruschwitz<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 September 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Seneca the Younger (4 B.C. \u2013 A.D. 65) was a famous Roman statesman and stoic philosopher. As the young Nero\u2019s tutor, he at some point was de facto Rome\u2019s Emperor by all but the title. His Epistulae Morales (\u2018Moral Letters\u2019) constitute a major part of his philosophical work. The 108th epistle of that collection provides […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Chemistry Education Research: Conference Reflections by Dr David Nutt<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 August 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I was thrilled to be heading to the Gordon Research Conference on \u2018Chemical Education Research and Practice\u2019 in Newport, Rhode Island, thanks to an \u2018Activating Chemistry Education Research\u2019 bursary from the Royal Society of Chemistry. Having been to Gordon Conferences in the past, I was familiar with the format: busy mornings of talks, free afternoons […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Fabulous Plagiarism by Professor Peter Kruschwitz<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 August 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Niccol\u00f2 Perotti, the Italian humanist, preserved a collection of fables ascribed to the ancient Roman fabulist Phaedrus. This collection, commonly known as the Appendix Perottina, contains a poem called Prometheus et Dolus (\u2018Prometheus and Trickery), subtitled De ueritate\u00a0et mendacio (\u2018Of Truth and Falsehood). It reads as follows: Olim Prometheus saeculi figulus noui cura subtili Veritatem […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Moving forward with Technology Enhanced Learning at the University of Reading… by Vicki Holmes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 August 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Digital Development Forum in July was an ideal opportunity to begin sharing some of the thinking and planning around Technology Enhanced Learning (TEL) that has been happening over the last 6 months. In January 2013 the TEL Strategy Group was established, chaired by Professor Gavin Brooks and with representation from across the University.\u00a0\u00a0 The […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing students\u2019 academic skills online: the Library\u2019s \u2018Info tips\u2019 by Erika Delbecque<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 August 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Library Info tips have been a feature of our website since 2009 but how well-known and used are they? Which are the most popular? These bite-sized articles, which are aimed at developing students\u2019 academic and research skills, cover topics that are relevant to all students, such as: Referencing Finding specific types of materials such as […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Enhancing student engagement through T&L seminars by Dr Karen Ayres<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 July 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Many of us enjoy attending the University\u2019s T&L Showcase Series of seminars, as not only do these events give an insight into the exciting things going on across the University, but they also give us food for thought with regards potential teaching enhancements we may wish to try out ourselves. It was somewhat with this […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting Postgraduate Study by Dr Cathy Tissot and Dr Carol Fuller<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 July 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

At an away day prior to our Periodic Review, staff had an opportunity to have some creative dialogue around how we can better support our postgraduate students. This came up as a response from some thought provoking feedback from our current students when asked how we can improve. International students, students with English as an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

QGIS: A new option for GIS teaching by Dr Alan Howard<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 July 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The use of the free open source GIS package \u201cQuantum GIS (QGIS)\u201d is increasing slowly but steadily and for many purposes provides a viable alternative to commercially produced software like MapInfo and ArcGIS. QGIS is licensed under the GNU General Public License. Data indicates that interest in QGIS, as measured by the relative number of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

MOOCs and quality \u2013 a report from a day conference in London by Dr Matthew Nicholls<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 July 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I recently attended this QAA event on MOOCS in London for the University. Speakers included David Willetts, the Minister for Universities and Science, and Sir Timothy O\u2019Shea, Vice Chancellor of Edinburgh University which has been running 6 MOOCs for the last year (including very popular courses on philosophy and on equine health). The guiding topic […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching students how to use references: a speaker and a \u2018toolkit\u2019 by Dr Kim Shahabudin, Helen Hathaway, Clare Nukui, Dr Liz Wilding<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 June 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On Wed 5 June, rather too many people crammed into rather too warm a room to hear about where we are going wrong when teaching students about referencing practices – and a suite of teaching materials that will hopefully help us avoid such pitfalls. Our speaker was Diane Schmitt, Senior Lecturer in EFL\/TESOL at Nottingham […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Institute of Education promotes student-staff partnerships in learning and teaching by Dr Eileen Hyder<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 June 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The academic year 2012-13 has been a dynamic time for the SSLC of the BA Ed programme. In response to results on the NSS and internal evaluations, two sub-committees were set up to focus on specific areas for development within the course: Organisation\/communication and Assessment\/feedback. This student input has resulted in many changes. For example, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching and Learning in the School of Humanities. The Department of Classics showcases the Third-Year Module \u2018Digital Silchester\u2019 (CL3SIL). Interview held by Dr Rebecca Rist (School Director of Teaching and Learning) with Dr Matthew Nicholls (Department of Classics).<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 June 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

1. \u00a0Dr Nicholls, you are particularly interested in the digital modelling of ancient buildings and places, especially the city of Rome, and you are currently talking to Cambridge University Press about a book and related digital \/ app publications as well as showcasing your work at the up-coming Higher Education Academy Storyville Conference.\u00a0 Why did […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Student Researchers from the department of Art to present at RAISE 2013 by Christine Ellison<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 June 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

  As we continue to develop OSCAR the online student community in Art our students are becoming more involved and more integral to the development of the project. Together we are researching innovative ways to integrate the social network, designed to support our studio modules, across all of our programmes in Art. We have been […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching and Learning in the School of Humanities. The Department of Philosophy showcases the First-Year Module \u2018Reason and Argument\u2019 (PP1RA) and the new Second-Year Module \u2018Truth and Bullshit\u2019 (PP2TBS): Interview held by Dr Rebecca Rist (School Director of Teaching and Learning) with Dr Nat Hansen (Department of Philosophy).<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 May 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0How long has the Department of Philosophy offered the Part One \u2018Reason and Argument\u2019 module (PP1RA) and why have you decided also now to offer a new Part Two module \u2018Truth and Bullshit\u2019 (PP2TBS)? The module \u2018Reason and Argument\u2019 was offered for the first time last year. It is a revised version of a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching and Learning in the School of Humanities: The Department of History Introduces the Third-Year Module History Education (HS3HED): Dr Rebecca Rist (School Director of Teaching and Learning) interviews the module convenor, Dr Elizabeth Matthew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 May 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Why has the Department of History decided to introduce the third-year module History Education? The idea for History Education arose from two coincidental events in mid-January 2011. \u00a0A message landed in my inbox calling for applications for Faculty of Arts and Humanities \u2018Think Space\u2019 funding for curriculum-development projects to enhance student employability. \u00a0Earlier the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting students through personal tutor tutorials by Dr Paul Glaister, Dr Karen Ayres and Dr Calvin James Smith<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 April 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

With the news that the University\u2019s personal tutorial system has been under review (Issue 2, T&L Reading), we thought it would be useful to highlight how we have been successfully combining pastoral and academic responsibilities of a personal tutor. In the Department of Mathematics and Statistics, for the last three years we have operated a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Mobile Technology – Changing the Learning Landscape – a HEA sponsored conference by Dr Natasha Barrett & Dr Samantha Weston<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 April 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On Thursday 18th April, the HEA hosted a conference in Bristol, showcasing some innovative uses of old technologies as well as demonstrating the cutting edge of new tech used in the delivery of teaching materials to undergraduates in medicine and dentistry. We attended in the hope that some of these ideas might be adaptable for […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Digital teaching in Classics \u2013a recent conference at the University by Dr Matthew Nicholls<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 April 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The\u00a0University\u00a0of Reading recently hosted the Classical Association Conference, the UK’s largest annual meeting for Classicists. As well as research papers, the CA traditionally hosts panels exploring the teaching of the subject at both school and University levels and covering new developments. Classics, despite its ancient subject matter, has always been at the forefront of modern […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

What did I do wrong? Supporting independent learning practices to avoid plagiarism by Helen Hathaway<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 April 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

My paper on the project What did I do wrong? Supporting independent learning practices to avoid plagiarism was well received in Manchester last week at LILAC. What is the project about? It is one year project at the University of Reading involving collaboration between Library staff (including a Study Adviser); staff from the International Study […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching in Higher Education by Dr Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 April 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This month sees the publication of my latest book, Teaching in Higher Education, written with Professor Pam Denicolo and published as part of the SAGE series\u00a0Success in Research\u00a0of which we are editors. I suppose it is inevitable, given our busy lives, that we do not always have the time to analyze all the ways in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Chemistry\u2019s Mini MOOC Attracts Industrial Interest by Dr Elizabeth Page and Professor Mathew Almond<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 March 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Elizabeth Page and Professor Matthew Almond developed an online distance learning course in 2011-2012 with funding support from the National HE STEM programme. The distance learning course entitled \u2018Fundamental Analytical Techniques for Industry\u2019 encompasses a host of analytical chemistry techniques typically used in a variety of scientific industries \u2013 pharma, food, agrichemicals etc. The […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Showcasing Excellence in Students\u2019 Research at Reading By Dr Anne Crook and Professor Julian Park<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 March 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The T&L away day in September 2011\u00a0focused\u00a0on the theme \u2018Building an Undergraduate Research Community\u2019. Arising from these discussions a group of staff met to investigate ways in which undergraduate research at Reading might be more effectively showcased across the institution (and beyond). The group has expanded since its conception in 2011 and now meets once […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Online resources for physical and life sciences students by Helen Williams<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 March 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Even more online support has been made available for students here at Reading seeking work placement and graduate employment.\u00a0A new online tool dedicated to helping students find opportunities within the life sciences industry has been launched this month by the Biopharma Skills Consortium (BSC),\u00a0which is led by the University of Reading and comprises seven universities […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Study support for MOOCs \u2013 do the Study Advisers have the answer? by the Study Advice team<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 March 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The recent announcement that Reading has been selected as a partner in the Futurelearn project to provide free online courses is an exciting move towards new ways of engaging with a potentially massive cohort of students. However, concerns have been expressed about the lack of support for students studying the courses, especially those run by […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Virtual Careers Fairs by Amanda Duggan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 February 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Careers, Placement and Experience Centre\u2019s investment, thanks to a grant from the Annual Fund, in a software package for virtual fair technology, has enabled the service to extend its traditional offer of careers fairs and provide students with a virtual environment in which to interact with employers.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Learning on Screen Awards by Nadja Guggi<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Congratulations to Matthew Nicholls, Senior Lecturer in the Department of Classics, who has been shortlisted for a prestigious Learning on Screen Award by the\u00a0British Universities Film & Video Council (BUVFC)\u00a0in the Courseware and Curriculum Non Broadcast\/Multimedia Award category. Here is a short clip from Matthew\u2019s entry, \u2018Digital Modelling of Ancient Rome and the Roman World\u2019: […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Internationalising Student Support Community of Practice (COP) by Matthew Daley<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 February 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Internationalising Student Support COP has been established with the remit to offer opportunities for staff involved with and interested in the development and enhancement of student support and experience in relation to internationalisation; to share best practice and discuss current challenges and opportunities for providing a high quality international student experience for all students. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Students like live lectures (and online ones as backup) by Rebecca Reynolds<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Every year, students on the first year Analysing Museum Displays optional module have a talk from Dr Amy Smith at the Ure Museum, looking at the display there about the Greek symposium. This year I put the lecture online along with a transcript, photographs of the display, and a worksheet. I told them to use […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Presenting the brand new Placement Guide for staff by Em Sowden<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The new placement guide has been written for all University staff involved in managing student placement options, internships, work placement programmes and volunteering schemes in and outside of the curriculum.operational processes involved in managing placements, alongside the details of key people within the University who can provide support. The guide also refers to national guidance […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Academic Placements by Dr Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In the Department of English Literature we have been working hard, as have so many of our colleagues across the university, to make the most of the intellectual, personal and career advantages that placement learning can offer our students. We have devised a system of academic placements which is open to all undergraduates studying in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

NSS success: It’s the little things?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I was asked to contribute this after the Business School scored highly in the NNS survey for Management & Business degrees, and was invited to focus on things the School has done that have contributed to the maintenance of and improvement in our NSS scores that might be shared. The category includes our Accounting programmes, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

FORREST 2012<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Forrest (Forensic Research and Teaching) is an annual conference partly organised by Higher Education Academy. Two of the strengths of this meeting are its multidisciplinary nature; chemists, biologists and physicists meet with lawyers and that it genuinely brings together research and teaching \u2013 both areas inform each other during the meeting.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Becoming a Senior Fellow of the HEA<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

As part of its remit, the Higher Education Academy offers professional recognition to its members \u2013 colleagues are able to apply to be an Associate Fellow, Fellow, Senior Fellow or Principal Fellow. I was very recently successful in gaining recognition as a Senior Fellow, the first at the University of Reading. The process is relatively […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

I-TUTOR: Intelligent Tutoring for Lifelong Learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The University of Reading is a project partner in a prestigious project to\u00a0develop a multi-agent based intelligent tutoring system to support online teachers, trainers, tutors and learners:\u00a0I-TUTOR. I-TUTOR, which stands for\u00a0Intelligent Tutoring for Lifelong Learning is to be applied in open source learning environments, and will monitor, track, analyze and give formative assessment and feedback […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flexible Learning: Blended Learning for the Biosciences<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Recently, we had the opportunity to participate in the Teaching & Learning Showcase event on \u2018Flexible Learning\u2019, put together by the CDoTL team, during which we presented the Existing and Emerging Biotechnologies (EEB) Framework. You can read more about our presentation on our blog:\u00a0http:\/\/blogs.reading.ac.uk\/bioscience-skills\/tflexible-learning-presentation.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

As good as it gets: Reflections on 2012 NSS in Clinical Language Sciences by Dr Tom Loucas and Carol Fairfield<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Having students say they are 100% satisfied with what we offer is not an everyday occurrence.\u00a0 This is what happened in Clinical Language Sciences in the 2012 NSS.\u00a0 All of the students who responded said they definitely agreed with the statement: \u201cOverall, I am satisfied with the quality of the course\u201d.\u00a0 We were obviously extremely […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blackboard Quizzes To Help Students to be Prepared for Laboratory Practicals by Dr Richard Mitchell<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

It is important that students turn up for our three hour laboratory practicals suitably prepared, but just providing the Lab Scripts in advance is not enough, as often students don\u2019t read them! Now in Systems Engineering we embed a series of questions throughout the Scripts which are available on Blackboard in the form of a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u2018Experiencing\u2019 university: A Polemic by Professor Peter Kruschwitz<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Avant-Propos The University of Reading, like any other Higher Education Institution, is a diverse place, with many stakeholders, but \u2013 at least in theory \u2013 one mutual mission: \u2018our mission is to educate talented people well, to conduct outstanding research, and to promote the responsible application of new knowledge.\u2019 Unsurprisingly, the various stakeholders have diverse, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

NSS 2012 and student engagement by Dr Karen Ayres and Dr Paul Glaister<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Late in September 2012 we received our National Student Survey (NSS) results: 98% overall satisfaction across the Department of Mathematics and Statistics, including a perfect 100% for our BSc Mathematics programme, putting us (obviously) first place for all G100 courses, and second place in the Mathematics and Statistics (JACS code 3) table. A number of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Internationalising Student Support Community of Practice (COP) by Matthew Daley<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The University Strategy for Teaching and Learning identified \u201ccommunities of practice\u201d as key vehicles for informal dialogue with the \u2018academic voice\u2019 and for mutual support, for the exchange of ideas and the sharing of good practice between different role groups involved in the whole University teaching and learning agenda. The Internationalising Student Support COP has […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Technology in fieldwork<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The University of Reading is part of a three-year HEA-funded project considering the use of technology in fieldwork. The project is now in its final year and has led to the production of a wide range of resources and publications which can be viewed on the project website at http:\/\/www.enhancingfieldwork.org.uk. Alice Mauchline and Julian Park […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Opening our eyes to technology\u2026.how students can teach the educators! By Dr Samantha Weston<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

An eye-opening T&L seminar, presented by Dr Neil Morris (University of Leeds) outlined how terribly, terribly easy the majority of our undergraduates find using technology…of all kinds! Having seen his short video clip about how one of his students used his tablet to video record a lecture, whilst simultaneously annotate lecture slides provided on the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflections on a Training Event for Early Career Teachers of English Literature by Nicola Abram<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Avid readers of this blog might recall that I completed the University\u2019s Teaching and Learning Support Programme in 2011. I recently took the opportunity to complement this valuable training by attending a subject-specific event run by the Council for College and University English, at Keele University. The event began with a fruitful workshop on close […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u2018What did I do wrong?\u2019 Researching student referencing practices by Helen Hathaway, Clare Nukui, Dr Kim Shahabudin and Dr Liz Wilding<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

\u2018What did I do wrong?\u2019 may be a sadly familiar phrase to tutors when notifying students of poor academic practice in their written work. It was chosen for the title of our collaborative TLDF-funded project because it captures the confusion and lack of understanding which is characteristic in student responses to plagiarism and poor academic […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Technology in teaching: Reflections on Dr Neil Morris\u2019 Seminar, 19th November 2012 by Dr Natasha Barrett<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Last week\u2019s T&L seminar, by Dr Neil Morris, on the use of technology in enhancing the student experience was a superb overview of the array of technology that our students seem to be familiar with and that many institutions are incorporating into teaching.\u00a0 A key highlight for me was the data that Neil was able […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

When our efforts of internationalisation in T&L and Global Employability go Faculty-wide by Dr Kimberly Watson and Dr Teeroumanee Nadan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Significant effort at the University of Reading has been focused on all aspects of Internationalisation. In the School of Biological Sciences, we are working toward enhancing Global Employability of our students (both home and overseas) to produce high quality, highly competitive Global Graduates. Our vision of a Global Graduate will be someone who is highly […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Digital Portal Creates New Dimensions for Art\u2019s Studio Community by Christine Ellison<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I am excited to announce the launch of OSCAR the Online Studio Community at Reading. This new digital platform has been developed to support the vast range of teaching and learning activities that happen across studio modules in Art, within the department itself but also off-campus and internationally. While the studio remains an important environment […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The sincerest form of flattery by Nadja Guggi<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

http:\/\/www.youtube.com\/watch?feature=player_embedded&v=6OjCAq5u-TQ Our\u00a0Teaching & Learning Showcase Series\u00a0continued yesterday with a session on \u2018Sharing good practice in the use of Turnitin\u2019.\u00a0Turnitin is an online service which allows educators to check students\u2019 work for similarity with other sources as a tool for plagiarism prevention and development of academic writing skills. Turnitin automatically generates an \u2018Originality Report\u2019 with a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Value of Cake by Dr Emma Mayhew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In September British baking was celebrated during National Cupcake Week. The BBC\u2019s Great British Bake Off has been tremendously popular. Niche cup-cake shops have been springing up on the high street…and quite right. Most of us love cake. With this in mind, last year I introduced a 10 minute break in the middle of my […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching Beckett: Critical Practice in Television Part 2 by Dr Simone Knox<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Having sketched out my pedagogical interest in combining the teaching of critical practice with a close study of Samuel Beckett\u2019s work in the first part of this blog post double bill, let me now tell you more about the actual teaching project itself: after a series of lectures, seminars, presentations and workshops, I give the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching Beckett: Critical Practice in Television part 1 by Dr Simone Knox<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Here in Film, Theatre & Television, over the last couple of years, I have been fortunate to be able to devise an interesting teaching project that draws on the Department\u2019s long-standing expertise in teaching critical practice, the Faculty\u2019s expertise on the work of Samuel Beckett, as well as the University\u2019s unique resources, including the facilities […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Digital literacies for student employability: Spotlight on work placements by Nadja Guggi<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I have been working with a placement student, Rachel Glover, a third-year undergraduate in Politics and International Relations, to carry out research into digital literacies for student employability, focusing on the University\u2019s extra- and in-curricular work placement schemes. This research is part of the Digitally Ready project (www.reading.ac.uk\/digitallyready), a JISC-funded initiative under the Developing Digital […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding Employability in the Department of History: Historic Themes in Practice by Professor Lindy Grant<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Department of History has been running a module for Part 2 students called Historic Themes in Practice (HTP) for the last three years. It is an innovative module in conception, organisation and structure. It is designed to make second year students enlarge their views of career possibilities, particularly within the heritage sector, and learn […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using technology to find low-tech solutions by Mary Morrissey<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Like a lot of people, I do not consider myself particularly savvy about technology: when I find that something is useful to me, I learn how to use it. That said, I think we can use learning technologies to come up with \u2018low tech\u2019 solutions to our teaching needs. Among the advantage is efficiency in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

What it means to me to be a National Teaching Fellow by Helen Bilton & Professor Julian Park<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

By Helen Bilton, Institute of Education (NTFS\u00a02012) I had never heard of the National Teaching Fellowship Scheme, nor the University Teaching Fellowships, until a colleague who had achieved the status of University Teaching Fellow came and talked to our research group about the achievement. I actually was having a very bad day and missed the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing students\u2019 digital skills through placements \u2013 Maximising student engagement by Rachel Glover<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I have previously blogged about my trip to ALT-C in Manchester. In the same week I went to the RAISE Conference in Southampton. The Researching, Advancing & Inspiring Student Engagement day was my first opportunity to speak about some of the findings of our research so far. At the last-minute, my supervisor Nadja Guggi had […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching and Learning Away Day Reflections by Dr Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

As usual, it was great to see so many colleagues at a Teaching and Learning away day \u2013 it always reminds me how much we all care about this important aspect of our lives as academics. I enjoyed this session especially because I met several colleagues with whom I have never worked before. Two of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

T&L Events Diary for Autumn Term 2012<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

There are an exciting range of T&L seminars, showcases and events taking place this term. See the CDoTL website for further details at http:\/\/www.reading.ac.uk\/internal\/cdotl\/NewsandEvents\/cdotl-LatestNews.aspx<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Staff Development and Internationalisation: learning from each other by Clare McCullagh<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The term internationalisation is thrown about very easily in HE nowadays, so I enjoyed a recent opportunity to sit around a table and discuss pedagogy and policy in detail with two visiting academics from the Sudan University for Science and Technology (SUST). As Academic Staff Development Managers in CSTD my colleague Nina Brooke and I […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Learning Technologies in the UK HE sector: Some highlights from the ALT-C2012 Conference by Maria Papaefthimiou<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The 19th international conference of the Association for Learning Technology ( University of Manchester, UK, 11-13 September 2012) was buzzing with 700 participants, where I had the opportunity to attend some excellent sessions and to keep a watching brief on what is happening in the HE sector in terms of learning technologies and pedagogy. Below […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Turning study skills learning on its head by Dr Michelle Reid, Sonia Hood and Dr Kim Shahabudin<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Study Advice team found David Nutt\u2019s post (Preparing to turn the classroom upside down, 14th Sept 2012) very timely as we too are embarking on a project to \u2018flip\u2019 the classroom. Flipped learning has been a significant driver in the increase in open online courses for higher education. It has been used in higher […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Preparing to turn the classroom upside down by Dr David Nutt<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I think it was at the HEA-STEM conference (London, April 2012) in a talk given by Prof Simon Bates from the University of Edinburgh (now at the University of British Columbia) that I first heard of the \u201cflipped\u201d or \u201cinverted\u201d classroom. The basic premise really appealed to me: contact time with lecturers is limited and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using OneNote to support collaborative group field work by Dr Alan Howard<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Technology has played a core role in supporting learning and teaching on the GG2FC\u00a0Crete Field Class module. The module typically enrols\u00a030 students who work in small groups collecting data and evidence to solve Human and Physical Geography related problems in Sfakia, SW Crete. In previous years groups have completed daily blog entries or produced short […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A summary of my experiences on the PGCAP Course by Dr Samuel Laryea<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

When I got appointed as a Lecturer in 2010 I found that I had to do the PGCAP\u00a0course as part of requirements for my probation. Initially I did not feel happy about this. I had quite a heavy teaching workload and also the pressure to develop research papers and grant proposals. I certainly felt the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Heading to the Arctic to teach students about the wonderful world of \u201cextreme\u201d microbes by Dr Rob Jackson<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In July, Rob Jackson and Ben Neuman\u00a0led nine Part 3 students from the School of Biological Sciences to the University of Akureyri\u00a0in Northern Iceland, about 100km south of the Arctic circle. At UnAk, they met with Dr Oddur\u00a0Vilhelmsson, his PhD student Au\u00f0ur\u00a0Sigurbj\u00f6rnsd\u00f3ttir\u00a0and 8 Icelandic Masters and undergraduate students. This was the inaugural joint UK-Icelandic module, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reading’s museum collections online by Rebecca Reynolds<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 August 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Museum ethics, display design and object-based research are some of the areas for which online resources are being developed in a JISC-funded project between the University of Reading, University College London and the Collections Trust. The project, called Object-Based Learning for Higher Education, prioritises usability and aims to make the resources part of syllabuses. On […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Meteorology and Film, Theatre & Television unite for innovative teaching collaboration by Dr Simone Knox and Ross Reynolds<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 August 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The 2011\/12 academic year saw a teaching initiative that brought together two of the University\u2019s distinguished departments, Meteorology and Film, Theatre & Television, using the excellent facilities in the Minghella Building. Second year undergraduates in Meteorology have for some time undertaken a module that partly involves \u2018bench\u2019 forecasting, when they learn, for example, how to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Rebuilding the ancient world, digitally by Dr Matthew Nicholls<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 August 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I was glad to find out recently that I\u2019m a Digital Hero. Though disappointed that the title does not appear to confer any super-powers, I\u2019m glad that the University recognises the innovative work that many of us are doing in our different fields \u2013 Reading feels like a place that values digital innovation and encourages […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Findings of QAA\/NUS Research into the Student Experience<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Four mini-reports have been published by the NUS following a 12 month, QAA commissioned, research project into the UK higher education student experience. Below are the links to each of these reports which have the following themes: Teaching and Learning; Independent Learning and Contact Hours; Subject Differences and First Year Student Experience. Teaching and Learning […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflective Teaching by Dr Natasha Barrett<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Completing the Postgraduate Certificate in Academic Practice (PGCAP) portfolio provided the perfect opportunity for me to reflect on teaching and learning and how my approach has developed over the years. I was surprised at how well I mapped onto Kugel\u2019s five ages of a lecturer (1993). I certainly started out at stage 1 (self) where […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Digitally Ready for the Future: Sharing Good Practice by Nadja Guggi<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Digitally Ready for the Future: Sharing Good Practice Thursday 19 July 2012 10.45 -15.00, Agriculture Building The digital age has presented Higher Education with our greatest opportunity. We have new techniques, new technologies, changes in student expectations along with a phenomenal increase in access to information. Amongst our colleagues are early adopters and forward thinkers […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Enhancing Fieldwork Learning Project by Dr Alice Mauchline and Professor Julian Park<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Fieldwork is an important component of Higher Education in a number of subjects. As a Learning Space it provides good educational opportunities for students; including the teaching & practice of skills such as observation, data recording & analysis to report writing and teamwork. Two University of Reading staff members, Julian Park and Alice Mauchline (together […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

“It’s typography, Jim, but not as we know it…” by Gerry Leonidas<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The TEDx-style conference Od \u201eAla Ma Kota\u201d Do E-Matury brought together typographers, designers, publishers, entrepreneurs, teachers, and policy makers from different European countries, to explore the correlation of the design of educational materials and efficiency in education. The UK was represented by Gerry Leonidas from the Department of Typography & Graphic Communication, who spoke about […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

History Education by Dr Elizabeth Matthew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Still smiling at the end of their introductory seminar in June, these students are pioneering an exciting addition to the BA History programme, allowing them to test and develop their interest in teaching careers before applying for postgraduate teacher-training. Thanks to Faculty of Arts and Humanities Teaching and Learning \u2018Think Space\u2019 funding, and much appreciated […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

#HEAdayC21, or, A wonderful sharing of ideas<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I mentioned in my last post for this blog that I\u2019d attended some Higher Education Academy workshops in order to develop my teaching practice. I\u2019d like to share a little about my most recent outing, Teaching Post-Millennial Literature (University of Brighton, 2nd July 2012) [http:\/\/www.heacademy.ac.uk\/events\/detail\/2012\/seminars\/disciplines\/DW238]. Attending this one-day symposium was thoroughly invigorating. The presentations ranged […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

PhD student wins 2012 Teaching & Learning Support Programme Portfolio Prize<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I\u2019m surprised and thrilled to have won the University of Reading\u2019s Teaching and Learning Support Programme Portfolio Prize! I\u2019m looking forward to attending the Teaching and Learning Awards ceremony on the 18th September, where Professor Gavin Brooks, Pro-Vice-Chancellor (Teaching and Learning), will make the presentation. Let me explain\u2026 I\u2019ve had the privilege of contributing to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

To count or not to count? – Time out for the Part One Debate…<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Those of you who attended the University\/RUSU debate on the motion that Part One should count towards students\u2019 degree classifications (30th November 2011) will recall the persuasive arguments presented by both teams (see the\u00a0Part One Debate summary\u00a0for a reminder). Like me, you may have found your initial conviction in one side of the argument wavering […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Anna Walter talks about her academic placement (English Dept)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

\u00a0 Way back in October 2011, at the beginning of the Autumn Term, Parts 2 and 3 English students were told about a fantastic opportunity. We were now able to go and seek experience beyond the university and go on a placement as part of any module in our year. This would be an integral […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Response to Student Engagement Event: A Students\u2019 Union perspective<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The 2nd May saw CDoTL host an exciting event billed as \u2018Exploring Student Engagement at Reading and Beyond\u2019. Attending as a students\u2019 union staff member with a passion for student engagement on a local and national level, I was excited to get the chance to hear about different viewpoints and approaches \u2013 especially from Scotland, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Response to Student Engagement Event: An academic perspective<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Last\u00a0month I attended the first part of an afternoon conference on \u2018Exploring Student Engagement at Reading and Beyond\u2019, which took place in the Agriculture Building at Reading University. Towards the end of Cathy Bovill\u2019s excellent keynote talk I asked the following: \u201cShouldn\u2019t we be thinking about why we want to engage students in the curriculum? […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reading Arts Education Forum Launched<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Institute of Education\u2019s move to the refurbished London Road site has provided an opportunity for the University to show a willingness to become more actively involved in the cultural life of the town. By way of seizing this opportunity, all schools and arts organisations within a 30 mile radius were invited to attend an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Placement and career learning update from the Student Employment Experience and Careers Centre<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

There is good news for staff concerned with placement provision, particularly those involved for the first time. A new Placement Guide for Staff will provide quick reference points for managing the different types of placement and provide answers to FAQs. Once approved, it will be on the Web for easy search and update. In the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How jolly good to be a Fellow!<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shortly after receiving the news that I had been made a Teaching Fellow of the University I found myself talking to a number of colleagues from other institutions involved in teacher education. I must admit to being a little embarrassed when my host, who I had told about the Fellowship in a quiet conversation, introduced […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Centre for the Development of Teaching and Learning (CDoTL) play host to colleagues from University College Cork.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 March 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On Wednesday 18th January 2012 CDoTL played host to a visit from colleagues from the Teaching and Learning Unit (\u2018Ionad Bairre\u2019) at University College Cork (UCC), Ireland. Professor Grace Neville (VP Teaching and Learning), Dr Bettie Higgs and Marian McCarthy (Co-Directors of Ionad Bairre) spent the day meeting with the CDoTL team to find out […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\n\t\t\t\t

Interdisciplinary teaching: Science in Culture<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Nick Battey, School of Biological Sciences n.h.battey@reading.ac.uk Overview A module for Part Three students was created by a collaborative effort between the Department of English Literature, the Department of History, and the School of Biological Sciences (SBS), called Science in Culture. This module was well-received by students, who found value in obtaining the perspective […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

An evaluation of online systems of peer assessment for group work<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Cathy Hughes and Heike Bruton, Henley Business School catherine.hughes@reading.ac.uk Overview Online peer assessment systems were evaluated for their suitability in providing a platform to allow peer assessment to be conducted in the context of group work. Objectives To establish the criteria against which peer assessment systems should be evaluated. To evaluate the suitability of online […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reviewing assessment and feedback in Part One: getting assessment and feedback right with large classes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Natasha Barrett, School of Biological Sciences n.e.barrett@reading.ac.uk Year(s) of activity: 2010\/11 Overview Objectives Review the quantity, type and timing of assessments carried out in compulsory modules taken by students in the School of Biological Sciences. Recommend better practices for assessment and feedback. Context The massification and marketisation of Higher Education means that it is […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing the use of the interactive whiteboard for initial teacher trainees (2011-12)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Catherine Foley, Institute of Education c.m.foley@reading.ac.uk Overview With interactive whiteboards becoming a well-established feature of English primary schools classrooms over the last decade, it is vital that the primary Post-Graduate Certificate of Education (PGCE) programme taught at the University\u00a0of Reading’s Institute of\u00a0Education prepares it graduates to be confident and competent in using interactive whiteboard technology […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving the student experience through the IWLP Tandem Language Learning scheme<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Ali Nicholson, International Study and Language Institute       ali.nicholson@reading.ac.uk  Overview Between 2016 and 2018 we have run a Tandem language scheme, whereby students studying a language with the Institution-wide Language Programme (IWLP) are paired up with a native speaker student, usually (though not always) a Visiting student.  Once introduced, the students spend one hour […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

University support to avoid plagiarism – Student\u2019s perspectives<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Angelique Chettiparamb and Lucy Newton, Henley Business School a.chettiparamb@reading.ac.uk; l.a.newton@henley.ac.uk Overview Four enterprising and enthusiastic students from different programmes in Henley Business School enquired into the effectiveness of School\/University measures to enhance and promote academic integrity. The students were Eilish McDonald, Hetvi Shah, Prinal Shah and Tillie Hunter The project leads were Dr Angelique Chettiparamb […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Can students and academics benefit from peer assisted learning (PAL) sessions?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Caroline Crolla, Student Success and Engagement Team, Student Services c.s.crolla@reading.ac.uk  Overview Peer Assisted Learning (PAL) is a globally recognised scheme where more experienced students who have already successfully completed a module work with students who are studying the module for the first time.   One hour, weekly PAL sessions are run by trained and experienced student […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Promoting Research in Teacher Education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 July 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Nasreen Majid, Institute of Education                                                                                            n.majid@reading.ac.uk Overview All students on […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Outward mobility and real world engagement<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alison Nader and Ali Nicholson, Lecturers, International Study and Language Institute\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Redesigning postgraduate curricula on commercial law through student engaging, research-informed and multidisciplinary pathway programmes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 February 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Stavroula Karapapa, School of Law\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 s.karapapa@reading.ac.uk Overview In 2015\/2016, we substantially redeveloped our postgraduate provision in commercial law through the introduction of a pioneering, student-engaging, research-informed and multidisciplinary set of postgraduate pathway programmes. Contrary to the programmes previously in place, the new […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Enabling greater access to teaching materials on academic integrity<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kim Shahabudin & Helen Hathaway, Library (Study Advice)\u00a0 \u00a0 k.shahabudin@reading.ac.uk\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Social justice – Leading attitudinal change in students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Stephanie Sharp, Lecturer, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 s.sharp@reading.ac.uk\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Generative lab to tackle gender stereotypes and unconscious biases in teaching and learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Karen Jones & Dr Maria Kambouri-Danos, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 karen.jones@reading.ac.uk\u00a0 \u00a0 \u00a0m.kambouridanos@reading.ac.uk\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Year of activity: 2016\/17 Overview This entry describes a project which, with funding by the University of Reading Teaching and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Henley students’ social media engagement<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alina Maroukian, Henley Business School                                        a.maroukian@henley.ac.uk                                                              […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Syllabusless: Students and staff engaging through research<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Nathalie Folkerts, School of Archaeology, Geography and Environmental Science nathaliefolkerts@gmail.com \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting diversity through targeted language skills development<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alison Fenner, Lecturer, International Study and Language Institute \u00a0j.a.fenner@reading.ac.uk \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Group work: investigating the requirements of a student resource<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Sonia Hood, Study Adviser, Library \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 s.hood@reading.ac.uk \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students as partners in the redesign of an existing course curriculum<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Despoina Mantzari, School of Law d.mantzari@reading.ac.uk Overview In June 2016 I was awarded a small University of Reading Teaching and Learning grant with the objective to involve a group of ten postgraduate taught students from the School of Law as partners in the process of redesigning the curriculum of a core postgraduate taught module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of the BARS blog<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 blog showcasing the written work of Part Three students from the School of Biological Sciences. The blog is managed by students working closely with academic staff. This project will increase students’ awareness and skills that […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A student-led experiential post-studio practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Holly Sandford, Arts & Communication Design Overview Students in the Department of Art created a student-led experiential post-studio practice, DISCOMFORT, for Part Two students and teachers that challenges boundaries and restrictions within our art course (and ourselves), and encourages participatory, experiential sessions and activities, within and outside of the studio. Objectives Build two-way working relationships […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework in student participation at academic conferences<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies and Dr Bethany Layne, School of Literature and Languages m.k.davies@reading.ac.uk Overview This entry offers a model of the way in which the aims embedded in the Curriculum Framework can be articulated via student engagement with research-led activity. Here we discuss the Framework-related teaching and learning benefits of involving our students centrally in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of a History Education module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Elizabeth Matthew, School of Humanities e.a.e.matthew@reading.ac.uk Year of activity: 2012\/13 Overview A collaborative project between the Department of History and the Institute of Education developed an innovative module in History, History Education (HS3HED), allowing Part Three students to test and develop their interest in teaching by undertaking and reflecting on a two-week subject-specific placement […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing our Professional Track<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Cindy Becker, Literature and Languages l.m.becker@reading.ac.uk Year of activity: 2015-16 Overview During the summer of 2016 we applied for \u00a3300 from the funds of Teaching and Learning Dean Dr David Carter and were awarded\u00a0the full amount. We were keen to develop our professional development scheme for students in the School of Literature and Languages, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

LW2RPP – Research Placement Project<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Stavroula Karapapa, Law s.karapapa@reading.ac.uk Overview Research Placement Project (LW2RPP) is a module developed within the School of Law that aims to provide Part Two students with a hands-on experience of the academic research process, from the design of a project and research question through to the production of a research output. It is an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Subject specific English, academic, and professional skills for NUIST students in Chemistry<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Elizabeth Page, School of Chemistry, Food and Pharmacy; Aaron Woodcock, International Study and Language Institute e.m.page@reading.ac.uk, a.e.w.woodcock@reading.ac.uk Overview Two complementary modules within the Department of Chemistry, English Language for Chemists (CH3ENG) and Health and Safety and Professional Skills (CH3NUI), were created to support students recruited from the Nanjing University of Information Science and Technology […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Classics Special Options: research-led teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Katherine Harloe, School of Humanities k.c.harloe@reading.ac.uk Overview All options in Classics Special Options (CLMSO) are research-led and arise directly from current research projects of academic staff. Students greatly enjoy learning about topics of current research within the subject, and members of staff report that they find teaching on their specialised topics of research interest […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Constructing research methods and statistics teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Lotte Meteyard, School of Psychology and Clinical Language Sciences l.meteyard@reading.ac.uk Overview Statistics teaching to Speech and Language Therapists within the Department of Clinical Language Sciences was redesigned in response to module evaluations. Whereas students had previously reported anxiety about statistics and struggled to appreciate the relevance of statistics to their practice, the introduction of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take-home exam<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Stuart Lakin, Law s.j.lakin@reading.ac.uk Overview In a Part Two Law module, Public Law (LW2PL2), we have moved away from the conventional exam to a take-home exam. We publish the exam paper on Blackboard at an arranged date and time. We give the students approximately 48 hours to complete and submit their answers electronically. The impact […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Final Year Group Based Research Projects<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 have been introduced into the BSc Chemistry programme for final year students. Small teams of students investigate different aspects of a research problem, each working on a separate strand. The results are combined and overall […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Legal Seagulls : Experience Plan for overseas students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shweta Band, Law s.band@reading.ac.uk Year of activity: 2015-16 Overview The name \u2018Legal Seagulls\u2019 represents all overseas students in the School of Law. I initiated the Legal Seagulls Experience Plan in 2015-16 as a three-step support initiative to enhance the academic and university-life experience for our overseas students. This includes the Pre-arrival Academic Welcome Kit (PAWK), […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Filling the skills gap: information literacy skills throughout the degree programme<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Jackie Skinner, Library jackie.skinner@reading.ac.uk Year of activity: 2015-16 Overview This is an ongoing project to devise and implement a framework of skills to be developed by undergraduate students in Food and Nutritional Sciences throughout their degree programme. I have worked closely with staff in the Department on this project and so far it has resulted […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing independent learners – a first year skills module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Elizabeth Page, Chemistry, Food and Pharmacy e.m.page@reading.ac.uk Overview A series of skills based modules running through the three years of the BSc and MChem Chemistry programmes has been developed. The aim is to promote independent learning and the development of academic and employability skills through subject specific material and activities. This entry describes the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Fostering effective transition to university learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Ciara Healy, Arts and Communication Design c.healy@reading.ac.uk Overview This case study presents some approaches taken in the Department of Art to encourage relationship building between different cohorts of students and all members of staff. The majority of activities took place in the first 6 weeks of the Autumn term and focused especially on Welcome […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

International Law Mooting<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor James Green, Law j.a.green@reading.ac.uk Year of activity: 2007-08 Overview Since 2007, the Law School has run a Part Three module entitled \u2018International Law Mooting\u2019. This is a highly innovative module, where a team of four students participate in the prestigious Telders International Law Moot Court Competition. The competition involves the team presenting written \u2013 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Diversity and the curriculum<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 June 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Richard Harris, Institute of Education r.j.harris@reading.ac.uk Overview The focus of this work is on what I do and how I try to ensure that the curriculum I create reflects the diversity in society; this in turn impacts on the trainee teachers I work with and how confident they are in teaching a more diverse […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Diversifying a core skills module (English Literature)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 June 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2015-6 Overview This entry describes the diversification of a core Part One English Literature module, Research & Criticism (EN1RC). As a result of the changes outlined here, every graduate of English Literature at the University of Reading will have encountered Anglophone texts from across the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipping the classroom in Meteorology<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 May 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Andrew Charlton-Perez,\u00a0School of Mathematical\u00a0and Physical Sciences a.j.charlton-perez@reading.ac.uk Year of activity: 2015\/16 Overview A flipped learning approach to teaching the part 3 and part 4 module, \u2018The Global Circulation\u2019 (MT38A\/4YA) in Meteorology was developed and tested. This approach was very successful, encouraging students to apply complex ideas to real-world problems. Objectives Develop a new set […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of the Cole Museum resources for outreach and teaching and learning.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 February 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

\u00a0Dr Amanda Callaghan, School of Biological Sciences a.callaghan@reading.ac.uk Overview The Cole Museum of Zoology (the Cole) houses a number of satellite collections for use in outreach, teaching and learning. In 2014 we transferred 50% of the School of Archaeology, Geography and Environmental Science (SAGES) fossil collection to the Cole and in 2015 acquired the other […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of an online learning environment to enhance field trip communication<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 December 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Robert Jackson, School of Biological Sciences r.w.jackson@reading.ac.uk Overview An online learning environment was developed for a module, Microbiology Field Course (BI3B67), within the School of Biological Sciences (SBS). This online learning environment was used to facilitate staff and student communication while on a field trip, and was greatly successful, with students responding well to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using an enquiry-based learning assessed work activity to enhance assessment and feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 December 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Paul Almond, School of Law p.j.almond@reading.ac.uk Overview A project to encourage students enrolled on a Part Three module within the School of Law, Criminology (LW3CRY), to develop a more sophisticated understanding of the links between criminological theory and policy, through a redesign of the Assessed Work project contained within the module. Results have suggested […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improved Neural Network assessment by staged laboratory practicals<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 December 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Richard Mitchell, School of Systems Engineering r.j.mitchell@reading.ac.uk Overview Adjustments were made to teaching, assessment, and feedback in a Part Two module within the School of Systems Engineering, Neural Networks (SE2NN11), successfully using three-staged laboratory practicals in order to encourage students to use neural networks on a ‘real world’ application. Making these changes saw an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Use of a modified problem-based learning approach in aphasia therapy teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Arpita Bose, School of Psychology and Clinical Language Sciences a.bose@reading.ac.uk Year of activity: 2011\/12 Overview A modified problem-based learning approach was developed and implemented in Communication Impairment 3 (PL2CI3\/PLMCI3) within the School of Psychology and Clinical Language Sciences.  While the adoption of this approach was unpopular with students on the module, there was a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving student engagement with assessment and feedback through peer review<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Helen Parish,\u00a0School of Humanities h.l.parish@reading.ac.uk Year of activity: 2014-15 Overview The project investigated recent research and practice in peer assessment and feedback in order to implement a peer assessment model for use within History, and develop a framework for the adoption of said model in cognate disciplines where evaluation of substantial text-based assignments is […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Digital Performance Lab: the application of tablet technologies in the teaching of contemporary performance<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Lib Taylor, School of Arts and Communication Design l.j.taylor@reading.ac.uk Year of activity: 2012-13 Overview The project explored how tablet technologies can be applied for teaching contemporary performance, through the creation of a Digital Performance Lab for use as part of the optional Part Three Contemporary Performance modules (FT3COA and FT3COB). Objectives Develop student employability […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding a virtual placement and professional mentoring in an MSc module to support student employability<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Sarah Cardey, School of Agriculture, Policy and Development s.p.cardey@reading.ac.uk Year(s) of case study activity: 2012-13 Overview A virtual placement was created with the C4D Network, allowing student\u00a0taking Communication for Innovation and Development within the Graduate School for International Development and Applied Economics (GIIDAE) to benefit from professional mentoring and networking, improving their employability as […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Incorporating research seminar series into teaching and learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Louise Johnson, School of Biological Sciences l.j.johnson@reading.ac.uk Overview In the School of Biological Studies a module, Seminars in Biology (BI3S78) was created, utilising the existing research seminar series within the School to structure assessment. The module is easily adaptable for other subject areas, and has proved very popular with students, and has aided in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

‘What did I do wrong?’ Supporting independent learning practices to avoid plagiarism<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Helen Hathaway, Library; Clare Nukui, International Foundation Programme; Dr Kim Shahabudin, Study Advice; Dr Elisabeth Wilding, International Study and Language Institute h.m.hathaway@reading.ac.uk Year of activity: 2012-13 Overview The development of an Academic Integrity Toolkit for academic tutors to draw on, which collated evaluated teaching and support resources for supporting the development of independent learning practices […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Whiteknights biodiversity monitoring: building an app to collate long-term monitoring data of campus wildlife<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Alice Mauchline, School of Agriculture, Policy and Development; Dr Alastair Culham, School of Biological Sciences; Dr Karsten Lundqvist, School of Systems Engineering; Professor Alison Black, School of Arts and Communication Design; Dr Hazel McGoff, School of Archaeology, Geography and Environmental Science a.l.mauchline@reading.ac.uk Year of activity: 2013-14 Overview A mobile app was developed for the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

From a traditional classroom to a flipped classroom<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Karsten O. Lundqvist, School of Systems Engineering k.o.lundqvist@reading.ac.uk Year(s) of activity: 2013-14 Overview A flipped classroom approach was trialed for the Part Two Java\u00a0module (SE2JA11) taught in the School of Systems Engineering.\u00a0 Objectives Encourage students on the module to become deep-level learners, as they analyse, evaluate and create, rather than simply remembering and understanding. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Exploring modern languages linguistics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Federico Faloppa and\u00a0Dr Chiara Ciarlo,\u00a0School of Literature and Languages f.faloppa@reading.ac.uk Overview The project successfully developed an introductory module\u00a0in general linguistics, with a focus on foreign language specific issues for Part Two students who choose to do a single or joint honours language degree. \u00a0Providing a module for the teaching of linguistics to Modern Languages […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Integrating Facebook into team-based learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 Management and Strategy (MM272), was redesigned on two pillars: teamwork, and social media (Facebook). Formal student evaluations were high and feedback from focus groups with students was very positive – students found the use of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The online studio: using Technology Enhanced Learning to support independent learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Jeanne-Louise Moys, School of Arts and Communication Design j.l.moys@reading.ac.uk Year of activity: 2014\u201315 Overview The project explored what kinds of online resources BA Graphic Communication students engage with and need and, through an iterative design process (combining prototyping and user testing), developed a new online resource interface to support learning. \u00a0As a result, staff […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

LS1TAL Techniques and Skills for Applied Linguistics: Improving the student experience<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 2014-15 to develop the Department of English Language and Applied Linguistics’ new compulsory Part One module Techniques and Skills for Applied Linguistics (LS1TAL), run for the first time in 2014-15, to make it more interesting, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

War Child on Screen<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 a public film season of four films (German, French, Spanish, Italian) with Reading Film Theatre (RFT) on ‘Children in War’ to commemorate the 70th anniversary of the end of World War II. The students chose […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Assessing the impact of internationalisation on students, from both a UK student perspective and a NUIST student perspective<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 of the intake of a cohort of 16 3+1 BSc Applied Chemistry students on the existing undergraduate students on programmes within the Department of Chemistry (approximately 72 students, on both BSc and MChem programmes), and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing the module ‘Persuasive Writing’ and considering the professional development of our students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 the Department of English Literature to map onto the needs of the professional world, a PLanT project was created to gain input from professionals on the development and delivery of the module. As a result, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing a tailored study support package for postgraduate students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 faced by mature students studying alongside full time employment, and developing ameliorative practices and resources. Structured interviews conducted with 40 current students and alumni revealed barriers including weak IT and study skills and role conflict. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching the Digital Text: Literature and the New Technologies<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Michelle O’Callaghan, School of Literature and Languages m.f.ocallaghan@reading.ac.uk Overview The project \u2018Teaching the Digital Text: Literature and the New Technologies\u2019 employed two undergraduate research assistants to help in the design of a Part Three module that aims to introduce students to current research in the digital humanities and teach practical digital skills. Resulting from […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Core Issues in English Language Teaching: building student autonomy, technology-enhanced skills and employability<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 expertise in managing task-based approaches to learning, foster active engagement in seminars including international students, and support students\u2019 development of Technology Enhanced Learning (TEL) skills, through student-led revisions of a popular undergraduate module, with the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

MOOCs at Reading \u2013 what, why and where next?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 of researchers and teaching practitioners from the Department of English Language and Applied Linguistics to explore teaching and learning implications of the University of Reading’s pilot Massive Open Online Course (MOOC), A Beginner’s Guide to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Assessing the use of Technology Enhanced Learning in Higher Education: the case of trading simulation software at the ICMA Centre<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Ioannis Oikonomou, ICMA Centre i.oikonomou@icmacentre.ac.uk Year(s) of activity: 2013-14 Overview This project reviewed\u00a0the effectiveness of the ICMA Centre’s use of trading simulation software, a unique combination of problem-based learning and role-playing which uses modern technology. \u00a0While it was found that students enjoyed having access to trading simulation software for their learning, a number of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching in a divided classroom: the impact of internationalisation and marketisation on business education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr John Latsis, Henley Business School j.s.latsis@henley.ac.uk Year(s) of activity: 2013-14 Overview In the postgraduate module Managing People and Organisations (MMM048), provided by the School of Leadership, Organisations and Behaviour, assessment methods were altered in a manner that was mindful of the increased internationalisation and marketisation of UK Higher Education, in order to assist the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Incorporating digital modelling into teaching and learning: Digital Silchester<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Matthew Nicholls, School of Humanities m.c.nicholls@reading.ac.uk Year(s) of activity: 2012-3 Overview Following on from the success of the Virtual Rome project, a Classics module was constructed to teach Part Three undergraduate students 3D digital modelling for the purposes of historical reconstruction. Student satisfaction with the module has been high, and students have benefited from […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Language Learning Advisor scheme<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 students to act as Language Learning Advisors (LLAs) to Institution-Wide Language Programme (IWLP) and Modern Languages and European Studies (MLES) students, providing peer support for developing language learning strategies.\u00a0 The scheme is popular, and has […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Campus Wildlife Champions<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 Conservation students) carried out species identification activities in The Centre for Wildlife Assessment and Conservation on Wednesday afternoons. Students were encouraged to ‘adopt’ and focus on a taxonomic group (or community) to acquire deep learning. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Politics Show on Junction11 Radio<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Alan Renwick, School of Politics, Economics and International Relations Year of activity: 2014\/15 Overview Our Teaching and Learning Development Fund (TLDF) award was used to fund the purchase of a laptop and recording equipment to help students in preparing materials for broadcast in the Politics Show on Junction11 Radio, the Reading University Students’ Union\u00a0radio […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Active learning methods for week intensive MSc modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Stef\u00e1n Th\u00f3r Smith, School of the Built Environment s.t.smith@reading.ac.uk Year(s) of case study activity: 2014-15 Overview Active learning methods were explored, and the Environmental Quality and Well-being module (CEM236EQW), a week intensive module offered by the School of the Built Environment, was amended to incorporate suitable active learning methods, improving student satisfaction and engagement.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using screencasts to deliver skills training: a Part One English Literature module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2014\/15 Overview This entry describes the use of screencasts to deliver skills training on a compulsory Part One English Literature module. As a result of the changes outlined here, every student taking English Literature at the University of Reading will have access throughout their degree […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Coursework redesign for an integrated multidisciplinary module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Mark Dallas, School of Chemistry, Food and Pharmacy m.dallas@reading.ac.uk Overview Within the School of Chemistry, Food and Pharmacy, coursework on a Part Two Pharmacy module, Therapeutics and Medicines Optimisation B (PM2B), was redesigned to reflect the multidisciplinary nature of the new module. In their assessed work, students demonstrated a better appreciation of the interconnectivity […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\t\t\t\t\t\"Decorative<\/a>\n\t\t\t\t\n\t\t\t\t

Coding a fairer system: A new approach to supervisor allocation<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 April 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Automating the Psychology dissertation supervisor allocation process transformed a complex, time-consuming task into a fairer, faster system. By collaborating across teams, refining communication, and developing a bespoke algorithm, efficiency, equity, and student experience improved.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"photography<\/a>\n\t\t\t\t\n\t\t\t\t

Across the pond: Working in partnership with students to enhance international students\u2019 experience<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 March 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Learn about a PLanT project in which students and staff worked together on exploring and enhancing the experience of international students<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"A<\/a>\n\t\t\t\t\n\t\t\t\t

Improving student accessibility, learning opportunities and experience through enhanced fieldtrip information<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 March 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

An overview of our T&L Initiative Funded project to co-design a template to improve the quality of fieldtrip information to enhance student accessibility, preparedness, learning opportunities and experience, whilst also considering staff capacity. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"A<\/a>\n\t\t\t\t\n\t\t\t\t

The suitability of personalised AI models for ancient language T&L<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 February 2026\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Testing OpenAI\u2019s GPTs, Google\u2019s Gems, and Blackboard Ultra\u2019s AI Assistant to see if personalised GenAI tools can resolve problems encountered with using freely-available GenAI tools for supporting ancient language T&L.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"A<\/a>\n\t\t\t\t\n\t\t\t\t

Enabling group work benefits for those who can’t work in groups<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 December 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rachel Pye (SPCLS) discusses altering ‘hands-on’ group-based assessment for those who can’t work in groups.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"People<\/a>\n\t\t\t\t\n\t\t\t\t

\u2018Zine Your Way to Zen:\u2019 Creating zines for mental health and wellbeing<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 October 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Can zines be a powerful tool for aiding or exploring mental health and wellbeing? In this case study, Victoria Grace-Bland and Michael Kilmister (CQSD-ADE) reflect on a workshop they ran with staff during Wellbeing Week.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\""Promotional<\/a>\n\t\t\t\t\n\t\t\t\t

Success for whom? The class gaps in student outcomes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 October 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Mat Haine (CQSD) reflects on how we can support students from lower socioeconomic backgrounds, and help to ensure they achieve their learning goals at University. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Padlet<\/a>\n\t\t\t\t\n\t\t\t\t

Using Padlet in teaching: A reflection on purpose and practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 October 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Henley Business School\u2019s Dr Anna De Amicis reflects on her use of Padlet, finding the digital tool enhances learning when its use is intentional rather than \u2018bolt on.\u2019 <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

Padlet & STEM notation: How can you make polls with a program source code on Padlet?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 October 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Alan Guedes in the Department of Computer Science explains how he, through trial and error, embeds coding notation and formative quizzes into Padlet. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Pharmacy-style<\/a>\n\t\t\t\t\n\t\t\t\t

Video vignettes for pharmacy education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This project brought together Pharmacy and Film, Theatre & Television to create video vignettes showcasing cultural competence in pharmacy education, enabling learners to explore non-verbal cues and improve inclusive communication in patient care.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Man<\/a>\n\t\t\t\t\n\t\t\t\t

Staff and student attitudes to educator self-disclosure in teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This research project explored how educator self-disclosure can shape power dynamics in the classroom and support more inclusive and reflective learning environments.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Two<\/a>\n\t\t\t\t\n\t\t\t\t

Research in clinical practice: Developing teaching alongside NHS practitioners<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 May 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study exemplifies how the development of learning activities and materials can be supported by clinicians with leadership roles in the NHS to provide real-world experience of research in clinical practice. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"floating<\/a>\n\t\t\t\t\n\t\t\t\t

Creating a sustainable wellbeing support journey for apprenticeship students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This project outlines how we created a sustainable wellbeing support journey for the unique challenges experienced by degree apprenticeship students, who are both employee and student. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Four<\/a>\n\t\t\t\t\n\t\t\t\t

Decolonising assessment in a clinical training programme within the Charlie Waller Institute<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the changes made to written assessment to incorporate equity, diversity and inclusion (EDI).<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"yellow<\/a>\n\t\t\t\t\n\t\t\t\t

Supporting academic and social transition of first year speech and language therapy students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how Mirjana Sokolovic-Perovic and Joe Spackman in SPCLS implemented a buddy system to support academic and social transition of their students. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"classical<\/a>\n\t\t\t\t\n\t\t\t\t

ChatGPT: A conversational language study tool<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This project outlines the work undertaken in the Department of Classics to demystify generative artificial intelligence for ancient language staff and students over the 2023-2024 academic year.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"stack<\/a>\n\t\t\t\t\n\t\t\t\t

Blending problem-based learning (PBL) and real-world scenarios on foundation economics: IFP<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Adopting an innovative approach of blending problem-based learning (PBL) and real-world scenarios in foundation economics to bridge academic and real-world economic concepts, while fostering active learning and critical thinking.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Pink<\/a>\n\t\t\t\t\n\t\t\t\t

Introducing self-practice\/self-reflection sessions on the high-intensity training course in cognitive behavioural therapy (CBT)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 April 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Julia Limper (CWI) explores how to integrate Self-Practice and Self-Reflection (SP\/SR) into cognitive-behavioural therapy (CBT) programs to enhance therapists’ practical skills and emotional resilience.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Taking ownership over our success: Empowering postgraduate trainee teachers<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 January 2025\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In this reflection, Scarlett Murphy from the IoE highlights empowering postgraduate trainee teachers, particularly those with caregiving responsibilities or neurodiverse conditions, by developing tailored resources and fostering self-advocacy, collaboration, and inclusive placement environments.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflections of an additional research assistant on a UROP project<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 December 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

SPCLS student Hannah Raheja reflects on being a UROP research assistant, offering recommendations for research-focused student-staff partnerships.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding entrepreneurship and technology literacy in the student curriculum: A case study of a module for real estate students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 November 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Explore how integrating entrepreneurship and technology literacy into a real estate module enhanced student engagement and skill development, fostering a practical understanding of modern industry challenges.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"What<\/a>\n\t\t\t\t\n\t\t\t\t

The Hidden Curriculum Glossary \u2013 supporting transitions with student-created resources<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 24 October 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This student-staff partnership project developed a co-created glossary of useful language for incoming university students which has been adopted and adapted by colleagues across the University of Reading and widely across the sector. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"\"<\/a>\n\t\t\t\t\n\t\t\t\t

Improving student awareness of programme information through strategically-timed messaging<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 June 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In this case study, Dr Jayne Freeman reflects on her introduction of a staggered approach to delivering programme-level information to UG students in Psychology. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"\"<\/a>\n\t\t\t\t\n\t\t\t\t

Exploring students’ sense of belonging in the Charlie Waller Institute<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 May 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

What is students\u2019 perception of staff racial representation and its impact on students\u2019 sense of belonging in Charlie Waller Institute? Select here to find out the answer. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

Enhancing and developing the use of OneNote Class Notebook beyond the Covid-19 pandemic<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rita Balestrini in the Department of Languages and Cultures reflects on the T&L possibilities of Microsoft OneNote in blended learning environments.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"two<\/a>\n\t\t\t\t\n\t\t\t\t

How should MSc Placements be assessed? Gathering the views of students to inform assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Reports the findings from interviews with students about how placements at Masters level should be assessed.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflecting on developing support for disabled students attending clinical training courses in the Charlie Waller Institute<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study explores the development of a student forum for disabled students within the Charlie Waller Institute. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"red<\/a>\n\t\t\t\t\n\t\t\t\t

Developing resources to support student transition into HE<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In this case study, we reflect on how PCLS designed induction booklets for UG programmes, and how they helped students with the transition into higher education. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

Enhancing students\u2019 linguistic and intellectual competence through Virtual Exchanges in Chinese and Japanese<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 February 2024\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how Cong Xia Li and her colleague Asako Partington created the virtual exchange projects for their students.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Men<\/a>\n\t\t\t\t\n\t\t\t\t

Using constructivism to achieve a decolonised accounting curriculum<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 December 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Ekililu Salifu discusses using constructivism learning theory to achieve the objectives of a decolonised curriculum in a pseudo-technical subject area like accounting.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Empowering tomorrow’s marketers: A journey through real-world skills and engaging learning in consumer behaviour group projects<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 October 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Bahram Mahmoodi Kahriz explores an authentic assessment involving peer feedback for undergraduate students in Henley Business School. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Screenshot<\/a>\n\t\t\t\t\n\t\t\t\t

\u201cMaking it OUR Year Abroad\u201d: A student-staff collaboration to support the Year Abroad experience for Languages students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 September 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how students and staff in the Department of Languages and Cultures worked together to help peers prepare for the Year Abroad by creating channels to share their experience and advice. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Decorative<\/a>\n\t\t\t\t\n\t\t\t\t

Adapting a carousel technique from face to face to remote teaching on Blackboard Collaborate<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 September 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines how a carousel technique, whereby trainees complete a small group project then present the outcome to their peers, has been adapted for breakout rooms in Blackboard Collaborate.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Selfie<\/a>\n\t\t\t\t\n\t\t\t\t

Whose getting the development here? Utlising SoTL frameworks to reflect on personal development modules for senior level apprentices<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 August 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

A scholarship of teaching and learning informed collaborative study into personal development teaching on apprenticeship programmes by Elizabeth Houldsworth (Henley Business School) and Emma Watton (Lancaster University Management School)<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Title<\/a>\n\t\t\t\t\n\t\t\t\t

Working in partnership with students to signpost support structures to first years<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Focusing on the use of student voice to support transition into university, this article discusses a successful Teaching and Learning Enhancement Project (TLEP) where videos were produced to help share key messages with new undergraduates.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"Four<\/a>\n\t\t\t\t\n\t\t\t\t

Designing an authentic assessment tailored specifically for Part 4 students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 August 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Julia Abery in SMPCS outlines the process of designing a tailored masters-level authentic assessment with the aim of increasing student engagement and promoting transferable skills. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"a<\/a>\n\t\t\t\t\n\t\t\t\t

Reframing success in a partnership project<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 July 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Amanda Millmore in the School of Law focuses upon the work of our student-staff partnership project working together on a new elective first year module. Focusing on the role of student partners acting as peer mentors we aimed to support the transition of new students into university and provided a bridge into the Law School community. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\t\t\t\t\t\"\"<\/a>\n\t\t\t\t\n\t\t\t\t

Decentring Ableism: Creative Applications of Film Accessibility in Film\/TV Practical Teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 June 2023\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study by Lecturer in Screen Practices and Industries Shweta Gosh outlines how film\/TV accessibility tools such as captions can be used to teach filmmaking skills, facilitate creative thinking and create awareness about disability and accessibility.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Use and Usefulness of Peer Feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 December 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Peer feedback is underutilised in many disciplines. In our study, we wanted to find out the conditions under which peer feedback works, how it is received by students, and ways to remove barriers to its successful implementation. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using student feedback to make university-directed learning on placement more engaging<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 October 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study from Anjali in the CWI outlines how the student voice was used to collaboratively adapt a specific teaching format for postgraduate students on placements. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

DIGITAL EDUCATION & ACCESSIBLE LEARNING<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article reports on the joint Institute of Education \/ Department of Computer Science Leverhulme funded project concerned with improving online learning for three groups of students. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The university as a lending service \u2013 STEM learning with Lego<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 \u2018training the trainer\u2019 and \u2018resource lending\u2019 for maximum efficiency of resources.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using more low-tech hybrid\/hyflex teaching methods in English Literature modules \u2013 benefits and limitations.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Is hybrid learning, with a seminar leader teaching some students online whilst others learn in the classroom, something we should continue to offer in our teaching? A case study from a seminar leader in the Department of English Literature. *It is worth noting that hybrid teaching is not currently university policy and is not recommended for use.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using more high-tech hybrid\/hyflex teaching methods in language and academic skills learning contexts \u2013 benefits and limitations.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 July 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post reports the findings of a 2021 ISLI pilot study on the use of hybrid\/hyflex teaching and learning methods in teaching contexts which require multiple teacher-student and student-student interaction patterns. It should be noted that hybrid teaching is not currently university policy and is not recommended for use.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Co-Creating a Programme Focussed Assessment Strategy in BSc Food Science<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 March 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article discusses a PlanT project undrtaken by the school of Food and Nutritional Sciences with the aim of enhancing the student experience through assessment. The (TESTA) methodology was used to develop a programme focus assessment strategy that could lead to a reduction in volume and improved distribution of assessment, and overall enhance student and staff experience <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The One Where a Timetable Merger Gives Rise to a Curriculum Implementation Review<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 March 2022\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the Psychological Wellbeing Practitioner (PWP) team\u2019s process of merging timetables for two sister programmes in response to department restructure, and the subsequent curriculum implementation review that inevitably followed.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Driving programme development in the IOE: student focus groups and paper writing<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 November 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article outlines the thinking to drive programme development through student focus groups across three IOE programmes.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Merging the Academic Tutor System into Compulsory Core Skills Modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 October 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines how SBS integrated academic tutoring into undergraduate core skills modules to give greater support for academic skills development and engagement between tutors and tutees.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A Partnership in SLL to Enhance Blended Learning Practices: an Analysis of the Process and Findings<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 October 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

PEBLSS (a Partnership to Enhance Blended Learning \u2013 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.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using OneDrive to Address the Challenges of Online Groupwork<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 October 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how ISLI used the OneDrive cloud repository to promote student-student and student-teacher interaction on two Foundation year modules, including our rationale, implementation, examples and student reflections. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Online Delivery of Practical Learning Elements for SKE<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article outlines the re-thinking of how to deliver the science practical elements of the subject knowledge enhancement programme (SKE) due to the impact of Covid-19 in March 2020 and a move online.\u00a0 This focuses on what we learnt from the practical elements of the programme delivery online as it required students to engage in laboratory activities to develop their subject knowledge skills in Physics, Chemistry and Biology related to school national curriculum over two weeks in June and July 2021.\u00a0<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blended Learning – Exploring the Experience of Disabled Law Students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Xerte: engaging asynchronous learning tasks with automated feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 June 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article discusses how teaching staff in ISLI converted paper-based learning materials to an online format, so that students on our summer Pre-sessional programme, could work independently and receive, where appropriate, automated feedback on tasks.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting the Wellbeing of Trainee Psychological Wellbeing Practitioners<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 March 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article details Will and Allan’s work aimed at providing evidence based guidance to Trainee Psychological Wellbeing Practitioners (PWPs) on the MSci Applied Psychology (Clinical) course. It contains practical advice, tools, strategies and reflections on how students can be supported to manage their wellbeing and workload over the course of their placement year. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Organising a Peer Review Event of Synchronous Online Teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 February 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Read Vicky Collins approach to addressing the challenges of remote learning, student engagement and new technology within ISLI. This article details an internal peer review event on the theme of \u2018Managing synchronous online teaching. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Learning to Interpret and Assess Complex and Incomplete Environmental Data<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 January 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 \u2018messy\u2019 and \u2018complex\u2019.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The impact of COVID upon practical classes in Part 1 chemistry – an opportunity to redevelop a core module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 January 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article outlines the re-design, necessitated partly due to COVID-19, that was undertaken for the Part 1 chemistry module, CH1PRA, which services approximately 45 students per year.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Can Online Learning Facilitate Meaningful Interpersonal Connection?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 December 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shelley Harris reflects on the experience of taking Employability events online for creative writing students<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving student assessment literacy & engaging students with rubrics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 December 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Allan Laville School of Psychology & Clinical Languages Sciences In this 14 minute video, early rubrics adopter Dr. Allan Laville shares how he and colleagues in Psychology have sought to improve student assessment literacy, and have successfully engaged students with their assessment rubrics by embedding analysis of them into their in-class teaching and by […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Promoting and Tracking Student Engagement on an Online Undergraduate Pre-sessional Course<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 September 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines approaches to fostering an active learning environment on the University\u2019s first fully online Undergraduate Pre-sessional Course.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Misconceptions About Flipped Learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 September 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Ed Tew shares his thoughts in the final of his three posts on flipped learning.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipped learning – ‘In-class flipped’<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 July 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Ed Tew shares the ‘in-class flipped’ idea and explores ways to apply it in an online platform such as Blackboard Collaborate Ultra.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Running Virtual Focus Groups \u2013 Investigating the Student Experience of the Academic Tutor System<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 July 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how, whilst in lockdown, Amanda Millmore measured the impact of the new Academic Tutor System (ATS) on students in the School of Law, capturing their experiences, both good and bad, with a view to making improvements.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Introducing group assessment to improve constructive alignment: impact on teacher and student<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 July 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about the impacts following ISLI’s pilot of paired Oral exams.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting Transition: Investigating students\u2019 experiences of transferring from University of Reading Malaysia campus (UoRM) to the University of Reading UK campus (UoR)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how a TLDF mini project helped to improve Pharmacy student’s transition from our Malaysia campus to our Whiteknights campus.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How ISLI\u2019s Assessment Team created an online oral exam for the Test of English for Educational Purposes (TEEP)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines ISLI’s process of creating a version of the Test of English for Educational Purposes (TEEP) for 1-1 online delivery.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipped learning revisited<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Edward Tew reflects on Flipped Learning and its application during the COVID-19 pandemic.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The DEL Feedback Action Plan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Case Study details how SLL produced new student-facing physical and online posters, designed by a \u2018Real Jobs\u2019 student, to instruct students on finding their feedback online, and generated \u2018marking checklists\u2019 for staff to indicate what needs to be included in feedback and what needs to be avoided.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Student co-creation of course material in Contract Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The PLaNT project involved the co-creation, with students, of a series and podcasts and other materials for Contract Law (LW1CON).<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How ISLI moved to full online teaching in four weeks<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more how ISLI moved to full online teaching in four weeks.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Taking Academic Language and Literacy Courses Online<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the process of rapidly converting the Academic English Programme (AEP) to online, and reports student feedback and reflections on the experience.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Considering wellbeing within the placement module assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

All\u00e1n Laville (Dean for D&I and Lecturer in Clinical Psychology) and Libby Adams (Research Assistant), SPCLS Overview This project aimed to design a new alternative assessment to form a part of the MSci Applied Psychology course which puts emphasis on the practical sides of training as a Psychological Wellbeing Practitioner (PWP). This included utilising problem-solving […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Still Learning Together<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how Professor Cindy Becker created a YouTube channel to reassure students that she is still here, still wants to teach them, and is as keen to stay in touch as they are.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Virtual Field Classes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 May 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how SAGES provided their students with the field-based teaching elements of their courses when access to sites was impossible. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take-home exams: gauging the student experience<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 May 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Alison MacLeod from SAGES outlines her experience of running an 100% online exam.<\/p>\n

How did it go? What was the student opinion? Did they hate it? Would there be a mass protest? Read more to find out.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

From Face to Face to Online in two weeks – Changing the delivery mode of the Academic Practice Programme<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 May 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This account explores how the Academic Practice Team re-designed three full days of face to face teaching from the Academic Practice Programme into two mornings of synchronous online teaching using Blackboard Collaborate Ultra.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing psychoeducational materials for individuals with learning disabilities<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 May 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville,\u00a0a.laville@reading.ac.uk, (Dean for D&I and Lecturer in Clinical Psychology) and Charlotte Field (Research Assistant and student on MSci Applied Psychology) Overview To improve access to psychoeducational materials by addressing the diverse needs of those accessing Improving Access to Psychological Therapy (IAPT) services. We worked on creating materials that could be used to describe […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Psychological Techniques to get the most out of your Feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 April 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Zainab Abdulsattar (student \u2013 Research Assistant), Tamara Wiehe (staff \u2013 PWP Clinical Educator) and Dr All\u00e1n Laville, a.laville@reading.ac.uk, (Dean for D&I and Lecturer in Clinical Psychology).\u00a0School of Psychology and CLS. Overview To help Part 3 MSci Applied Psychology students address the emotional aspect of engaging with and interpreting assessment feedback, we have created a Blackboard […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing and embedding electronic assessment overviews<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 March 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville,\u00a0a.laville@reading.ac.uk , Chloe Chessell and Tamara Wiehe Overview To develop our assessment practices, we created electronic assessment overviews for all assessments in Part 3 MSci Applied Psychology (Clinical) programme. Here we reflect on the benefits of completing this project via a student-staff partnership as well as the realised benefits for students. Objectives To […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Want your students to succeed? Then help them to interpret their grades<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 March 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Sonia Hood, Study Advice Manager, writes how helping students’ to understand their grades is key to their success.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Seeds of Diversity: 90 years and growing<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 March 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Melanie Jay and Suzy Tutchell,\u00a0Institute of Education The Project Seeds of Diversity was an ambitious, enriching and highly creative project drawing together the University of Reading\u2019s community of teachers and learners to produce a collaborative and evolving sculptural installation. This innovative project celebrated the University\u2019s roots and growth over the past 90 years as well […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using personal capture to supplement lectures and address FAQs<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Will Hughes – School of Built Environment (Construction Management & Engineering) Overview The personal capture pilot project helped me to develop and test ideas to advance what I had been previously trying using YouTube. One important lesson for me was that shorter duration videos better engage students. I also learned how to record videos featuring […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u2018A-level Study Boost: Unseen Poetry and the Creative Process\u2019: an online course<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rebecca Bullard,\u00a0School of Literature and Languages,\u00a0r.bullard@reading.ac.uk Overview \u2018A-level Study Boost: Unseen Poetry and the Creative Process\u2019 is a two-week online course created by staff and students in the Department of English Literature and the Online Courses team, and hosted on the social learning platform, FutureLearn. It engages a global audience of learners in reading, writing, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using personal capture as a method of coaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Ed Collins – School of Agriculture, Policy & Development Overview Personal capture software was used as a method of coaching, facilitating good study practice and identifying milestones for students in order to develop excellent assignments over two modules at undergraduate level. The impact of the project delivered was two-fold. From a student\u2019s perspective, it enabled […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Use of personal capture to enhance the module selection process in Mathematics and Statistics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Calvin James Smith – Department of Maths & Statistics Overview We created short videos advertising the content of modules to enable students to make more informed choices during the module selection process. Staff reported mixed experiences and interest in Mediasite personal capture so other mechanisms were also used (e.g. Camtasia, use of camcorder). Student feedback […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Accessible Professional Skills Training through Personal Capture: Museums, archives, rare books and heritage sites<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Rhianedd Smith – University Museums & Special Collections Services Overview This project looked at creating extension videos to help people to access behind-the-scenes and professional skills from museums and heritage sites which could not be delivered in class. It also allowed revision for skills which might be lost due to issues around memory in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Creating screen-casts to support students with using Microsoft Excel<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Gita Persand – Henley Business School Overview The main\u00a0motivation\u00a0for me\u00a0to\u00a0use\u00a0personal capture was to create short videos\u00a0(lasting six to seven minutes),\u00a0explaining various\u00a0financial\u00a0concepts in Excel. I teach Financial Modelling\u00a0(a practical hands-on module, taught in a computer lab)\u00a0to Part 2 students,\u00a0for which\u00a0I created\u00a0the\u00a0videos\u00a0using the\u00a0Mediasite\u00a0software.\u00a0I\u00a0then\u00a0uploaded\u00a0them\u00a0to\u00a0Blackboard\u00a0(via a video library)\u00a0for this module. I\u00a0was consulting with colleagues working with me on using […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Creating a screen-cast to support students posting to a blog<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Elisabeth Koenigshofer – School of Literature & Languages Overview As part of the Personal Capture Pilot Project,\u00a0I had many ideas to create videos for my students to enhance their learning.\u00a0Eventually, I created one video that students could refer to if they needed support when adding a post to a blog on Blackboard, which was one […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Creating screen-casts to enable students to catch up<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Jo Stringer – Henley Business School (Real Estate & Planning) Overview I created catch-up screen-casts for the first two live sessions of my postgraduate Law module. These enabled students to catch-up live sessions missed.\u00a0 The screen-casts were accessed by 25% of the students and the feedback was very positive.\u00a0Key finding: the students want more recorded […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Inter-Professional Practical Workshop: Registered Intermediaries & Advocates in a Mock Criminal Court<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 January 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Amanda Millmore, Law,\u00a0a.millmore@reading.ac.uk\u00a0\u00a0Alison Cox, PCLS,\u00a0a.cox@reading.ac.uk Overview This was a collaboration between 2 schools (Law & PCLS) to introduce students to the work of Registered Intermediaries in Court in a practical way by offering co-curricular training. Registered Intermediaries are communication specialists who work in criminal cases to assist vulnerable people with significant communication difficulties to communicate […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Piloting General Practice (GP) experiential learning for MPharm Year 3 students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 January 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Catherine Langran, Lecturer in Pharmacy Practice, School of Pharmacy Daniel Mercer & Selen Morelle, MPharm Part 4 students, School of Pharmacy Background Throughout the Masters of Pharmacy degree (MPharm) students undertake experiential learning in hospital and community pharmacies. Experiential learning through placements is an important approach to teaching and learning; providing a safe learning environment […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Clinical skills development: using controlled condition assessment to develop behavioural competence aligned to Miller’s pyramid<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 December 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kat Hall,\u00a0 School of Chemistry, Food and Pharmacy,\u00a0k.a.hall@reading.ac.uk Overview The Centre for Inter-Professional Postgraduate Education and Training (CIPPET) provide PGT training for healthcare professionals through a flexible Masters programme built around blended learning modules alongside workplace-based learning and assessment.\u00a0 This project aimed to evolve the department\u2019s approach to delivering one of our clinical skills workshops […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing Diversity and Inclusion teaching: The importance of D&I and Ethical Practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 December 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n Laville, Psychology and Clinical Language Sciences,\u00a0a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), teaching must include a focus on Diversity and Inclusion (D&I) as well how this relates to ethical practice. Therefore, I created a 15-minute screencast that tied key D&I principles to clinical practice, with a particular focus on ethical […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Electronic Management of Assessment: Creation of an e-Portfolio for PWP training programmes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 December 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Tamara Wiehe, Charlotte Allard & Hayley Scott (PWP Clinical Educators) Charlie Waller Institute; School of Psychology and Clinical Language Overview In line with the University\u2019s transition to Electronic Management of Assessment (EMA), we set out to create an electronic Portfolio (e-Portfolio) for use on our Psychological Well-being Practitioner (PWP) training programmes to replace an existing […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Universally Speaking: crossing cultural & generational boundaries \u2013 a seminar series<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dan Jones,\u00a0School of Psychology & Clinical Language Sciences,\u00a0d.jones6@reading.ac.uk   Overview The \u2018Universally Speaking\u2019 series provides a platform for students, staff and community members to exchange ideas on culture, heritage, customs, values and traditions, via a seminar presentation. Each seminar is followed by an informal drinks reception to facilitate further discussion and interactions between the different […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u2018How did I do?\u2019 Finding new ways to describe the standards of foreign language performance. A follow-up project on the redesign of two marking schemes (DLC)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rita Balestrini and Elisabeth Koenigshofer, School of Literature and Languages,\u00a0r.balestrini@reading; e.koenigshofer@reading.ac.uk Overview Working in collaboration with two Final Year students, we designed two \u2018flexible\u2019, \u2018minimalist\u2019 rubric templates usable and adaptable across different languages and levels, to provide a basis for the creation of level specific, and potentially task specific, marking schemes where sub-dimensions can be […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Working in partnership with our lecturers to redesign language marking schemes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Sian Wells (BA French and Italian) and Sophia Acton (BA Italian and Spanish) During the Spring and Summer term of 2019, we participated in a project within the Department of Modern Languages and European Studies (MLES, now Department of Languages and Cultures) with the aim of redesigning the marking schemes used for oral and written […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Stories of Our Studies<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Simon Floodgate, Institute of Education,\u00a0s.floodgate@reading.ac.uk Overview A form of inter-active, reflective practice for students in which Playback Theatre (an improvisatory form) is used to \u2018play back\u2019 individual stories of students\u2019 experiences regarding all aspects of their studies.\u00a0 This process can support emotional literacy and well-being and promote professionalism in students at all levels of study. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Capturing and Developing Students\u2019 Assessment Literacy<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Hilary Harris, Maria Danos, Natthapoj Vincent Trakulphadetkrai, Stephanie Sharp, Cathy Tissot, Anna Tsakalaki, Rowena Kasprowicz – Institute of Education hilary.a.harris@reading.ac.uk Overview The Institute of Education\u2019s (IoE) T&L Group on Assessment Literacy worked collaboratively with 300+ students to ascertain the clarity level of assessment criteria used in all programmes across the IoE.\u00a0 The findings were used […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reframing Identity 360<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kate Allen, Department of Art, k.allen@reading.ac.uk Overview An investigative artwork that explores identity using 360 cameras developed through practical, alumni led workshops and socially engaged art with current art students, school groups and the general public. Part of ArtLab Movement\u2019 at Tate Exchange (TEx) 2019 at the Tate Modern on March and be archived on […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A \u2018Sherlock\u2019 Approach to Physician Associate Learning: Using Workshops to Promote Critical Thought<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Sarah Greenwood,\u00a0Lecturer, Physician Associate Programme, School of Chemistry, Food and Pharmacy,\u00a0s.l.greenwood@reading.ac.uk Physician Associate (PA) students are talented life-sciences postgraduates who must quickly develop critical thinking skills in relation to medicine. Our PA programme focuses on the core skill of applying bioscientific and medical theory to skills of history taking, clinical examination, investigation diagnosis and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Look After Your Mate: promoting student mental health and peer support within the School of Politics, Economics and International Relations<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Vicki Matthews, School of Politics, Economics and International Relations, v.matthews@reading.ac.uk Context Student Minds is the UK\u2019s Student Mental Health Charity, and was RUSU\u2019s charity of the year for 2018\/19. Student Mind\u2019s aspiration is to ensure students have the skills, knowledge and confidence to talk about their own mental health and look out for their peers.\u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving assessment writing and grading skills through the use of a rubric – Dr Bolanle Adebola<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Bolanle Adebola is the Module Convenor and lecturer for the following modules on the LLM Programme (On campus and distance learning): International Commercial Arbitration, Corporate Governance, and Corporate Finance. She is also a Lecturer for the LLB Research Placement Project. Bolanle is also the Legal Practice Liaison Officer for the CCLFR. OBJECTIVES For students: […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Interdisciplinary teaching: Science in Culture<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Nick Battey, School of Biological Sciences n.h.battey@reading.ac.uk Overview A module for Part Three students was created by a collaborative effort between the Department of English Literature, the Department of History, and the School of Biological Sciences (SBS), called Science in Culture. This module was well-received by students, who found value in obtaining the perspective […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reviewing assessment and feedback in Part One: getting assessment and feedback right with large classes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Natasha Barrett, School of Biological Sciences n.e.barrett@reading.ac.uk Year(s) of activity: 2010\/11 Overview Objectives Review the quantity, type and timing of assessments carried out in compulsory modules taken by students in the School of Biological Sciences. Recommend better practices for assessment and feedback. Context The massification and marketisation of Higher Education means that it is […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

An evaluation of online systems of peer assessment for group work<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Cathy Hughes and Heike Bruton, Henley Business School catherine.hughes@reading.ac.uk Overview Online peer assessment systems were evaluated for their suitability in providing a platform to allow peer assessment to be conducted in the context of group work. Objectives To establish the criteria against which peer assessment systems should be evaluated. To evaluate the suitability of online […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing the use of the interactive whiteboard for initial teacher trainees (2011-12)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Catherine Foley, Institute of Education c.m.foley@reading.ac.uk Overview With interactive whiteboards becoming a well-established feature of English primary schools classrooms over the last decade, it is vital that the primary Post-Graduate Certificate of Education (PGCE) programme taught at the University\u00a0of Reading’s Institute of\u00a0Education prepares it graduates to be confident and competent in using interactive whiteboard technology […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Managing transition to the MPharm Degree<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 October 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr John Brazier, Chemistry, Food and Pharmacy j.a.brazier@reading.ac.uk Overview The MPharm degree at the University of Reading has a diverse student cohort, in terms of both ethnicity and previous academic experience. During the most recent development of our programme, we have introduce a Part One assessment strategy that is focused on developing an independent learning […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging Diverse Learning Communities in Partnership: A Case Study Involving Professional Practice Students in Re-designing an Assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 24 September 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

        Lucy Hart (student \u2013 trainee PWP)-\u00a0l.hart@student.reading.ac.uk\u00a0 Tamara Wiehe (staff \u2013 PWP Clinical Educator)- t.wiehe@reading.ac.uk Charlie Waller Institute, School of Psychology and Clinical Language Sciences Overview This case study re-designed an assessment for two Higher Education programmes where students train to become Psychological Wellbeing Practitioners (PWP) in the NHS. The use of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using personal capture to support students to learn practical theory outside of the laboratory<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 September 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Geraldine (Jay) Mulley – School of Biological Sciences\u00a0\u00a0 Overview I produced four screen casts to encourage students to better prepare for practical classes and to reinforce practical theory taught in class. Approximately 45% of the cohort watched at least some of the video content, mainly in the few days leading up to the practical […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Building bridges and smoothing edges<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 September 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Patrick Finnegan – School of Economics, Politics & International Relations Overview My use of the personal capture scheme was intended to enhance our teaching methods within the department. My initial aims of building additional video capture material into the ongoing lecture series did not come through but I was able to use the capture package […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

It’s snow problem! Using personal capture for recording a lecture cancelled on a ‘snow day’<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 September 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Adrian Aronsson-Storrier – School of Law Watch Adrian’s 5 minute video case study about how he used personal capture (the Mediasite tool) to record a lecture cancelled due to bad weather during the personal capture pilot project, 2018-19.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Creating screencast videos to support and engage post-graduate students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Sue Blackett – Henley Business School, 2018-19 Overview I participated in the university’s Personal Capture pilot as a Champion for my school to trial the Mediasite tool to create screen cast videos for use in teaching and learning. My aim was to help PGT students get to grips with key\u00a0elements of the module.\u00a0The videos\u00a0facilitated\u00a0students\u00a0in\u00a0repeatedly viewing\u00a0content […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Flipped Learning to Meet the Challenges of Large Group Lectures<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how adopting a flipped classroom approach in Law helped to ensure a consistent teaching experience for large cohorts and positively impact on staff workload.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Making full use of grademark in geography and environmental science – Professor Andrew Wade<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

  Professor Andrew Wade\u00a0is responsible for research in hydrology, focused on water pollution, and Undergraduate and Postgraduate Teaching, including Hydrological Processes OBJECTIVES Colleagues within the School of Archaeology, Geography and Environmental Sciences (SAGES) have been aware of the University\u2019s broader ambition to move towards online submission, feedback and grading where possible. Many had already made […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Introducing online assessment in IFP modules – Dr Dawn Clarke<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

OBJECTIVES Colleagues within the IFP wanted to improve the student assessment experience. In particular we wanted to make the end to end process quicker and easier and reduce printing costs for students. We also wanted to offer some consistency with undergraduate programmes. This was particularly important for those students who stay in Reading after their […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Quickmarks to enhance essay feedback in the department of English Literature – Dr Mary Morrissey<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Within the department, I teach primarily in Early\u00a0Modern and Old English.\u00a0For more details of my teaching please see\u00a0Mary Morrissey Teaching and Convening My primary research subject is Reformation literature, particularly from London. I am particularly interested in Paul’s Cross, the most important public pulpit in sixteenth and seventeenth-century England. I retain an interested in early […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

MOVING TOWARDS E-ASSESSMENT: The Use of Electronic Submission and Grading on the Academic Skills Module – Svetlana Mazhurnaya<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I have been teaching English for over 15 years. I worked on EFL courses in Russia and the UK between 2000 \u2013 2012. I started teaching English for Academic Purposes in 2013 when I joined the International Foundation Programme at the University of Surrey. I have been working as an EAP tutor at the University […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

ELECTRONIC FEEDBACK AND GRADING METHODS – Dr Geoff Taggart<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Geoff Taggart is a lecturer in the Institute of Education and Programme Director for the Early Years Practice programme at Reading. As part of his secondment to the EMA programme, Geoff decided to run a focus group with students from the IoE to gather perspectives on electronic feedback and grading methods. OBJECTIVES To identify […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using rubrics to transform the marking and feedback experience – Professor Will Hughes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Will Hughes has extensively used rubric grids within Grademark across of all of his modules to significantly enhance student engagement with his feedback, student understanding of his marking criteria and student attainment in subsequent essays whilst making his own experience of marking more efficient. My research interests include the control and management of building […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 2)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies\u00a0and\u00a0Michael Lyons, School of Literature and Languages Overview The Department of English Literature (DEL) has run two student focus groups and two whole-cohort surveys as part of our\u00a0Teaching and Learning Development Fund\u2018Diversifying Assessments\u2019 project. This is the second of two\u00a0T&L Exchange entries on this topic. Click\u00a0here\u00a0for the first entry\u00a0which outlines how the feedback […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using grademark to write high quality feedback more rapidly in the school of law – Dr Annika Newnham<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Newnham is the module convenor for LLB Family Law. Her areas of interest include, Child Law, Autopoietic Theory, The Common Intention Constructive Trust. Since 2015, Annika has gradually personalised the \u2018Quickmarks\u2019 function within Turnitin Grademark to be both discipline specific and also assignment specific. In addition, Dr Newnham has also developed a lengthy comments […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Feedback via audiofiles in the Department of English Literature – Professor Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Cindy Becker is the Director of Teaching and Learning for the School of Literature and Languages and also teaches in the Department of English Literature. She is a Senior Fellow of the Higher Education Academy and has been awarded a University of Reading Teaching Fellowship. She is an enthusiastic member of several University Communities of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Changing the assessment experience of professional staff in SAPD – Emily Parsons<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Emily Parsons is a Senior Programme Administrator in\u00a0the School of Agriculture, Policy and Development (SAPD). Online assessment has been adopted throughout the SAPD, impacting academic and non- academic colleagues. In this case study, Emily outlines the experiences of her Support Centre team working with SAPD as an Early Adopter School. OBJECTIVES To reduce the administrative […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflecting on change and the management of non-standard submissions in Typography – Dr Jeanne-Louise Moys<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Jeanne-Louise teaches design practice, theory and research skills across a range of genres and platforms. She is the Programme Director for the MA Creative Enterprise and the Pathway Lead for the MA Communication Design (Information Design Pathway). OBJECTIVES Typography has been keen to continue to support the move from offline to online submission, feedback and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Pre-sessional English use of Turnitin’s online marking tool – Rob Playfair, IFP Course Tutor<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

OBJECTIVES I was interested in improving the efficiency of my marking, and liked the idea of having a digital record of written feedback to students. During the PSE induction for new tutors we were told that the University is moving towards e-feedback over the next few years so it seemed like a useful skill to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Rethinking assessment design, to improve the student\/staff experience when dealing with video submissions<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rachel Warner, School of Arts and Communication Design Rachel.Warner@pgr.reading.ac.uk Jacqueline Fairbairn, Centre for Quality Support and Development j.fairbairn@reading.ac.uk Overview Rachel in Typography and Graphic Communication (T&GC) worked with the Technology Enhanced Learning (TEL) team to rethink an assignment workflow, to improve the student\/staff experience when dealing with video submissions. Changes were made to address student […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Celebrating Student Success Through Staff-Student Publication Projects<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies, Department of English Literature m.k.davies@reading.ac.uk Overview In 2017 I replaced the exam on a Part 3 module I convene (\u2018Margaret Atwood\u2019) with an online learning journal assessment and I was so impressed with the students\u2019 work that I sought funding to publish selected extracts in a UoR book,\u00a0Second Sight: The Margaret Atwood […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students in assessment design<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Maria Kambouri-Danos, Institute of Education m.kambouridanos@reading.ac.uk Year of activity 2016\/17 Overview This entry aims to share the experience of re-designing and evaluating assessment in collaboration with students. It explains the need for developing the new assessment design and then discusses the process of implementing and evaluating its appropriateness. It finally reflects on the impact […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Independent research and research dissemination in undergraduate teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Ute Woelfel, Literature and Languages u.wolfel@reading.ac.uk Year of activity: 2016\/17 Overview In order to improve students\u2019 engagement, support their abilities as independent learners, and increase their feeling of ownership for their academic work, elements of independent research and research dissemination through the creation of research posters were included in a Part 2 module. Objectives […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 1)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies, School of Literature and Languages Overview The Department of English Literature (DEL) is organising student focus groups as part of our\u00a0TLDF-funded \u2018Diversifying Assessments\u2019 project led by Dr Chloe Houston and Dr Madeleine Davies. This initiative is in dialogue with Curriculum Framework emphases engaging students in Programme Development and involving them as stakeholders. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using online learning journals<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Nicola Abram, School of Literature and Languages n.l.abram@reading.ac.uk Overview This entry describes the use of online Learning Journals on a Part Three English Literature module. This method of assessment supports students to carry out independent research and to reflect on their personal learning journey, and rewards students\u2019 sustained engagement and progress. Objectives To encourage […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using screencasts to deliver skills training: a Part One English Literature module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2015-6 Overview This entry describes the use of screencasts to deliver skills training on a compulsory Part One English Literature module. As a result of the changes outlined here, every student taking English Literature at the University of Reading will have access throughout their degree […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Henley Business School staff guide to using Turnitin to aid identifying and dealing with academic misconduct when marking<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Edith Rigby, Henley Business School e.rigby@henley.ac.uk Overview A review of existing University of Reading assessment advice and two staff workshops at Henley Business School to inform a new marker\u2019s guide on fair marking and managing Academic Misconduct. The marker\u2019s guide will specifically cover what to look out for and when and how to use Turnitin […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Closing the \u2018feedback loop’ using Unitu: Student uptake, usage and impact of a new online student feedback platform<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Emma Mayhew, Politics, Economics and International Relations e.a.mayhew@reading.ac.uk Year of activity: 2015\/16 Overview PLanT funding was used to research the impact of a new student feedback platform in Politics. Unitu creates an online student forum from which representatives pull issues onto a separate departmental board. Academics can then add responses and show if an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Game-based learning using social media<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Stanimira Milcheva, Henley Business School stani.milcheva@henley.reading.ac.uk Year of activity: 2015\/16 Overview We designed a simple game (called the REFinGame) which was aligned with the course material and launched it on Facebook. This approach, which could easily be applied to other discipline areas, was successfully used to enhance student learning and engagement with modules related […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blackboard Collaborate cross-campus tutorials as a useful tool to enhance the Part One Pharmacy student experience at the University of Reading Malaysia<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Darius Widera, School of Chemistry, Food and Pharmacy d.widera@reading.ac.uk Overview After a successful application to act as one of the early adopters of Blackboard Collaborate at the University of Reading, this technology platform was used for a series of cross-campus tutorials within the Fundamentals of Physiology (PM1AM) module between the University of Reading\u2019s Whiteknights […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

E-submission, marking and feedback – Pilar Gray-Carlos<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

OBJECTIVES To facilitate the administrative process in submission of summative assessment To inform module convenors and language teaching fellows of the tools supported by the University LMS Blackboard Learn To provide the opportunity to apply the above tools, gather experience and inform decision on best approaches and best practice To explore usability and applicability of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reading University Observatory: A web-based resource for 21st century teaching and learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Andrew Gabey, School of Mathematical, Physical and Computation Sciences a.m.gabey@reading.ac.uk Year of activity: 2016\/17 Overview The University\u2019s Atmospheric Observatory continuously collects high-quality environmental data, which is used heavily in teaching courses \u2013 particularly in Meteorology.\u00a0 A new web-based system, due to go into service for the Autumn semester, has been developed under this project […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Virtual teaching collections in Archaeology and Classics: turning artefacts into 3D models<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Robert Hosfield, School of Archaeology, Geography and Environmental Science r.hosfield@reading.ac.uk Year of activity: 2015\/16 Lykethos Overview The project tested different methods for producing and disseminating 3D models of existing artefacts in the teaching collections of Classics and Archaeology. 3D scanning was labour intensive and struggled to accurately represent some of the raw materials. By […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipping Earth Science practicals and the use of digital specimens<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Hazel McGoff, School of Archaeology, Geography and Environmental Science h.j.mcgoff@reading.ac.uk Year of activity: 2016\/17 Overview This project established a library of digital images of our key mineral and rock specimens. Annotated explanatory labels were added to the images to create a resource that can be used to help students familiarise themselves with the specimens […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using wikis for assessed group work in new history modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shirin Irvine –\u00a0TEL Adviser, CQSD Overview For the academic year 2015\/16, the Department of History offered a brand-new Part 1 programme as part of the History Project. This resulted in the development of three new core modules. Dr Mara Oliva transformed common practice by using technology to carry out full electronic assessment for her module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding Employability Through Collaborative Curriculum Design<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how a collaborative partnership was used in Law to design the assessments within a trailblazing new module.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using quickmarks and rubrics in online assessment – Catherine Foley<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Catherine Foley is a lecturer in Primary Maths Education in the Institute of Education. She is Director of the Primary School Direct programme which trains people to be teachers whilst they are working in schools. OBJECTIVES Catherine describes her experience of using the Feedback Studio to move from Word-based marking an assignment to full use […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Student-Led Audio Lecture Recording Pilot<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about how student-led audio lecture recording in Law helped aid revision and reduce anxiety around exam season. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

ArtLab<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 August 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more about the Art Department\u2019s innovative art and technology facility designed to support Outreach and Widening Participation activities. This ambitious project sees students work as co-researchers with local schools integrating arts with research and uses new technologies to unlock possibilities, raise aspirations, and promote the development of new skills. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing innovative teaching: The importance of reflective practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 July 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n\u00a0Laville, School of Psychology and Clinical Language Sciences a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), it is crucial to support students in the development of their reflective thinking and writing skills. Therefore, I implemented the Self-Practice\/Self-Reflection (SP\/SR; Bennett-Levy, 2001) approach into our PWP training programmes. Impact was measured by asking students […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Drawing on our Study Smart success at AMOSSHE<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 July 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Michelle Reid, Study Advice michelle.reid@reading.ac.uk Dr Paddy Woodman, Director of Student Services p.e.woodman@reading.ac.uk Paddy and Michelle ran a workshop showcasing our online transitions course, Study Smart, at the AMOSSHE Student Services conference recently. The workshop, attended by over 50 delegates, highlighted the ways we\u2019d used Study Smart to increase student confidence and create a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing diversity and inclusion teaching: Sexuality<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 July 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr All\u00e1n\u00a0Laville\u00a0 \u00a0 \u00a0School of Psychology and Clinical Language Sciences\u00a0 \u00a0 \u00a0a.laville@reading.ac.uk Overview In line with the Equality Act (2010) and Department of Health (2011), sexual orientation needs to be considered in the training of the psychological workforce. Since 2011, I have been developing clinical teaching on sexual orientation with student satisfaction rates of 95-100%. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Communicating Ancient Sport<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 July 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Barbara Goff\u00a0 \u00a0 \u00a0School of Humanities\u00a0 \u00a0 \u00a0b.e.goff@reading.ac.uk Overview In my Part 2 module \u2018Ancient Sport\u2019 I offer students a choice between a traditional essay and an \u2018outreach project\u2019, which requires them to communicate an aspect of ancient sport to a non-academic audience, perhaps for schools or for the general public. Objectives To develop students\u2019 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Refreshing Professional Practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how a professional practice module has transformed how students engage with their work in more professional, thoughtful, and meaningful ways. This has the potential to transform their marketability not only during but also following completion of their degree programme.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Increasing Engagement Through Use of Collections<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how introducing collections in teaching not only improved student attendance and engagement, but also resulted in different teaching methods, positive student evaluations, and longer term, the design of more dynamic and interactive modules.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding employment in the curriculum: the MSci graduate showcase!<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 May 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Tamara Wiehe\u00a0 \u00a0 \u00a0School of Psychology and Clinical Language Sciences\u00a0 \u00a0 \u00a0t.wiehe@reading.ac.uk Overview Students on our programme \u2013 MSci Applied Psychology (Clinical) \u2013 are training to become qualified Psychological Wellbeing Practitioners (PWPs) so employment is naturally embedded in the curriculum. However, the existing career development session was originally designed for students on the postgraduate course […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

From boning a duck to reflecting on utopia in English Literature: Using blogs in teaching, learning and assessment<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 March 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Lauren McCann, Centre for Quality Support and Development\u00a0 \u00a0l.j.mccann@reading.ac.uk Chloe Houston, School of Literature and Languages\u00a0 \u00a0c.houston@reading.ac.uk In the 2009 hit film \u2018Julie et Julia\u2019, real life American office worker Julie Powell (Amy Adams) spends a year cooking her way through culinary legend Julia Child\u2019s \u2018Mastering the Art of French Cooking\u2019 and \u2018blogs\u2019 about it. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HEA STEM Conference 30-31 January 2019<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 March 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Natasha Barrett, School of Biological Sciences\u00a0 \u00a0n.e.barrett@reading.ac.uk Having attended a few Advance HE (HEA) conferences, this was my first time presenting at an external T&L conference.\u00a0 I was quite nervous in advance – swatting up on the T&L literature, preparing fully copyright compliant materials (they publish your ppt) and rehearsing the talk to nail the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

University of Reading custom QuickMarks: 21 new comments to help students act on feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 February 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Emma Mayhew, Academic Director, EMA Programme e.a.mayhew@reading.ac.uk Geoff Taggart, Academic Partner, EMA Programme and Associate Professor, Institute of Education g.taggart@reading.ac.uk Michelle Reid, Study Advisor, The Library michelle.reid@reading.ac.uk When the EMA Programme ran a staff survey earlier this year, we were really interested to see the response to the use of the QuickMark function on Turnitin […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Discovering and developing our diverse Library collections<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 February 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kerry Webb, Associate Director (Academic Liaison and Support), The Library\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0k.j.webb@reading.ac.uk\u00a0 New Library LGBT+ research guide We\u2019re all working hard to make our […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Implementing the Curriculum Framework – how can the Library help?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Karen Drury, Dr Kim Shahabudin, Kerry Webb, Library and Study Advice In a world of constant new teaching and learning initiatives, implementing the Curriculum Framework might seem like one more job to do. If you\u2019re thinking that you could use all the help you can get, we have good news: the Library have done some […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Sharing the ‘secrets’: Involving students in the use (and design?) of marking schemes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Rita Balestrini, School of Literature and Languages, r.balestrini@reading.ac.uk Overview Between 2016 and 2018, I led a project aiming to enhance the process of assessing foreign language skills in the Department of Modern Languages and European Studies (MLES). The project was supported by the Teaching and Learning Development Fund. Its scope involved two levels of intervention: […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Attention Workshop<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Florian Roithmayr, School of Art and Communication Design\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Curriculum Framework review in Classics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Barbara Goff, Department of Classics, School of Humanities\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blending face-to-face and online to deliver group seminars<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Jeremy Lelean, Staff Engagement\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Can students and academics benefit from peer assisted learning (PAL) sessions?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 January 2019\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Caroline Crolla, Student Success and Engagement Team, Student Services\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 c.s.crolla@reading.ac.uk Overview Peer Assisted Learning (PAL) is a globally recognised […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students in online careers events using Blackboard Collaborate<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Daniel Kiernan & Graham Philpott, Henley Business School\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 d.kiernan@henley.ac.uk\u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting diversity through targeted language skills development<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alison Fenner, International Study and Language Institute\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

What a cultural adventure: Moving from a career in industry to academia!<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shelen W. H. Ho, Henley Business School, University of Reading Malaysia\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0shelen.ho@henley.edu.my \u201cAcademia isn\u2019t for everyone!\u201d\u00a0 I was warned […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Closing the gap! Bringing together students studying at different campuses using Blackboard Collaborate<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kate Fletcher, Sue Slade, Kevin Flint, Raj Vaiyapuri, Wee Kiat Ong, School of Chemistry, Food and Pharmacy; Pharmacy Context MPharm Programme: Introduction to Professionalism and Practice Undergraduate (UG) students, Part 1 Number of participants in sessions: 20 (9 in the UK and 11 in Malaysia) Session length: 60 minutes Description \uf0b7 Part 1 students studying […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using Blackboard Collaborate for small group tutorials with distance learning students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Adrian Aronsson-Storrier, School of Law\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Update on making Word and PowerPoint accessible<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Richard Mitchell, Computer Science, r.j.mitchell@reading.ac.uk Preamble Earlier in the year, Laura Bennett and I wrote a blog on making Word and PowerPoint accessible, which reflected our experience of implementing the University\u2019s policy on Inclusive Practice in T&L, which is available here. Since that blog was written, the University has included Ally into Blackboard, which provides […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Adopting a flipped classroom approach to meet the challenges of large group lectures<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 December 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Amanda Millmore, School of Law,\u00a0\u00a0a.millmore@reading.ac.uk Overview Faced with double-teaching a cohort of 480 students (plus an additional 30 in University of Reading Malaysia), I was concerned to ensure that students in each lecture group had a similar teaching experience. My solution was to \u201cflip\u201d some of the learning, by recording short video lectures covering content […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Curriculum Framework Review in Classics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Barbara Goff, Director of Teaching and Learning, Classics\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 b.e.goff@reading.ac.uk In the Classics department we reckon we review our curriculum all the time.\u00a0 We are constantly designing new modules that take cognisance of the latest research and share it with our students.\u00a0 We teach with epigraphy and 3D modelling, we […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving the student experience through the IWLP Tandem Language Learning scheme<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Ali Nicholson, International Study and Language Institute       ali.nicholson@reading.ac.uk  Overview Between 2016 and 2018 we have run a Tandem language scheme, whereby students studying a language with the Institution-wide Language Programme (IWLP) are paired up with a native speaker student, usually (though not always) a Visiting student.  Once introduced, the students spend one hour […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

University support to avoid plagiarism – Student\u2019s perspectives<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Angelique Chettiparamb and Lucy Newton, Henley Business School a.chettiparamb@reading.ac.uk; l.a.newton@henley.ac.uk Overview Four enterprising and enthusiastic students from different programmes in Henley Business School enquired into the effectiveness of School\/University measures to enhance and promote academic integrity. The students were Eilish McDonald, Hetvi Shah, Prinal Shah and Tillie Hunter The project leads were Dr Angelique Chettiparamb […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Can students and academics benefit from peer assisted learning (PAL) sessions?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Caroline Crolla, Student Success and Engagement Team, Student Services c.s.crolla@reading.ac.uk  Overview Peer Assisted Learning (PAL) is a globally recognised scheme where more experienced students who have already successfully completed a module work with students who are studying the module for the first time.   One hour, weekly PAL sessions are run by trained and experienced student […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Implementing the Curriculum Framework \u2013 how can the Library help?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Karen Drury, Liaison Librarian for Art, Typography and Graphic Communication, and Management Dr Kim Shahabudin, Study Adviser Kerry Webb, Associate Director (Academic Liaison and Support), The Library In a world of constant new teaching and learning initiatives, implementing the Curriculum Framework might seem like one more job to do. If you\u2019re thinking that you could […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Update on making Word and PowerPoint accessible: By Professor Richard Mitchell<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 November 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Preamble Earlier in the year, Laura Bennett and I wrote a blog on making Word and PowerPoint accessible, which reflected our experience of implementing the University\u2019s policy on Inclusive Practice in T&L, which is available here. Since that blog was written, the University has included Ally into Blackboard, which provides academics with a view on […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Attention Workshop<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 October 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Florian Roithmayr, School of Art and Communication Design\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 f.roithmayr@reading.ac.uk Overview The two-day workshop \u201cAttention Please\u201d engaged students across the School of Art and Communication Design and the School of Architecture in a series of exercises to re-focus and sharpen their attention onto different materials, in different settings, under […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

What a Cultural Adventure: Moving from a Career in Industry to Academia!<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 August 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shelen W H Ho, Henley Business School, University of Reading Malaysia\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 shelen.ho@henley.edu.my \u201cAcademia isn\u2019t for everyone!\u201d\u00a0 I was warned by my business associates when I decided to become a full-time academic in 2016, after spending decades working outside of the enclaves of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Group work in Computer Science<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 July 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Richard Mitchell and Pat Parslow, Department of Computer Science\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 r.j.mitchell@reading.ac.uk\u00a0 \u00a0 \u00a0p.parslow@reading.ac.uk The Department of Computer Science held a workshop recently to consider our use of Group Work. This was facilitated by Pete Inness, School Deputy DTL, and Pete Andrews […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Promoting Research in Teacher Education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 July 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Nasreen Majid, Institute of Education                                                                                            n.majid@reading.ac.uk Overview All students on […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Study Even Smarter<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 June 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Michelle Reid, Kim Shahabudin, and Sonia Hood, Study Advice The successful Study Smart online course will be running again for new Part 1 undergraduates, and will be launched to the new cohort on 28th August. Study Smart helps students make a smooth transition to university study by giving them a shared start point and by […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Promoting Research in Teacher Education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 June 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Nasreen Majid, Institute of Education, n.majid@reading.ac.uk All students on the BA Primary Education (QTS) programme develop a piece of research, entitled, Advanced Teaching Project (ATP). This blog entry summarises how the ATP conference is used to develop peer learning in order for part 2 students to learn from the research experiences of part 3 students. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The EMA Symposium: Sharing Knowledge, Good Practice, and Cake<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 June 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies and Dr Emma Mayhew On Tuesday 22nd May 2018, over 150 colleagues from across the university gathered in the Meadow Suite to hear a series of presentations and to engage in conversations about the work that the EMA Programme has been doing to prepare for roll-out of online assessment and feedback. Colleagues […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Co-presenting with Students at Conferences and Engaging them in the Teaching and Learning Dialogue<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 May 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies (Department of English Literature) and Bethany Barnett-Sanders (Part 3 student, Department of English Literature) Engaging students in academic conversations outside the classroom presents challenges but recent activity in the Department of English Literature suggests that there are several ways of creating opportunities for this engagement. DEL has worked with Part 2 and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students in the design of assessment criteria<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Maria Kambouri-Danos, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Outward mobility and real world engagement<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alison Nader\u00a0and\u00a0Ali Nicholson, Lecturers, International Study and Language Institute\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 a.m.nader@reading.ac.uk\u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Making Word and Powerpoint accessible: By Professor Richard Mitchell and Dr Laura Bennett<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Preamble Last year the University agreed a new Policy on Inclusive Practice in T&L, which is available at: http:\/\/www.reading.ac.uk\/web\/files\/qualitysupport\/Policy_on_Inclusive_Practice_in_Teaching_and_Learn.pdf. The implementation of this policy is being overseen by a working group chaired by Clare Furneaux, and one of its four subgroups, on Staff Training, has been chaired by us both. One aspect of the policy […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Outward mobility and real world engagement<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alison Nader and Ali Nicholson, Lecturers, International Study and Language Institute\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Social justice \u2013 Leading attitudinal change in students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Stephanie Sharp, Lecturer, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Curriculum review in practice Aligning to the Curriculum Framework \u2013 first steps started By: Jeanne-Louise Moys, Rob Banham, James Lloyd<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 April 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

We\u2019re all hearing about the University\u2019s new Curriculum Framework in meetings and training. But how do we start to put this process of alignment into action for individual programmes? Three Typography & Graphic Communication (T&GC) colleagues decided to thrash out a clearer strategy for achieving this objective for our BA Graphic Communication programme. Background In […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Curriculum Framework Conference 2018<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 February 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On 31 January the Meadow Suite in Park House was a-buzz with an air of anticipation as attendees at the Curriculum Framework Conference munched on Breakfast Baguettes and gulped down copious quantities of fresh coffee and tea. Following a generous welcome and the obligatory identification of emergency exits, the morning\u2019s session commenced with a thoroughly […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Redesigning postgraduate curricula on commercial law through student engaging, research-informed and multidisciplinary pathway programmes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 February 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Stavroula Karapapa, School of Law\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 s.karapapa@reading.ac.uk Overview In 2015\/2016, we substantially redeveloped our postgraduate provision in commercial law through the introduction of a pioneering, student-engaging, research-informed and multidisciplinary set of postgraduate pathway programmes. Contrary to the programmes previously in place, the new […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How pre-sessional English has develop the use of Turnitin, submission, marking and feedback to support students\u2019 essay and exam writing.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Jonathan Smith is the School Director for Technology Enhanced Learning in ISLI (International Study and Language Institute). He is also a PSE (Pre-sessional English) Course Director and teacher of English. The Pre-sessional English programme accepts around 600 to 800 students each year. Their students develop English skills in academic writing, reading, speaking and listening. In […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

THE BENEFITS OF NEW MARKS AVAILABILITY ON RISIS FOR PERSONAL TUTORING: By Dr Madeline Davies, EMA Academic, and Kat Lee (External)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The EMA Programme has delivered a new function within RISIS that allows colleagues to see their students\u2019 sub modular marks on the Tutor Card. We have all had access to the Tutor Card for some time and it has provided an invaluable snapshot of a student\u2019s degree history, particularly useful for writing references and for […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Exploring different types of video cameras for use in practical classes and outreach By Dr Philippa Cranwell, Mrs Susan Mayes and Dr Jenny Eyley<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

A successful TLDF application in April provided us with funds to explore the use of different lapel-mounted cameras to look into student-student and student-staff interactions within a practical laboratory environment. This work is still ongoing, but we have learnt some interesting lessons about buying lapel-mounted cameras along the way, and have also used them successfully […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Launching the FLAIR CPD scheme at the University of Reading Malaysia – By Dr Eileen Hyder<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

One of the highlights of 2017 for me was launching the FLAIR CPD scheme at the University of Reading Malaysia. A substantial part of my role involves talking to colleagues about their work to help them to develop ideas for their FLAIR CPD application. These conversations give me wonderful snapshots into the fantastic work happening […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Forecasting, Feedback and Self-reflection by Dr Peter Inness<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Overview: Each year a group of part 2 students from Meteorology make their way across campus to the Minghella Building to film weather forecasts in the professional \u201cgreen screen\u201d studio. As well as improving their forecasting ability this module also helps students to improve their presentation skills \u2013 a key employability attribute in many careers. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting Diversity through Targeted Skills Development: Helping Students to Speak a New Language by Alison Fenner SFHEA (Institution Wide Language Programme, ISLI)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 January 2018\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Context As the student population becomes increasingly international, the IWLP language class cohorts are becoming ever more diverse. It has become evident to tutors in IWLP (as throughout the University) that the linguistic, educational and cultural aspects of a student\u2019s background can play an important role in their language acquisition, often helping some aspects while […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Involving students in the appraisal of rubrics for performance-based assessment in Foreign Languages By Dott. Rita Balestrini<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 December 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Context In 2016, in the Department of Modern Languages and European Studies (DMLES), it was decided that the marking schemes used to assess writing and speaking skills needed to be revised and standardised in order to ensure transparency and consistency of evaluation across different languages and levels. A number of colleagues teaching language modules had […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

AN \u2018APPY CHRISTMAS IN AGRICULTURE: SHARING OUR TEACHING AND LEARNING EXPERIENCES By Dr Alice Mauchline & Prof Julian Park<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 November 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

During December 2016, we had the chance to share our teaching and learning experiences here at the University of Reading with thousands of other educators around the world by providing a case study for a seasonal online course called \u2018The 12 apps of Christmas\u2019. The free, open, short, online Continuing Professional Development (CPD) course was […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflections on university transition from a new staff member By Dr Alana James<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 November 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I started university this year, or at least it feels like I have upon starting my new job as a Lecturer in the School of Psychology and Clinical Language Sciences (PCLS). Every face around me is unfamiliar, the campus seems an unnerving maze, and simple processes have become logic puzzles. Oh the joy I felt […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A letter to my pre-UoRM self about teaching international students By Dr Dan Jones<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dear pre-UoRM Dan (circa 2015), So, you\u2019re looking forward to going to the University of Reading Malaysia (UoRM) soon, right? Slightly daunting I\u2019m sure, but you\u2019ll be telling yourself that the UK campus already has a large international cohort and that teaching in Malaysia won\u2019t be that different to what you have already been doing, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Facilitating student reflection on learning in the Great Hall by Rev Dr Geoff Taggart<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Great Hall is the jewel in the crown of the London Rd campus and its cavernous interior gives it a unique atmosphere, ideal for reflective kinds of learning. I was fortunate enough to teach a session there in October and its dramatic, imposing space was a key pedagogical tool. The session lasted two hours […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Enabling greater access to teaching materials on academic integrity<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Kim Shahabudin & Helen Hathaway, Library (Study Advice)\u00a0 \u00a0 k.shahabudin@reading.ac.uk\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Social justice – Leading attitudinal change in students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Stephanie Sharp, Lecturer, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 s.sharp@reading.ac.uk\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Generative lab to tackle gender stereotypes and unconscious biases in teaching and learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Karen Jones & Dr Maria Kambouri-Danos, Institute of Education\u00a0 \u00a0 \u00a0 \u00a0 karen.jones@reading.ac.uk\u00a0 \u00a0 \u00a0m.kambouridanos@reading.ac.uk\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Year of activity: 2016\/17 Overview This entry describes a project which, with funding by the University of Reading Teaching and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

What are the benefits of Study Smart? A student perspective By Tom Wise (Part 3, Psychological Theory and Practice)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 October 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Being a student mentor for the Study Smart online course for Part 1 undergraduates has offered me an opportunity for personal development, through examining the perspectives of upcoming students to the University. It has allowed me to reflect on my university experiences, and develop further skills in communication. These are areas particularly important to me, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A Language Teaching Community of Practice: Collaborative development of expertise and scholarship By Jackie Baines (Dept. of Classics), Rita Balestrini (MLES), Sarah Brewer (ISLI), Barbara King (IoE), Regine Klimpfinger (MLES), Congxia Li (IWLP), Sarah Marston (IoE)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Over the course of the last academic year, the idea of creating a Language Teaching Community of Practice (LT CoP) has taken shape and developed as part of the University strategy to support and promote language learning and expertise in foreign languages teaching. A number of colleagues involved in language teaching or teacher education from […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Henley students’ social media engagement<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alina Maroukian, Henley Business School                                        a.maroukian@henley.ac.uk                                                              […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Launch of the Large Class Education Toolkit By Dr Katja Strohfeldt<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

With the start of the new term most of us will focus once again on one thing: How can we offer the best teaching to all of our students? Many of us will also face a very similar challenge: Class sizes are getting bigger and the student cohort is becoming increasingly diverse. Some of you […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Syllabusless: Students and staff engaging through research<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Nathalie Folkerts, School of Archaeology, Geography and Environmental Science nathaliefolkerts@gmail.com \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting diversity through targeted language skills development<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Alison Fenner, Lecturer, International Study and Language Institute \u00a0j.a.fenner@reading.ac.uk \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Building Student Resilience: THE POSTIVE MINDS PROGRAMME By Dr Paddy Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In Spring 2017 the Student Success & Engagement Team partnered with Positive (and the Charlie Waller Memorial Trust (CWMT)) to develop and deliver the Positive Minds pilot programme to 150 university students. The programme provided students with evidence-based cognitive and behavioural tools and techniques to manage pressure and build psychological resilience. The programme\u2019s aim was […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Group work: investigating the requirements of a student resource<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Sonia Hood, Study Adviser, Library \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 s.hood@reading.ac.uk \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Leaner, Cleaner, Greener: How Reading\u2019s assessment data is changing for the better:<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 September 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Leaner, Cleaner, Greener: How Reading\u2019s assessment data is changing for the better. Dr Emma Mayhew (EMA Academic Director), Dr Madeleine Davies (EMA Academic Partner), Kat Lee (Project Manager, External) The Electronic Management of Assessment (EMA) Programme has been created to deliver the University’s long-term vision for online assessment while improving the underlying processes and supporting […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Applying Flipped Learning to an IWLP Italian Stage 3 module: creating a deep learning environment By Daniela Standen FHEA<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 August 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

For the past four year I have incorporated Flipped Learning into my teaching. Flipped Learning started in the United States in secondary education (Bergmann & Sams, 2012) and it has been expanding into higher education. The principal premise is that instruction moves outside of the classroom and class time is freed up for practice and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging students as partners in the redesign of an existing course curriculum<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 July 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Despoina Mantzari, School of Law d.mantzari@reading.ac.uk Overview In June 2016 I was awarded a small University of Reading Teaching and Learning grant with the objective to involve a group of ten postgraduate taught students from the School of Law as partners in the process of redesigning the curriculum of a core postgraduate taught module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting Inclusivity and Diversity in Language Teaching and Learning at the University of Reading Authored by Laura Brown, Regine Klimpfinger, Daniela Standen and Enza Siciliano Verruccio<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 July 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Language learning and disability: how to avoid the \u2018avoidance\u2019? When the university disability office was approached in 2003 by a new member of staff for guidance on the assessment of a dyslexic student enrolled on a language module, the reply was that students with dyslexia are better advised to avoid foreign language courses. Fast-forward to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of the BARS blog<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 blog showcasing the written work of Part Three students from the School of Biological Sciences. The blog is managed by students working closely with academic staff. This project will increase students’ awareness and skills that […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A student-led experiential post-studio practice<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 June 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Holly Sandford, Arts & Communication Design Overview Students in the Department of Art created a student-led experiential post-studio practice, DISCOMFORT, for Part Two students and teachers that challenges boundaries and restrictions within our art course (and ourselves), and encourages participatory, experiential sessions and activities, within and outside of the studio. Objectives Build two-way working relationships […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Commercial Law LLM Programmes – Engaging PGT Law students as equal partners in the redesign of a core programme module with the support of a UoR T&L grant By Dr Despoina (Deni) Mantzari (School of Law)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 June 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Introduction: Students as Partners In recent years, there has been an increased appetite in higher education to explore and enhance the ways in which students can become more involved in the design and delivery of their own learning experiences. A prominent way of doing so is engaging students as equal partners in a range of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Our new undergraduates will be Studying Smarter! By Dr Paddy Woodman & Dr Michelle Reid<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 May 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Anticipation and nervousness, with a hint of bewilderment and panic \u2013 we\u2019ve all seen these looks on our new Part 1 undergraduates. As established members of Reading\u2019s academic community, we often forget what it feels like to step into an unfamiliar learning environment. Our increasingly diverse undergraduate intake means that we must recognise the diverse […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

launch of new research network on politics in the Americas at Reading By Dr Mark Shanahan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 April 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On May 2, the Vice Chancellor of the University of Reading, Sir David Bell, will formally launch \u2018The Monroe Group\u2019 a new interdisciplinary research group at the university focused around the politics and political history of North America and the Caribbean. I\u2019m proud, alongside my colleague Dr. Maddi Davies from our English Literature Department, to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The \u2018Gender, Sexuality and Identities\u2019 Student Forum: Including UofR students in extra-curricular platforms By Dr Madeleine Davies (Department of English Literature)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 April 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The inaugural \u2018Gender, Sexuality and Identities Student Forum\u2019 met on the first day of the summer term, launching a new initiative aiming to create extra-curricular platforms for student debate. I organised this new Forum to respond to our students\u2019 expressed desire to extend conversations about the persistence of binary thinking and inequality beyond the immediate […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Five ideas on how to use Chromebooks in the Classroom By Daniela Standen FHEA<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

As part of my quest to encourage students to learn broadly as well as encouraging them to engage with Italian deeply (J. Biggs, 2003), I have experimented with using the Chromebooks, which have been recently purchased by ISLI (International Study and Language Institute), in the classroom. Chromebooks are a great tool: they are quick to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Connecting with the Curriculum Framework in student participation at academic conferences<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Madeleine Davies and Dr Bethany Layne, School of Literature and Languages m.k.davies@reading.ac.uk Overview This entry offers a model of the way in which the aims embedded in the Curriculum Framework can be articulated via student engagement with research-led activity. Here we discuss the Framework-related teaching and learning benefits of involving our students centrally in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Integrating Research-Led Teaching into Law: From Visit Days to Finals – Dr Beatrice Krebs and Dr Lawrence Hill-Cawthorne, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The benefits of research-led teaching for both staff and students are well known. From the perspective of students, it encourages and facilitates deeper learning and engagement with complex intellectual issues in the course materials. In so doing, it gives the students the opportunity to develop critical and creative thinking. For staff, it offers the opportunity […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Success Breeds Success: In Praise of FLAIR By Dr Madeleine Davies, Department of English Literature (SLL)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 March 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Reluctance My application to the HEA through the FLAIR Scheme was a task I deferred for as long as possible. I did not have time; it looked too difficult; I had so many other things to do, including research, marking, teaching and administration. To indicate that I would get down to applying eventually, I attended […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing practical and employability skills through an inclusive and structured placement programme by Dr Wing Man Lau and Sue Slade (MFRPS11)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Background The UK pharmacy regulator, General Pharmaceutical Council (GPhC), sets Standards for all UK Pharmacy Schools. The Standards stipulate that the undergraduate programme (MPharm) must provide students with practical experience in working with patients, carers and other healthcare professionals. This has led to a need to expand experiential learning within the pharmacy curriculum across the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

RESILIENCE: THE ROUTE TO SUCCESS By Dr Madeleine Davies<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

A Collaborative Initiative between Dr Madeleine Davies (Department of English Literature), Dr Ute Wolfel (Department of Modern European Languages), Dr Tony Capstick (Department of English Language and Linguistics) and Dr Alicia Pena Bizama (Counselling and Wellbeing) PROJECT OUTLINE In December 2016 the three Senior Tutors of the School of Language and Literature (SLL) met to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Working collaboratively with students to design lectures the way they want them – By Dr Wing Man Lau<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Have you ever had to deliver lecture materials so cognitively challenging and dull at the same time, that your students either become utterly befuddled or fall asleep before you finish delivering them? I have. The conundrum I am the Module Convenor for a pharmacy practice module that focuses on pharmacy laws and regulations relating to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How would you describe our students? By Ellie Highwood<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

At the Curriculum framework conference on 25th January 2017, it was a delight to present with Sed Joshi, Diversity and Inclusion Sabbatical officer from RUSU on the topic of \u201cHow well do we know our students?\u201d We gave staff a quiz, presented facts and figures about our students from the Annual Diversity and Inclusion Report, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging Everyone \u2013 reflections on Wednesday\u2019s D&I-themed T&L Conference – By Simon Chandler-Wilde<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 February 2017\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I was blown away by Wednesday\u2019s teaching & learning conference \u201cEngaging everyone: addressing the diversity and inclusion expectations of the Curriculum Framework\u201c. This was lead-organised by my CQSD colleagues, especially Nina Brooke, but as a collaborative effort across the T&L patch, working with the T&L Dean Elizabeth McCrum \u00a0and others, and with the RUSU Education […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reading Academy at NUIST: busy colleagues undertake staff development By Angela Buckingham (Academic Developer)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 December 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On a chilly week mid-November, Clare McCullagh and Angela Buckingham headed out of Heathrow to fly fifteen hours east to reach the ancient city of Nanjing in China. Colleagues at Nanjing University of Information, Science and Technology (NUIST) were waiting for us to deliver the Teaching and Learning Development Course, contributing to the University of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

University Teaching Fellows aim to raise internal profile of T&L with PVC support, By Dr Katja Strohfeldt-Venables<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 December 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On the 10th November the University Teaching Fellows (UTFs) came together for their termly Community of Practice meeting. As chair of the Community for 2016\/17, I welcomed all UTFs and outlined my focus for this academic year: \u201cRaising the profile of UTFs\u201d. It was our great pleasure to welcome Prof Gavin Brooks to this meeting. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Collaborating across the country (and beyond) with Collaborate by Dr Mark Shanahan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 November 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

10 Days before the US election, almost 40 students and four academics from across England came together to debate the Trump v Clinton fight for the White House, using Blackboard\u2019s Collaborate platform, writes Politics & IR Director of Teaching & Learning, Mark Shanahan. I\u2019d first come across collaborate at a TEL Showcase event, and had […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Actively using the Student Charter with your tutees By Helen Bilton and Michelle Reid<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 October 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Student Charter ActivitiesStudent Charter ActivitiesHave you heard of the University of Reading Student Charter? Have you used the Student Charter with your students? Although many colleagues can recall it being launched a few years ago, fewer staff and, crucially, even fewer of our students are really aware of what the Charter is, or how it […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting Diversity through Targeted Skills Development: Helping Students to Speak a New Language by Alison Fenner SFHEA (Institution Wide Language Programme, ISLI)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Context As the student population becomes increasingly international, the IWLP language class cohorts are becoming ever more diverse. It has become evident to tutors in IWLP (as throughout the University) that the linguistic, educational and cultural aspects of a student\u2019s background can play an important role in their language acquisition, often helping some aspects while […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

InFormal Reflections by Amanda Fava-Verde, Mark Peace, Aaron Woodcock and Mariama Sheriff (ISLI)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Introduction In July this year, four members of teaching staff from the International Study and Language Institute (ISLI) headed up north to this year\u2019s InForm Conference.\u00a0 InForm is a journal published by ISLI and widely read by international foundation programme professionals across the UK.\u00a0 Its annual conference this year was held at Durham University and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

It\u2019s time! Viva Day – By Heike Bruton, Research Assistant and PhD Researcher<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 September 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

There can\u2019t be many more nerve-wracking oral exams than the PhD viva. A several-year build-up \u2013and then\u2026 what? To give research students an impression of what\u2019s it actually like on the day, Dr Carol Fuller from the Institute of Education has produced a short, entertaining and informative video. Using some Teaching and Learning Development Fund […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving student engagement with resources using online Reading Lists<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 September 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Students engagement with recommended academic resources is key to developing a deeper understanding of their discipline and, ultimately, a more satisfying and stimulating educational environment. Seamless access to resources cited on reading lists has been much improved over the last 14 months with further investment in Library e-resources and the implementation of the Talis Aspire […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

University Teaching Fellows \u2013 Reflecting on the community by Katja Strohfeldt<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 September 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

With the start of the new academic year it is always a good idea to reflect on current practices and plan the year ahead. As the incoming chair for the Community of Practice (CoP) of University Teaching Fellows (UTF) I found myself reflecting on the identity and the purpose of this group. What is the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u201cDoes size matter\u201d or \u201chow large is large\u201d? by Katja Strohfeldt<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 September 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Teaching of large cohort sizes is becoming more and more prominent at Universities. Many colleagues will have experienced this and also faced the challenges which come with teaching large class sizes. I am delighted that the University decided to support our research into large class size teaching with the special aspect of diversity. Rachel Pye […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of a History Education module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Elizabeth Matthew, School of Humanities e.a.e.matthew@reading.ac.uk Year of activity: 2012\/13 Overview A collaborative project between the Department of History and the Institute of Education developed an innovative module in History, History Education (HS3HED), allowing Part Three students to test and develop their interest in teaching by undertaking and reflecting on a two-week subject-specific placement […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing our Professional Track<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Cindy Becker, Literature and Languages l.m.becker@reading.ac.uk Year of activity: 2015-16 Overview During the summer of 2016 we applied for \u00a3300 from the funds of Teaching and Learning Dean Dr David Carter and were awarded\u00a0the full amount. We were keen to develop our professional development scheme for students in the School of Literature and Languages, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

LW2RPP – Research Placement Project<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Stavroula Karapapa, Law s.karapapa@reading.ac.uk Overview Research Placement Project (LW2RPP) is a module developed within the School of Law that aims to provide Part Two students with a hands-on experience of the academic research process, from the design of a project and research question through to the production of a research output. It is an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Subject specific English, academic, and professional skills for NUIST students in Chemistry<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Elizabeth Page, School of Chemistry, Food and Pharmacy; Aaron Woodcock, International Study and Language Institute e.m.page@reading.ac.uk, a.e.w.woodcock@reading.ac.uk Overview Two complementary modules within the Department of Chemistry, English Language for Chemists (CH3ENG) and Health and Safety and Professional Skills (CH3NUI), were created to support students recruited from the Nanjing University of Information Science and Technology […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Classics Special Options: research-led teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Katherine Harloe, School of Humanities k.c.harloe@reading.ac.uk Overview All options in Classics Special Options (CLMSO) are research-led and arise directly from current research projects of academic staff. Students greatly enjoy learning about topics of current research within the subject, and members of staff report that they find teaching on their specialised topics of research interest […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Constructing research methods and statistics teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Lotte Meteyard, School of Psychology and Clinical Language Sciences l.meteyard@reading.ac.uk Overview Statistics teaching to Speech and Language Therapists within the Department of Clinical Language Sciences was redesigned in response to module evaluations. Whereas students had previously reported anxiety about statistics and struggled to appreciate the relevance of statistics to their practice, the introduction of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take-home exam<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Stuart Lakin, Law s.j.lakin@reading.ac.uk Overview In a Part Two Law module, Public Law (LW2PL2), we have moved away from the conventional exam to a take-home exam. We publish the exam paper on Blackboard at an arranged date and time. We give the students approximately 48 hours to complete and submit their answers electronically. The impact […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Final Year Group Based Research Projects<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 have been introduced into the BSc Chemistry programme for final year students. Small teams of students investigate different aspects of a research problem, each working on a separate strand. The results are combined and overall […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Legal Seagulls : Experience Plan for overseas students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 August 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shweta Band, Law s.band@reading.ac.uk Year of activity: 2015-16 Overview The name \u2018Legal Seagulls\u2019 represents all overseas students in the School of Law. I initiated the Legal Seagulls Experience Plan in 2015-16 as a three-step support initiative to enhance the academic and university-life experience for our overseas students. This includes the Pre-arrival Academic Welcome Kit (PAWK), […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Filling the skills gap: information literacy skills throughout the degree programme<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Jackie Skinner, Library jackie.skinner@reading.ac.uk Year of activity: 2015-16 Overview This is an ongoing project to devise and implement a framework of skills to be developed by undergraduate students in Food and Nutritional Sciences throughout their degree programme. I have worked closely with staff in the Department on this project and so far it has resulted […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing independent learners – a first year skills module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Elizabeth Page, Chemistry, Food and Pharmacy e.m.page@reading.ac.uk Overview A series of skills based modules running through the three years of the BSc and MChem Chemistry programmes has been developed. The aim is to promote independent learning and the development of academic and employability skills through subject specific material and activities. This entry describes the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Fostering effective transition to university learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Ciara Healy, Arts and Communication Design c.healy@reading.ac.uk Overview This case study presents some approaches taken in the Department of Art to encourage relationship building between different cohorts of students and all members of staff. The majority of activities took place in the first 6 weeks of the Autumn term and focused especially on Welcome […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

International Law Mooting<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor James Green, Law j.a.green@reading.ac.uk Year of activity: 2007-08 Overview Since 2007, the Law School has run a Part Three module entitled \u2018International Law Mooting\u2019. This is a highly innovative module, where a team of four students participate in the prestigious Telders International Law Moot Court Competition. The competition involves the team presenting written \u2013 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take Home Exam by Dr Stuart Lakin, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post has been uploaded to the T&L Exchange, and can now be found at: http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/take-home-exam\/<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Exploring value co-creation (CCV) in the Law Feedback Project at ESLTIS 2016 by Imogen Moore and Laura Bennett, School of Law<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Introduction As joint staff leaders (together with Dr Nora Honkala) on the current Law Feedback Project, we recently presented a paper exploring aspects of the project to the second annual Enhancing Student Learning Through Innovative Scholarship Conference, held at University College London on 28-29 June 2016. \u00a0This blog post explains a little about the Law […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Group work: students\u2019 solutions to the challenges by Sonia Hood<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Group work is an integral part of assessment at university but students rarely arrive equipped with the skills, experience and knowledge to deal with the challenges they face when working in groups. This can be a cause of anxiety for students and also a time consuming intervention for lecturers. Henley Business School approached Study Advice […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Power of Collaboration: Reflections on St Andrews EAP conference by Bruce Howell & Aaron Woodcock (ISLI)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 July 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In February 2016, we presented at a one-day English for Academic Purposes (EAP) conference at St Andrews University, showcasing Reading\u2019s \u2018English Language for Chemists\u2019 module, a collaboration between the International Study & Language Institute (ISLI) and the Department of Chemistry.\u00a0 As it turned out,\u00a0 collaboration between EAP and subject study departments, and its power to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Peer Assisted Learning: how did the PAL pilots go in 2015-16 at Reading? by Caroline Crolla<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 June 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I’ve gained more knowledge regarding the module & find it easier to ask for help. (Maths PAL participant) [PAL] is a more interactive way of working, more group work, some sharing about 4th year placement and the usefulness of this module for next year (S&L Therapy PAL participant) It\u2019s great to see people leave sessions […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Diversity and the curriculum<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 June 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Richard Harris, Institute of Education r.j.harris@reading.ac.uk Overview The focus of this work is on what I do and how I try to ensure that the curriculum I create reflects the diversity in society; this in turn impacts on the trainee teachers I work with and how confident they are in teaching a more diverse […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Diversifying a core skills module (English Literature)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 June 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2015-6 Overview This entry describes the diversification of a core Part One English Literature module, Research & Criticism (EN1RC). As a result of the changes outlined here, every graduate of English Literature at the University of Reading will have encountered Anglophone texts from across the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipping the classroom in Meteorology<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 May 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Andrew Charlton-Perez,\u00a0School of Mathematical\u00a0and Physical Sciences a.j.charlton-perez@reading.ac.uk Year of activity: 2015\/16 Overview A flipped learning approach to teaching the part 3 and part 4 module, \u2018The Global Circulation\u2019 (MT38A\/4YA) in Meteorology was developed and tested. This approach was very successful, encouraging students to apply complex ideas to real-world problems. Objectives Develop a new set […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Are we doing enough for our BTEC entrants? Authored by Dr Michelle Reid (Study Advice)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 April 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Transition to university is often geared towards students from an A-level background, so are we doing enough for students with vocational qualifications starting at Reading? Recent research from UCAS shows that one in four university entrants has done a BTEC (Havergal, 2016). Issues such as culture shock, work\/life balance, different assessment methods, and the perception […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of the Cole Museum resources for outreach and teaching and learning.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 February 2016\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

\u00a0Dr Amanda Callaghan, School of Biological Sciences a.callaghan@reading.ac.uk Overview The Cole Museum of Zoology (the Cole) houses a number of satellite collections for use in outreach, teaching and learning. In 2014 we transferred 50% of the School of Archaeology, Geography and Environmental Science (SAGES) fossil collection to the Cole and in 2015 acquired the other […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Development of an online learning environment to enhance field trip communication<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 December 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Robert Jackson, School of Biological Sciences r.w.jackson@reading.ac.uk Overview An online learning environment was developed for a module, Microbiology Field Course (BI3B67), within the School of Biological Sciences (SBS). This online learning environment was used to facilitate staff and student communication while on a field trip, and was greatly successful, with students responding well to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using an enquiry-based learning assessed work activity to enhance assessment and feedback<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 December 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Paul Almond, School of Law p.j.almond@reading.ac.uk Overview A project to encourage students enrolled on a Part Three module within the School of Law, Criminology (LW3CRY), to develop a more sophisticated understanding of the links between criminological theory and policy, through a redesign of the Assessed Work project contained within the module. Results have suggested […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improved Neural Network assessment by staged laboratory practicals<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 December 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Richard Mitchell, School of Systems Engineering r.j.mitchell@reading.ac.uk Overview Adjustments were made to teaching, assessment, and feedback in a Part Two module within the School of Systems Engineering, Neural Networks (SE2NN11), successfully using three-staged laboratory practicals in order to encourage students to use neural networks on a ‘real world’ application. Making these changes saw an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Use of a modified problem-based learning approach in aphasia therapy teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Arpita Bose, School of Psychology and Clinical Language Sciences a.bose@reading.ac.uk Year of activity: 2011\/12 Overview A modified problem-based learning approach was developed and implemented in Communication Impairment 3 (PL2CI3\/PLMCI3) within the School of Psychology and Clinical Language Sciences.  While the adoption of this approach was unpopular with students on the module, there was a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Improving student engagement with assessment and feedback through peer review<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Helen Parish,\u00a0School of Humanities h.l.parish@reading.ac.uk Year of activity: 2014-15 Overview The project investigated recent research and practice in peer assessment and feedback in order to implement a peer assessment model for use within History, and develop a framework for the adoption of said model in cognate disciplines where evaluation of substantial text-based assignments is […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Digital Performance Lab: the application of tablet technologies in the teaching of contemporary performance<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Lib Taylor, School of Arts and Communication Design l.j.taylor@reading.ac.uk Year of activity: 2012-13 Overview The project explored how tablet technologies can be applied for teaching contemporary performance, through the creation of a Digital Performance Lab for use as part of the optional Part Three Contemporary Performance modules (FT3COA and FT3COB). Objectives Develop student employability […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding a virtual placement and professional mentoring in an MSc module to support student employability<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Sarah Cardey, School of Agriculture, Policy and Development s.p.cardey@reading.ac.uk Year(s) of case study activity: 2012-13 Overview A virtual placement was created with the C4D Network, allowing student\u00a0taking Communication for Innovation and Development within the Graduate School for International Development and Applied Economics (GIIDAE) to benefit from professional mentoring and networking, improving their employability as […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A welcome website for the newborn National Network of Teaching-Focussed Academics by Rita Balestrini and Chiara Cirillo<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 November 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Teaching-Focussed Academic Staff Network, whose inaugural conference was hosted by the University of Durham on 16th and 17th July, now has a dedicated website. When we read the call for papers of the conference, entitled \u2018Enhancing Student Learning Through Innovative Scholarship\u2019, we realised that besides providing an opportunity to share innovative scholarly activities across […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Incorporating research seminar series into teaching and learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Louise Johnson, School of Biological Sciences l.j.johnson@reading.ac.uk Overview In the School of Biological Studies a module, Seminars in Biology (BI3S78) was created, utilising the existing research seminar series within the School to structure assessment. The module is easily adaptable for other subject areas, and has proved very popular with students, and has aided in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

‘What did I do wrong?’ Supporting independent learning practices to avoid plagiarism<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Helen Hathaway, Library; Clare Nukui, International Foundation Programme; Dr Kim Shahabudin, Study Advice; Dr Elisabeth Wilding, International Study and Language Institute h.m.hathaway@reading.ac.uk Year of activity: 2012-13 Overview The development of an Academic Integrity Toolkit for academic tutors to draw on, which collated evaluated teaching and support resources for supporting the development of independent learning practices […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Whiteknights biodiversity monitoring: building an app to collate long-term monitoring data of campus wildlife<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr. Alice Mauchline, School of Agriculture, Policy and Development; Dr Alastair Culham, School of Biological Sciences; Dr Karsten Lundqvist, School of Systems Engineering; Professor Alison Black, School of Arts and Communication Design; Dr Hazel McGoff, School of Archaeology, Geography and Environmental Science a.l.mauchline@reading.ac.uk Year of activity: 2013-14 Overview A mobile app was developed for the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

From a traditional classroom to a flipped classroom<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Karsten O. Lundqvist, School of Systems Engineering k.o.lundqvist@reading.ac.uk Year(s) of activity: 2013-14 Overview A flipped classroom approach was trialed for the Part Two Java\u00a0module (SE2JA11) taught in the School of Systems Engineering.\u00a0 Objectives Encourage students on the module to become deep-level learners, as they analyse, evaluate and create, rather than simply remembering and understanding. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Exploring modern languages linguistics<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Federico Faloppa and\u00a0Dr Chiara Ciarlo,\u00a0School of Literature and Languages f.faloppa@reading.ac.uk Overview The project successfully developed an introductory module\u00a0in general linguistics, with a focus on foreign language specific issues for Part Two students who choose to do a single or joint honours language degree. \u00a0Providing a module for the teaching of linguistics to Modern Languages […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Integrating Facebook into team-based learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 Management and Strategy (MM272), was redesigned on two pillars: teamwork, and social media (Facebook). Formal student evaluations were high and feedback from focus groups with students was very positive – students found the use of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The online studio: using Technology Enhanced Learning to support independent learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Jeanne-Louise Moys, School of Arts and Communication Design j.l.moys@reading.ac.uk Year of activity: 2014\u201315 Overview The project explored what kinds of online resources BA Graphic Communication students engage with and need and, through an iterative design process (combining prototyping and user testing), developed a new online resource interface to support learning. \u00a0As a result, staff […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

LS1TAL Techniques and Skills for Applied Linguistics: Improving the student experience<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 2014-15 to develop the Department of English Language and Applied Linguistics’ new compulsory Part One module Techniques and Skills for Applied Linguistics (LS1TAL), run for the first time in 2014-15, to make it more interesting, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

War Child on Screen<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 a public film season of four films (German, French, Spanish, Italian) with Reading Film Theatre (RFT) on ‘Children in War’ to commemorate the 70th anniversary of the end of World War II. The students chose […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Assessing the impact of internationalisation on students, from both a UK student perspective and a NUIST student perspective<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 of the intake of a cohort of 16 3+1 BSc Applied Chemistry students on the existing undergraduate students on programmes within the Department of Chemistry (approximately 72 students, on both BSc and MChem programmes), and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

University Teaching Fellows – A Growing Community by Helen Hathaway<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

As the new academic year starts it seems a good time to focus on the Community of Practice of University Teaching Fellows (UTF). It is a growing community of teaching enthusiasts who are not only committed to teaching innovation and excellence, but to continuing professional development of themselves and their colleagues. \u00a0As incoming chair of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing the module ‘Persuasive Writing’ and considering the professional development of our students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 the Department of English Literature to map onto the needs of the professional world, a PLanT project was created to gain input from professionals on the development and delivery of the module. As a result, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing a tailored study support package for postgraduate students<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 faced by mature students studying alongside full time employment, and developing ameliorative practices and resources. Structured interviews conducted with 40 current students and alumni revealed barriers including weak IT and study skills and role conflict. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Introducing inclusive design to our new typography students by Jeanne-Louise Moys<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 October 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Breaking down Barriers has kicked off the academic year with a workshop in inclusive design with our new Part 1 typography students. Today we had our first\u00a0session for the BA Graphic Communication Integrated Design Methods module. The students engaged with the new SEE-IT sight exclusive prototype for assessing visual inclusion\/exclusion (currently being developed by the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Deepening Reflective Inquiry in Higher Education by Dr Geoff Taggart<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Consider these classroom examples. In an architecture class, students are invited to spend time examining natural materials they have found and to use their forms as the basis for a structural design. In a module on the philosophy of mind and how it interacts with the body, tables are pushed back and undergraduates engage in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching the Digital Text: Literature and the New Technologies<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Professor Michelle O’Callaghan, School of Literature and Languages m.f.ocallaghan@reading.ac.uk Overview The project \u2018Teaching the Digital Text: Literature and the New Technologies\u2019 employed two undergraduate research assistants to help in the design of a Part Three module that aims to introduce students to current research in the digital humanities and teach practical digital skills. Resulting from […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Core Issues in English Language Teaching: building student autonomy, technology-enhanced skills and employability<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 expertise in managing task-based approaches to learning, foster active engagement in seminars including international students, and support students\u2019 development of Technology Enhanced Learning (TEL) skills, through student-led revisions of a popular undergraduate module, with the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

MOOCs at Reading \u2013 what, why and where next?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 of researchers and teaching practitioners from the Department of English Language and Applied Linguistics to explore teaching and learning implications of the University of Reading’s pilot Massive Open Online Course (MOOC), A Beginner’s Guide to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Assessing the use of Technology Enhanced Learning in Higher Education: the case of trading simulation software at the ICMA Centre<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Ioannis Oikonomou, ICMA Centre i.oikonomou@icmacentre.ac.uk Year(s) of activity: 2013-14 Overview This project reviewed\u00a0the effectiveness of the ICMA Centre’s use of trading simulation software, a unique combination of problem-based learning and role-playing which uses modern technology. \u00a0While it was found that students enjoyed having access to trading simulation software for their learning, a number of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching in a divided classroom: the impact of internationalisation and marketisation on business education<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr John Latsis, Henley Business School j.s.latsis@henley.ac.uk Year(s) of activity: 2013-14 Overview In the postgraduate module Managing People and Organisations (MMM048), provided by the School of Leadership, Organisations and Behaviour, assessment methods were altered in a manner that was mindful of the increased internationalisation and marketisation of UK Higher Education, in order to assist the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Incorporating digital modelling into teaching and learning: Digital Silchester<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Matthew Nicholls, School of Humanities m.c.nicholls@reading.ac.uk Year(s) of activity: 2012-3 Overview Following on from the success of the Virtual Rome project, a Classics module was constructed to teach Part Three undergraduate students 3D digital modelling for the purposes of historical reconstruction. Student satisfaction with the module has been high, and students have benefited from […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Language Learning Advisor scheme<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 students to act as Language Learning Advisors (LLAs) to Institution-Wide Language Programme (IWLP) and Modern Languages and European Studies (MLES) students, providing peer support for developing language learning strategies.\u00a0 The scheme is popular, and has […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Campus Wildlife Champions<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

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 Conservation students) carried out species identification activities in The Centre for Wildlife Assessment and Conservation on Wednesday afternoons. Students were encouraged to ‘adopt’ and focus on a taxonomic group (or community) to acquire deep learning. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Student-led Peer-assisted Learning (PAL) starts at Reading by Caroline Crolla<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Readers of this blog may recall Dr Patricia (Paddy) Woodman\u2019s \u201cHot tip: Student-led peer learning: a win-win for everyone\u201d posted on January 2015.\u00a0 She wrote then that \u201cThe University of Reading is about to appoint a peer assisted learning co-ordinator and launch a number of trial schemes in 2015\/16.\u201d\u00a0 Happily, I am that peer-assisted learning […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Politics Show on Junction11 Radio<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Alan Renwick, School of Politics, Economics and International Relations Year of activity: 2014\/15 Overview Our Teaching and Learning Development Fund (TLDF) award was used to fund the purchase of a laptop and recording equipment to help students in preparing materials for broadcast in the Politics Show on Junction11 Radio, the Reading University Students’ Union\u00a0radio […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Active learning methods for week intensive MSc modules<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 September 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Stef\u00e1n Th\u00f3r Smith, School of the Built Environment s.t.smith@reading.ac.uk Year(s) of case study activity: 2014-15 Overview Active learning methods were explored, and the Environmental Quality and Well-being module (CEM236EQW), a week intensive module offered by the School of the Built Environment, was amended to incorporate suitable active learning methods, improving student satisfaction and engagement.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Open Access to Languages (OpAL) presented at The Twenty-second International Conference on Learning in Madrid by Enza Siciliano Verrucio and Mar\u00eda Pilar Gray Carlos<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 July 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Twenty-second International Conference on Learning was held in Madrid on 9th-11th July 2015. It attracted over 300 delegates from the academic and professional arena across the world: Australia, Belgium, Brazil, Canada, China, Colombia, Czech Republic, Finland, Greece, Hong Kong, Hungary, Iceland, Iran (Islamic Republic of), Ireland, Israel, Italy, Jamaica, Malaysia, Mexico, New Zealand, Philippines, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The PLanT Project and \u2018Core Issues in English Language Teaching\u2019 by Jess Fullam, Emily King, Daria Pominova and Megumi Kuranaka<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 July 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

PLanT stands for Partners in Learning and Teaching. The project allows students and teachers to work together in order to improve a module using a small pot of money to fund meetings, focus groups and equipment. As a small group four of us (Jess, Emily, Daria and Meg) worked with our lecturer Clare Wright in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How online reading lists can help academic, information and digital literacy development. By Dr Kim Shahabudin, Kerry Webb and Helen Hathaway<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 July 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Online reading list systems can be seen as an easy win for the lazy student: \u2018spoon-feeding\u2019 them with the sources they need rather than encouraging them to develop their independent research skills. However, we believe that the new online reading list system at Reading will offer opportunities for tutors to boost their students\u2019 independent skills […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Internationalization: Assessing the Impact on Students By Dr Philippa Cranwell and Dr Elizabeth Page<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In Autumn 2014, the Department of Chemistry welcomed their first cohort of final year students studying for the [3+1] BSc Applied Chemistry course from NUIST, China. By January, we could already see that there were some valuable lessons that we could learn from these students. We decided to carry out a review, asking all students […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Interactive Web Pages help make MOOC a success by Dr Richard Mitchell<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On June 15th, Begin Robotics began \u2013 the second massive open online course (MOOC) from Systems Engineering running on the FutureLearn platform. One of its aims is to interest potential students in the areas of robotics, cybernetics, artificial intelligence and electronic engineering \u2013 following the success of Begin Programming, which we know has attracted students […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Working in partnership\u2026 by Dawn Willoughby<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

With ever-increasing speed it seems we have reached that time of year again when teaching is finished, exam results are calculated and our thoughts start to turn from the current academic session to planning for the next one. This offers some time to reflect on successes and think about the areas of teaching where we […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Education online en-masse: Lessons for teaching and learning through MOOCs by Clare Wright, Clare Furneaux and Liz Wilding<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On 24 April, 2015: 40 academic educators from 19 institutions came together to discuss key issues in MOOC design and implementation. The one-day workshop, hosted and funded by the University of Reading, a leading member of the FutureLearn MOOC consortium, offered the opportunity to evaluate practical lessons in designing and delivering MOOCs, particularly in relation […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

PLanT Project: TypoResources by Peter Loveland, Melissa Towriss, Hannah Tollett<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Intro URL:\u00a0http:\/\/peterloveland.com\/development\/plant\/ The PLanT project is a University funded programme that is designed to get students involved with the design and delivery of strategies regarding teaching and learning. If an application is successful, the group is rewarded \u00a3500 to see the project through. We as a group, applied for one of these grants, using the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Spin-Off, Remake, Pop-up: Using a Research Exhibition to Showcase Undergraduate Research on Television in FTT by Dr Simone Knox<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Earlier this summer term, the Minghella Building hosted a lunchtime pop-up research exhibition under the theme of \u2018Screen Relations\u2019, which featured the research undertaken by Film, Theatre & Television students as part of their final assessment for the Part 3 module Television and Contemporary Culture. Led by myself as the convenor, the Spring term of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Mind the skills gap: auditing and embedding information literacy skills development across the curriculum by Jackie Skinner and Helen Hathaway<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Academic staff acting as Library Representatives for their school or department, other teaching and learning experts, and Library staff\u00a0came\u00a0together\u00a0over lunch recently\u00a0for their\u00a0fifth\u00a0annual Community of Practice meeting. Its theme was skills development within the curriculum and showcased collaborative\u00a0work in one department to establish information literacy levels required at each undergraduate stage. One definition of information literacy […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Tailored formula sheets \u2013 the \u2018cheat sheet\u2019 idea by Dr Karen Ayres<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 June 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

About 10 years ago I was intrigued when a colleague described taking exams at an Australian university, where he was given a blank sheet of paper on which he could write anything he wanted to take into the exam. He referred to this as a \u2018cheat sheet\u2019. I was familiar with both open and closed […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reading Lists at Reading: improving the student and staff experience by Kerry Webb and Helen Hathaway<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 March 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

  The University is investing in an online reading list and digital content management system from Talis Aspire. Implementation at Reading begins at Easter 2015. This initial phase will involve Library staff transferring all 2014-15 reading lists (which have existing copyright cleared scans associated with them) on to the new system, ready for review and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

10th LLAS e-Learning Symposium: looking back and looking forward on technology enhanced learning for languages by Pilar Gray-Carlos<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 February 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

LLAS (Subject Centre for Languages, Linguistics and Area Studies) recently celebrated the 10th anniversary of the annual e-Learning Symposium at Southampton. During the past 10 years the e-Learning Symposium has provided an area where academics and educators in the field of linguistics and languages have had a common place to share innovation, creativity and results […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HOT TIP: Student-led peer learning: a win-win for everyone by Dr Patricia (Paddy) Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 January 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Student-led peer learning or peer assisted learning (PAL) is popping up in all sorts of universities up and down the land and is gaining momentum as a global phenomenon. It has been in an existence in the UK since the early 1990s and has been described as a win-win for everyone involved. The University of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HOT TIP: Three steps towards inclusive teaching by Dr Patricia (Paddy) Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 January 2015\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

How many times have you heard people say that the Reading student population is becoming more diverse? But what do they mean and what are the implications? Often they mean that they\/we are struggling to cope with what feels like the ever increasingly list of different needs for different ‘types of students’. Any quick skim […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Talking Feedback: Using video to radically change essay marking by Emma Mayhew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 December 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On this day, exactly two years ago, I sat in my study staring at Blackboard. 212 little green symbols were showing in Grade Centre. 212 3,500 word essays needed to be marked in the next three weeks. And they didn\u2019t just need marks. Each of them needed a page of rich, detailed feedback, often crucial […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HOT TIP: What do we know about the ‘attainment gap’ between Black and minority ethnic students and white students at the University of Reading by Dr Paddy Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 December 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This is not a topic that has had much airing within the University and so it may not be well known to many. However, we have just completed a substantial project exploring the issue at Reading and are set to do more work in the near future in preparation for submitting an institution-wide application for […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Goodbye Word; hello floating islands, dolphins and rainbows by Dr Emma Mayhew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 November 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

So you\u2019re a lecturer at Reading and you find yourself going over and over information in handbooks, course outlines, books and journals with students-anything from tricky academic concepts to essay writing and ECFs. Of course it\u2019s difficult in an age of information overload. Really important stuff gets lost and sometimes it\u2019s hard to make our […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipped learning in a team-based situation with a dash of TEL by Dr Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 24 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This is my new recipe for extending the academic year and helping to welcome our new students. As with any new recipe, some bits of it went really well and some aspects of it were less impressive \u2013 and there was one moment when I was in danger of failing to cook up any learning […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Are you interested in biological recording & monitoring with your students? By Dr Alice Mauchline<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The University of Reading now has \u2018KiteSite\u2019 – a free, bespoke mobile app for biodiversity recording on the Whiteknights campus. KiteSite has been designed as a generic tool to support field training in biodiversity and taxonomy at the University and it can be used in any module for field data collection. There is a supporting […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

HOT TIP: What is the number one factor behind student success? By Dr Patricia (Paddy) Woodman<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

There are many things that spring to mind as influencing student success, but did you know that research carried out across 21 UK universities (under the auspicious of the HEA, HEFCE, Action on Access and the Paul Hamyln Foundation) determined that the number one factor is that students need to feel a ‘sense of belonging’. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Online peer assessment of group work tools: yes, but which one? By Heike Bruton (a TLDF project)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

A short while ago I wrote the post \u201cGroup work: sure, but what about assessment?\u00a0This outlines a TLDF- funded project in which Cathy Hughes and I investigated tools for the peer assessment of group work. Cathy and I have now produced a full report, which is available for download here (Cathy Hughes and Heike Bruton […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using screencasts to deliver skills training: a Part One English Literature module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2014\/15 Overview This entry describes the use of screencasts to deliver skills training on a compulsory Part One English Literature module. As a result of the changes outlined here, every student taking English Literature at the University of Reading will have access throughout their degree […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Coursework redesign for an integrated multidisciplinary module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Mark Dallas, School of Chemistry, Food and Pharmacy m.dallas@reading.ac.uk Overview Within the School of Chemistry, Food and Pharmacy, coursework on a Part Two Pharmacy module, Therapeutics and Medicines Optimisation B (PM2B), was redesigned to reflect the multidisciplinary nature of the new module. In their assessed work, students demonstrated a better appreciation of the interconnectivity […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Croissants and Coffee: Engaging students and building a sense of community in the Department of Politics by Emma Mayhew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 September 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Last year I wrote all about the pedagogical value of cake in my seminars. This year I want to extend this notion and talk about the value of croissants and coffee as a means to encourage student engagement and develop further a sense of community in the department. I knew from my experience with cake […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Facebook, iPads and \u2018extreme\u2019 microbes in Iceland by Dr Becky Thomas, Dr Alice Mauchline and Dr Rob Jackson<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 August 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This post relates to activities carried out on the EU ERASMUS Intensive Programme grant awarded to University of Reading to fund 10 students from each of Belgium, Germany and the UK, plus 5 staff in total from the three countries, to travel to Akureyri in Iceland. Once there, the grant funded a 2-week residential field […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Delivering the APP in Malaysia by Clare McCullagh<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 August 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I\u2019ve just returned from a visit to the University of Reading Malaysia where I was delivering the first half of Module 1 of our new APP (Academic Practice Programme) to members of staff over there. (Sam Weston posted a blog message here about this after our first day). It was a fascinating visit for me […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Challenges of Web Residency by Dr Becky Thomas<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 July 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

We are living in an increasingly digital world; many of our students grow up immersed in this way of life, having access to a wealth of information online, often accessible wherever they are. But how do they use this appropriately in their learning, and how do we help them harness all of this information? These […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Day one of the APP workshop at University of Reading Malaysia by Dr Samantha Weston<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 July 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Today in Johor Bahru, academic staff from University of Reading Malaysia embarked upon Day 1 of the first module of the Academic Practice Programme, being delivered by Clare McCullagh from the UK campus. All began well, despite jetlag and complications with fonts conspiring to throw her off-stride! The day began with an introduction to EDMAP1 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Advances regarding human action and learning with an inter-disciplinary research lens by Dr. Kleio Akrivou<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 July 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

For colleagues who may be interested in current research advances which may affect how we understand and practice learning and the role of agency and community in the class (involving all co-participants as a human community of practice), this inter-disciplinary theoretical conception may be informative. The problem which may be relevant to any settings of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

TLDF-funded project gets off to a flying start\u2026 by Dr Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 June 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The GRASS (Generating Resources and Access to Screen capture Software) project aims to enable, enhance and support access to screen capture technology across the University. It is a Teaching and Learning Development Fund (TLDF) maxi-project which will run for two years and, although the official launch is in September, we are already excited by what […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Inter-disciplinary Research Applied Ethics, Economic History and Social and Moral Psychology by Dr Kleio Akrivou<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 June 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dear Colleagues of this University, I thought it may be worthwhile sharing via our blog the news on an exciting inter-disciplinary research in Henley Business School\u2019s Centre of Social and Organisational Studies (CSOS) in association with the Centre of Economic History of the University.\u00a0 Specifically on June 17, 2014 I organised an international academic symposium […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Inaugural Writer’s Retreat for finding your FLAIR by Dr Sam Weston<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 June 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On 4th June at London Road, CQSD ran their first writing retreat for UoR staff embarking on the pilot FLAIR CPD programme, to document their previous teaching experience and apply for HEA recognition at Associate Fellow, Fellow, Senior Fellow and Principal Fellow status. The day began with a tag-team presentation from Clare and Nina outlining […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The evolution of bioscience horizons, an international student journal by Professor Julian Park<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 June 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Given the focus on the research-teaching nexus within the University at present I thought it would be useful to post a short video on the University\u2019s involvement in an international journal that only publishes student research. Bioscience Horizons was established about 8 years ago, with Reading as one of the consortium members. The link below […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Multiple identities \u2013 student or teacher? by Catherine Foley<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 June 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Background Students on the BA (QTS) in Primary Education juggle conflicting roles right from the beginning of their programme. On the one hand they are undergraduate students with all that entails \u2013 getting to grips with being away from home, managing their social lives and budgets, learning how to become academically independent. On the other, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Event report: Towards a Postcolonial Pedagogy: Engaging with literary representations of \u201crace\u201d, racism and ethnicity by Dr Nicola Abram<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 May 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Background There\u2019s a lively community of academics researching postcolonial literature, both across the UK and internationally. Many of us also enjoy the privilege of teaching these texts at undergraduate and postgraduate level, often on increasingly popular courses. Here at Reading, that includes modules on \u2018Black British Fiction\u2019, \u2018Nigerian Prose Literature\u2019 and \u2018Writing Global Justice\u2019 in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Group work: sure, but what about assessment? By Heike Bruton (a TLDF project)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 May 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Group work has many well-documented benefits for students, but it also provides considerable challenges. A frequent complaint from students is that differences in contributions are not recognised when everyone in the group receives the same mark – the free loader issue. However, when students are working unsupervised, it is very difficult for the tutor to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Towards a Postcolonial Pedagogy by Dr Nicola Abram<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 March 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Engaging with literary representations of \u2018race\u2019, racism and ethnicity This workshop offers university teachers of literature a forum to reflect on texts that enquire into the construction of \u2018race\u2019, the practices of racism, and the representation of ethnic difference. Delegates will articulate the ethical value of such teaching and evaluate relevant practical approaches, working together […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Engaging large student lecture groups using Facebook by Dr Alastair Culham<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 February 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Facebook can be a distraction to learning but it can also be an aid. I believe strongly that lecturers should do their best to make their subject interesting to students.\u00a0 It can be an uphill battle.\u00a0 However,\u00a0this year’s experiment in using Facebook as a student engagement technology with a first year Photosynthesis class of 300 […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipping assessment?! by Dr Karen Ayres<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 January 2014\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Like many colleagues, I have attended a number of interesting talks on the ‘flipped classroom’ approach, whereby, in a role reversal, the main delivery of information takes place outside of the classroom, and the contact time is used instead for reinforcing learning. I haven’t quite identified yet how I can make use of this approach […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Linked Academic Placements: solving a problem by Dr. Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 December 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In the Department of English Literature all of our Parts 2 and 3 modules are available as placement modules, allowing a student to identify (with our help) a suitable placement provider and work with the module convenor and me to craft a placement project or activity which links to the learning on their chosen module. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Making American Government a social experience by Mark Shanahan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 December 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Getting young people to engage in the political process appears to be a problem all across western democracies. Politics and politicians seem remote from the young and the gap between the Baby Boomers and Generation X figures holding the reins of power and the Millennials now making their way through university appears ever wider. This […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Creating a campus biodiversity recording app by Dr Alice Mauchline<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 December 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

There is an on-going multi-disciplinary, student-led project at the University of Reading to create an app for recording biodiversity sightings on the Whiteknights campus. This project was funded by the Teaching & Learning Development Fund and is currently engaging students, staff and external natural history groups alongside design and technology experts to create and customise […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Making Screencasts: It\u2019s enormously fun and rewarding! by Dr Emma Mayhew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 November 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Have you ever wondered if students actually read their handbooks? Many probably don\u2019t get all the way to the end and miss out on crucial information. If handbooks aren\u2019t always delivering then how can we communicate with our students in a more engaging, captivating and accessible way? One solution is video. It\u2019s much, much, easier […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing highly employable pharmacy graduates by Dr Samantha Weston<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 November 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In an effort to rise to the challenge of increasing the employability of graduates, staff from Reading School of Pharmacy worked in a cross-faculty collaboration with colleagues in Henley Business School to develop the UK\u2019s first Post-Graduate Certificate in Business and Administration available to undergraduate MPharm students. This clearly fits with the 2013-15 teaching and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Preparation for phonetic transcription: an exercise in student engagement by Professor Jane Setter<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 October 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

As a recipient of funding under the PLanT (Partnerships in Learning and Teaching) scheme (PLANT Projects Scheme), I am delighted to be able to report on the project \u2013 which is still a bit of a work in progress.\u00a0 The PLANT awards are aimed at facilitating projects which get students involved with staff as partners […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Seneca on Higher Education in the Arts and Humanities by Professor Peter Kruschwitz<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 September 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Seneca the Younger (4 B.C. \u2013 A.D. 65) was a famous Roman statesman and stoic philosopher. As the young Nero\u2019s tutor, he at some point was de facto Rome\u2019s Emperor by all but the title. His Epistulae Morales (\u2018Moral Letters\u2019) constitute a major part of his philosophical work. The 108th epistle of that collection provides […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Chemistry Education Research: Conference Reflections by Dr David Nutt<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 August 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I was thrilled to be heading to the Gordon Research Conference on \u2018Chemical Education Research and Practice\u2019 in Newport, Rhode Island, thanks to an \u2018Activating Chemistry Education Research\u2019 bursary from the Royal Society of Chemistry. Having been to Gordon Conferences in the past, I was familiar with the format: busy mornings of talks, free afternoons […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Fabulous Plagiarism by Professor Peter Kruschwitz<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 August 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Niccol\u00f2 Perotti, the Italian humanist, preserved a collection of fables ascribed to the ancient Roman fabulist Phaedrus. This collection, commonly known as the Appendix Perottina, contains a poem called Prometheus et Dolus (\u2018Prometheus and Trickery), subtitled De ueritate\u00a0et mendacio (\u2018Of Truth and Falsehood). It reads as follows: Olim Prometheus saeculi figulus noui cura subtili Veritatem […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Moving forward with Technology Enhanced Learning at the University of Reading… by Vicki Holmes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 August 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Digital Development Forum in July was an ideal opportunity to begin sharing some of the thinking and planning around Technology Enhanced Learning (TEL) that has been happening over the last 6 months. In January 2013 the TEL Strategy Group was established, chaired by Professor Gavin Brooks and with representation from across the University.\u00a0\u00a0 The […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing students\u2019 academic skills online: the Library\u2019s \u2018Info tips\u2019 by Erika Delbecque<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 August 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Library Info tips have been a feature of our website since 2009 but how well-known and used are they? Which are the most popular? These bite-sized articles, which are aimed at developing students\u2019 academic and research skills, cover topics that are relevant to all students, such as: Referencing Finding specific types of materials such as […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Enhancing student engagement through T&L seminars by Dr Karen Ayres<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 July 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Many of us enjoy attending the University\u2019s T&L Showcase Series of seminars, as not only do these events give an insight into the exciting things going on across the University, but they also give us food for thought with regards potential teaching enhancements we may wish to try out ourselves. It was somewhat with this […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting Postgraduate Study by Dr Cathy Tissot and Dr Carol Fuller<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 July 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

At an away day prior to our Periodic Review, staff had an opportunity to have some creative dialogue around how we can better support our postgraduate students. This came up as a response from some thought provoking feedback from our current students when asked how we can improve. International students, students with English as an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

QGIS: A new option for GIS teaching by Dr Alan Howard<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 July 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The use of the free open source GIS package \u201cQuantum GIS (QGIS)\u201d is increasing slowly but steadily and for many purposes provides a viable alternative to commercially produced software like MapInfo and ArcGIS. QGIS is licensed under the GNU General Public License. Data indicates that interest in QGIS, as measured by the relative number of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

MOOCs and quality \u2013 a report from a day conference in London by Dr Matthew Nicholls<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 July 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I recently attended this QAA event on MOOCS in London for the University. Speakers included David Willetts, the Minister for Universities and Science, and Sir Timothy O\u2019Shea, Vice Chancellor of Edinburgh University which has been running 6 MOOCs for the last year (including very popular courses on philosophy and on equine health). The guiding topic […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching students how to use references: a speaker and a \u2018toolkit\u2019 by Dr Kim Shahabudin, Helen Hathaway, Clare Nukui, Dr Liz Wilding<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 June 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On Wed 5 June, rather too many people crammed into rather too warm a room to hear about where we are going wrong when teaching students about referencing practices – and a suite of teaching materials that will hopefully help us avoid such pitfalls. Our speaker was Diane Schmitt, Senior Lecturer in EFL\/TESOL at Nottingham […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Institute of Education promotes student-staff partnerships in learning and teaching by Dr Eileen Hyder<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 June 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The academic year 2012-13 has been a dynamic time for the SSLC of the BA Ed programme. In response to results on the NSS and internal evaluations, two sub-committees were set up to focus on specific areas for development within the course: Organisation\/communication and Assessment\/feedback. This student input has resulted in many changes. For example, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching and Learning in the School of Humanities. The Department of Classics showcases the Third-Year Module \u2018Digital Silchester\u2019 (CL3SIL). Interview held by Dr Rebecca Rist (School Director of Teaching and Learning) with Dr Matthew Nicholls (Department of Classics).<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 June 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

1. \u00a0Dr Nicholls, you are particularly interested in the digital modelling of ancient buildings and places, especially the city of Rome, and you are currently talking to Cambridge University Press about a book and related digital \/ app publications as well as showcasing your work at the up-coming Higher Education Academy Storyville Conference.\u00a0 Why did […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Student Researchers from the department of Art to present at RAISE 2013 by Christine Ellison<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 June 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

  As we continue to develop OSCAR the online student community in Art our students are becoming more involved and more integral to the development of the project. Together we are researching innovative ways to integrate the social network, designed to support our studio modules, across all of our programmes in Art. We have been […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching and Learning in the School of Humanities. The Department of Philosophy showcases the First-Year Module \u2018Reason and Argument\u2019 (PP1RA) and the new Second-Year Module \u2018Truth and Bullshit\u2019 (PP2TBS): Interview held by Dr Rebecca Rist (School Director of Teaching and Learning) with Dr Nat Hansen (Department of Philosophy).<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 May 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0How long has the Department of Philosophy offered the Part One \u2018Reason and Argument\u2019 module (PP1RA) and why have you decided also now to offer a new Part Two module \u2018Truth and Bullshit\u2019 (PP2TBS)? The module \u2018Reason and Argument\u2019 was offered for the first time last year. It is a revised version of a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching and Learning in the School of Humanities: The Department of History Introduces the Third-Year Module History Education (HS3HED): Dr Rebecca Rist (School Director of Teaching and Learning) interviews the module convenor, Dr Elizabeth Matthew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 May 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Why has the Department of History decided to introduce the third-year module History Education? The idea for History Education arose from two coincidental events in mid-January 2011. \u00a0A message landed in my inbox calling for applications for Faculty of Arts and Humanities \u2018Think Space\u2019 funding for curriculum-development projects to enhance student employability. \u00a0Earlier the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Supporting students through personal tutor tutorials by Dr Paul Glaister, Dr Karen Ayres and Dr Calvin James Smith<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 April 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

With the news that the University\u2019s personal tutorial system has been under review (Issue 2, T&L Reading), we thought it would be useful to highlight how we have been successfully combining pastoral and academic responsibilities of a personal tutor. In the Department of Mathematics and Statistics, for the last three years we have operated a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Mobile Technology – Changing the Learning Landscape – a HEA sponsored conference by Dr Natasha Barrett & Dr Samantha Weston<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 April 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On Thursday 18th April, the HEA hosted a conference in Bristol, showcasing some innovative uses of old technologies as well as demonstrating the cutting edge of new tech used in the delivery of teaching materials to undergraduates in medicine and dentistry. We attended in the hope that some of these ideas might be adaptable for […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Digital teaching in Classics \u2013a recent conference at the University by Dr Matthew Nicholls<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 April 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The\u00a0University\u00a0of Reading recently hosted the Classical Association Conference, the UK’s largest annual meeting for Classicists. As well as research papers, the CA traditionally hosts panels exploring the teaching of the subject at both school and University levels and covering new developments. Classics, despite its ancient subject matter, has always been at the forefront of modern […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

What did I do wrong? Supporting independent learning practices to avoid plagiarism by Helen Hathaway<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 April 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

My paper on the project What did I do wrong? Supporting independent learning practices to avoid plagiarism was well received in Manchester last week at LILAC. What is the project about? It is one year project at the University of Reading involving collaboration between Library staff (including a Study Adviser); staff from the International Study […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching in Higher Education by Dr Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 April 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This month sees the publication of my latest book, Teaching in Higher Education, written with Professor Pam Denicolo and published as part of the SAGE series\u00a0Success in Research\u00a0of which we are editors. I suppose it is inevitable, given our busy lives, that we do not always have the time to analyze all the ways in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Chemistry\u2019s Mini MOOC Attracts Industrial Interest by Dr Elizabeth Page and Professor Mathew Almond<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 March 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Elizabeth Page and Professor Matthew Almond developed an online distance learning course in 2011-2012 with funding support from the National HE STEM programme. The distance learning course entitled \u2018Fundamental Analytical Techniques for Industry\u2019 encompasses a host of analytical chemistry techniques typically used in a variety of scientific industries \u2013 pharma, food, agrichemicals etc. The […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Showcasing Excellence in Students\u2019 Research at Reading By Dr Anne Crook and Professor Julian Park<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 March 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The T&L away day in September 2011\u00a0focused\u00a0on the theme \u2018Building an Undergraduate Research Community\u2019. Arising from these discussions a group of staff met to investigate ways in which undergraduate research at Reading might be more effectively showcased across the institution (and beyond). The group has expanded since its conception in 2011 and now meets once […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Online resources for physical and life sciences students by Helen Williams<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 March 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Even more online support has been made available for students here at Reading seeking work placement and graduate employment.\u00a0A new online tool dedicated to helping students find opportunities within the life sciences industry has been launched this month by the Biopharma Skills Consortium (BSC),\u00a0which is led by the University of Reading and comprises seven universities […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Study support for MOOCs \u2013 do the Study Advisers have the answer? by the Study Advice team<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 March 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The recent announcement that Reading has been selected as a partner in the Futurelearn project to provide free online courses is an exciting move towards new ways of engaging with a potentially massive cohort of students. However, concerns have been expressed about the lack of support for students studying the courses, especially those run by […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Virtual Careers Fairs by Amanda Duggan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 February 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Careers, Placement and Experience Centre\u2019s investment, thanks to a grant from the Annual Fund, in a software package for virtual fair technology, has enabled the service to extend its traditional offer of careers fairs and provide students with a virtual environment in which to interact with employers.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Learning on Screen Awards by Nadja Guggi<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 February 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Congratulations to Matthew Nicholls, Senior Lecturer in the Department of Classics, who has been shortlisted for a prestigious Learning on Screen Award by the\u00a0British Universities Film & Video Council (BUVFC)\u00a0in the Courseware and Curriculum Non Broadcast\/Multimedia Award category. Here is a short clip from Matthew\u2019s entry, \u2018Digital Modelling of Ancient Rome and the Roman World\u2019: […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Internationalising Student Support Community of Practice (COP) by Matthew Daley<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 February 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Internationalising Student Support COP has been established with the remit to offer opportunities for staff involved with and interested in the development and enhancement of student support and experience in relation to internationalisation; to share best practice and discuss current challenges and opportunities for providing a high quality international student experience for all students. […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Students like live lectures (and online ones as backup) by Rebecca Reynolds<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Every year, students on the first year Analysing Museum Displays optional module have a talk from Dr Amy Smith at the Ure Museum, looking at the display there about the Greek symposium. This year I put the lecture online along with a transcript, photographs of the display, and a worksheet. I told them to use […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Presenting the brand new Placement Guide for staff by Em Sowden<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The new placement guide has been written for all University staff involved in managing student placement options, internships, work placement programmes and volunteering schemes in and outside of the curriculum.operational processes involved in managing placements, alongside the details of key people within the University who can provide support. The guide also refers to national guidance […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Academic Placements by Dr Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In the Department of English Literature we have been working hard, as have so many of our colleagues across the university, to make the most of the intellectual, personal and career advantages that placement learning can offer our students. We have devised a system of academic placements which is open to all undergraduates studying in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

NSS success: It’s the little things?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I was asked to contribute this after the Business School scored highly in the NNS survey for Management & Business degrees, and was invited to focus on things the School has done that have contributed to the maintenance of and improvement in our NSS scores that might be shared. The category includes our Accounting programmes, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

FORREST 2012<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Forrest (Forensic Research and Teaching) is an annual conference partly organised by Higher Education Academy. Two of the strengths of this meeting are its multidisciplinary nature; chemists, biologists and physicists meet with lawyers and that it genuinely brings together research and teaching \u2013 both areas inform each other during the meeting.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Becoming a Senior Fellow of the HEA<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

As part of its remit, the Higher Education Academy offers professional recognition to its members \u2013 colleagues are able to apply to be an Associate Fellow, Fellow, Senior Fellow or Principal Fellow. I was very recently successful in gaining recognition as a Senior Fellow, the first at the University of Reading. The process is relatively […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

I-TUTOR: Intelligent Tutoring for Lifelong Learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The University of Reading is a project partner in a prestigious project to\u00a0develop a multi-agent based intelligent tutoring system to support online teachers, trainers, tutors and learners:\u00a0I-TUTOR. I-TUTOR, which stands for\u00a0Intelligent Tutoring for Lifelong Learning is to be applied in open source learning environments, and will monitor, track, analyze and give formative assessment and feedback […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flexible Learning: Blended Learning for the Biosciences<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 January 2013\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Recently, we had the opportunity to participate in the Teaching & Learning Showcase event on \u2018Flexible Learning\u2019, put together by the CDoTL team, during which we presented the Existing and Emerging Biotechnologies (EEB) Framework. You can read more about our presentation on our blog:\u00a0http:\/\/blogs.reading.ac.uk\/bioscience-skills\/tflexible-learning-presentation.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

As good as it gets: Reflections on 2012 NSS in Clinical Language Sciences by Dr Tom Loucas and Carol Fairfield<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Having students say they are 100% satisfied with what we offer is not an everyday occurrence.\u00a0 This is what happened in Clinical Language Sciences in the 2012 NSS.\u00a0 All of the students who responded said they definitely agreed with the statement: \u201cOverall, I am satisfied with the quality of the course\u201d.\u00a0 We were obviously extremely […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Blackboard Quizzes To Help Students to be Prepared for Laboratory Practicals by Dr Richard Mitchell<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

It is important that students turn up for our three hour laboratory practicals suitably prepared, but just providing the Lab Scripts in advance is not enough, as often students don\u2019t read them! Now in Systems Engineering we embed a series of questions throughout the Scripts which are available on Blackboard in the form of a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u2018Experiencing\u2019 university: A Polemic by Professor Peter Kruschwitz<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Avant-Propos The University of Reading, like any other Higher Education Institution, is a diverse place, with many stakeholders, but \u2013 at least in theory \u2013 one mutual mission: \u2018our mission is to educate talented people well, to conduct outstanding research, and to promote the responsible application of new knowledge.\u2019 Unsurprisingly, the various stakeholders have diverse, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

NSS 2012 and student engagement by Dr Karen Ayres and Dr Paul Glaister<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 13 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Late in September 2012 we received our National Student Survey (NSS) results: 98% overall satisfaction across the Department of Mathematics and Statistics, including a perfect 100% for our BSc Mathematics programme, putting us (obviously) first place for all G100 courses, and second place in the Mathematics and Statistics (JACS code 3) table. A number of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Internationalising Student Support Community of Practice (COP) by Matthew Daley<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The University Strategy for Teaching and Learning identified \u201ccommunities of practice\u201d as key vehicles for informal dialogue with the \u2018academic voice\u2019 and for mutual support, for the exchange of ideas and the sharing of good practice between different role groups involved in the whole University teaching and learning agenda. The Internationalising Student Support COP has […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Technology in fieldwork<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The University of Reading is part of a three-year HEA-funded project considering the use of technology in fieldwork. The project is now in its final year and has led to the production of a wide range of resources and publications which can be viewed on the project website at http:\/\/www.enhancingfieldwork.org.uk. Alice Mauchline and Julian Park […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Opening our eyes to technology\u2026.how students can teach the educators! By Dr Samantha Weston<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 December 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

An eye-opening T&L seminar, presented by Dr Neil Morris (University of Leeds) outlined how terribly, terribly easy the majority of our undergraduates find using technology…of all kinds! Having seen his short video clip about how one of his students used his tablet to video record a lecture, whilst simultaneously annotate lecture slides provided on the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflections on a Training Event for Early Career Teachers of English Literature by Nicola Abram<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 30 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Avid readers of this blog might recall that I completed the University\u2019s Teaching and Learning Support Programme in 2011. I recently took the opportunity to complement this valuable training by attending a subject-specific event run by the Council for College and University English, at Keele University. The event began with a fruitful workshop on close […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

\u2018What did I do wrong?\u2019 Researching student referencing practices by Helen Hathaway, Clare Nukui, Dr Kim Shahabudin and Dr Liz Wilding<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 28 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

\u2018What did I do wrong?\u2019 may be a sadly familiar phrase to tutors when notifying students of poor academic practice in their written work. It was chosen for the title of our collaborative TLDF-funded project because it captures the confusion and lack of understanding which is characteristic in student responses to plagiarism and poor academic […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Technology in teaching: Reflections on Dr Neil Morris\u2019 Seminar, 19th November 2012 by Dr Natasha Barrett<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Last week\u2019s T&L seminar, by Dr Neil Morris, on the use of technology in enhancing the student experience was a superb overview of the array of technology that our students seem to be familiar with and that many institutions are incorporating into teaching.\u00a0 A key highlight for me was the data that Neil was able […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

When our efforts of internationalisation in T&L and Global Employability go Faculty-wide by Dr Kimberly Watson and Dr Teeroumanee Nadan<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Significant effort at the University of Reading has been focused on all aspects of Internationalisation. In the School of Biological Sciences, we are working toward enhancing Global Employability of our students (both home and overseas) to produce high quality, highly competitive Global Graduates. Our vision of a Global Graduate will be someone who is highly […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Digital Portal Creates New Dimensions for Art\u2019s Studio Community by Christine Ellison<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 20 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I am excited to announce the launch of OSCAR the Online Studio Community at Reading. This new digital platform has been developed to support the vast range of teaching and learning activities that happen across studio modules in Art, within the department itself but also off-campus and internationally. While the studio remains an important environment […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The sincerest form of flattery by Nadja Guggi<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

http:\/\/www.youtube.com\/watch?feature=player_embedded&v=6OjCAq5u-TQ Our\u00a0Teaching & Learning Showcase Series\u00a0continued yesterday with a session on \u2018Sharing good practice in the use of Turnitin\u2019.\u00a0Turnitin is an online service which allows educators to check students\u2019 work for similarity with other sources as a tool for plagiarism prevention and development of academic writing skills. Turnitin automatically generates an \u2018Originality Report\u2019 with a […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Value of Cake by Dr Emma Mayhew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 12 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In September British baking was celebrated during National Cupcake Week. The BBC\u2019s Great British Bake Off has been tremendously popular. Niche cup-cake shops have been springing up on the high street…and quite right. Most of us love cake. With this in mind, last year I introduced a 10 minute break in the middle of my […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching Beckett: Critical Practice in Television Part 2 by Dr Simone Knox<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Having sketched out my pedagogical interest in combining the teaching of critical practice with a close study of Samuel Beckett\u2019s work in the first part of this blog post double bill, let me now tell you more about the actual teaching project itself: after a series of lectures, seminars, presentations and workshops, I give the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching Beckett: Critical Practice in Television part 1 by Dr Simone Knox<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 November 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Here in Film, Theatre & Television, over the last couple of years, I have been fortunate to be able to devise an interesting teaching project that draws on the Department\u2019s long-standing expertise in teaching critical practice, the Faculty\u2019s expertise on the work of Samuel Beckett, as well as the University\u2019s unique resources, including the facilities […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Digital literacies for student employability: Spotlight on work placements by Nadja Guggi<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I have been working with a placement student, Rachel Glover, a third-year undergraduate in Politics and International Relations, to carry out research into digital literacies for student employability, focusing on the University\u2019s extra- and in-curricular work placement schemes. This research is part of the Digitally Ready project (www.reading.ac.uk\/digitallyready), a JISC-funded initiative under the Developing Digital […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Embedding Employability in the Department of History: Historic Themes in Practice by Professor Lindy Grant<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Department of History has been running a module for Part 2 students called Historic Themes in Practice (HTP) for the last three years. It is an innovative module in conception, organisation and structure. It is designed to make second year students enlarge their views of career possibilities, particularly within the heritage sector, and learn […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using technology to find low-tech solutions by Mary Morrissey<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 15 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Like a lot of people, I do not consider myself particularly savvy about technology: when I find that something is useful to me, I learn how to use it. That said, I think we can use learning technologies to come up with \u2018low tech\u2019 solutions to our teaching needs. Among the advantage is efficiency in […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

What it means to me to be a National Teaching Fellow by Helen Bilton & Professor Julian Park<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

By Helen Bilton, Institute of Education (NTFS\u00a02012) I had never heard of the National Teaching Fellowship Scheme, nor the University Teaching Fellowships, until a colleague who had achieved the status of University Teaching Fellow came and talked to our research group about the achievement. I actually was having a very bad day and missed the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Developing students\u2019 digital skills through placements \u2013 Maximising student engagement by Rachel Glover<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 4 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I have previously blogged about my trip to ALT-C in Manchester. In the same week I went to the RAISE Conference in Southampton. The Researching, Advancing & Inspiring Student Engagement day was my first opportunity to speak about some of the findings of our research so far. At the last-minute, my supervisor Nadja Guggi had […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Teaching and Learning Away Day Reflections by Dr Cindy Becker<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 2 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

As usual, it was great to see so many colleagues at a Teaching and Learning away day \u2013 it always reminds me how much we all care about this important aspect of our lives as academics. I enjoyed this session especially because I met several colleagues with whom I have never worked before. Two of […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

T&L Events Diary for Autumn Term 2012<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 1 October 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

There are an exciting range of T&L seminars, showcases and events taking place this term. See the CDoTL website for further details at http:\/\/www.reading.ac.uk\/internal\/cdotl\/NewsandEvents\/cdotl-LatestNews.aspx<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Staff Development and Internationalisation: learning from each other by Clare McCullagh<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 27 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The term internationalisation is thrown about very easily in HE nowadays, so I enjoyed a recent opportunity to sit around a table and discuss pedagogy and policy in detail with two visiting academics from the Sudan University for Science and Technology (SUST). As Academic Staff Development Managers in CSTD my colleague Nina Brooke and I […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Learning Technologies in the UK HE sector: Some highlights from the ALT-C2012 Conference by Maria Papaefthimiou<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The 19th international conference of the Association for Learning Technology ( University of Manchester, UK, 11-13 September 2012) was buzzing with 700 participants, where I had the opportunity to attend some excellent sessions and to keep a watching brief on what is happening in the HE sector in terms of learning technologies and pedagogy. Below […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Turning study skills learning on its head by Dr Michelle Reid, Sonia Hood and Dr Kim Shahabudin<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Study Advice team found David Nutt\u2019s post (Preparing to turn the classroom upside down, 14th Sept 2012) very timely as we too are embarking on a project to \u2018flip\u2019 the classroom. Flipped learning has been a significant driver in the increase in open online courses for higher education. It has been used in higher […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Preparing to turn the classroom upside down by Dr David Nutt<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I think it was at the HEA-STEM conference (London, April 2012) in a talk given by Prof Simon Bates from the University of Edinburgh (now at the University of British Columbia) that I first heard of the \u201cflipped\u201d or \u201cinverted\u201d classroom. The basic premise really appealed to me: contact time with lecturers is limited and […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Using OneNote to support collaborative group field work by Dr Alan Howard<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Technology has played a core role in supporting learning and teaching on the GG2FC\u00a0Crete Field Class module. The module typically enrols\u00a030 students who work in small groups collecting data and evidence to solve Human and Physical Geography related problems in Sfakia, SW Crete. In previous years groups have completed daily blog entries or produced short […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

A summary of my experiences on the PGCAP Course by Dr Samuel Laryea<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

When I got appointed as a Lecturer in 2010 I found that I had to do the PGCAP\u00a0course as part of requirements for my probation. Initially I did not feel happy about this. I had quite a heavy teaching workload and also the pressure to develop research papers and grant proposals. I certainly felt the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Heading to the Arctic to teach students about the wonderful world of \u201cextreme\u201d microbes by Dr Rob Jackson<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 3 September 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

In July, Rob Jackson and Ben Neuman\u00a0led nine Part 3 students from the School of Biological Sciences to the University of Akureyri\u00a0in Northern Iceland, about 100km south of the Arctic circle. At UnAk, they met with Dr Oddur\u00a0Vilhelmsson, his PhD student Au\u00f0ur\u00a0Sigurbj\u00f6rnsd\u00f3ttir\u00a0and 8 Icelandic Masters and undergraduate students. This was the inaugural joint UK-Icelandic module, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reading’s museum collections online by Rebecca Reynolds<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 10 August 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Museum ethics, display design and object-based research are some of the areas for which online resources are being developed in a JISC-funded project between the University of Reading, University College London and the Collections Trust. The project, called Object-Based Learning for Higher Education, prioritises usability and aims to make the resources part of syllabuses. On […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Meteorology and Film, Theatre & Television unite for innovative teaching collaboration by Dr Simone Knox and Ross Reynolds<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 August 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The 2011\/12 academic year saw a teaching initiative that brought together two of the University\u2019s distinguished departments, Meteorology and Film, Theatre & Television, using the excellent facilities in the Minghella Building. Second year undergraduates in Meteorology have for some time undertaken a module that partly involves \u2018bench\u2019 forecasting, when they learn, for example, how to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Rebuilding the ancient world, digitally by Dr Matthew Nicholls<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 6 August 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I was glad to find out recently that I\u2019m a Digital Hero. Though disappointed that the title does not appear to confer any super-powers, I\u2019m glad that the University recognises the innovative work that many of us are doing in our different fields \u2013 Reading feels like a place that values digital innovation and encourages […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Findings of QAA\/NUS Research into the Student Experience<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 31 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Four mini-reports have been published by the NUS following a 12 month, QAA commissioned, research project into the UK higher education student experience. Below are the links to each of these reports which have the following themes: Teaching and Learning; Independent Learning and Contact Hours; Subject Differences and First Year Student Experience. Teaching and Learning […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reflective Teaching by Dr Natasha Barrett<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Completing the Postgraduate Certificate in Academic Practice (PGCAP) portfolio provided the perfect opportunity for me to reflect on teaching and learning and how my approach has developed over the years. I was surprised at how well I mapped onto Kugel\u2019s five ages of a lecturer (1993). I certainly started out at stage 1 (self) where […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Digitally Ready for the Future: Sharing Good Practice by Nadja Guggi<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Digitally Ready for the Future: Sharing Good Practice Thursday 19 July 2012 10.45 -15.00, Agriculture Building The digital age has presented Higher Education with our greatest opportunity. We have new techniques, new technologies, changes in student expectations along with a phenomenal increase in access to information. Amongst our colleagues are early adopters and forward thinkers […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The Enhancing Fieldwork Learning Project by Dr Alice Mauchline and Professor Julian Park<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Fieldwork is an important component of Higher Education in a number of subjects. As a Learning Space it provides good educational opportunities for students; including the teaching & practice of skills such as observation, data recording & analysis to report writing and teamwork. Two University of Reading staff members, Julian Park and Alice Mauchline (together […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

“It’s typography, Jim, but not as we know it…” by Gerry Leonidas<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The TEDx-style conference Od \u201eAla Ma Kota\u201d Do E-Matury brought together typographers, designers, publishers, entrepreneurs, teachers, and policy makers from different European countries, to explore the correlation of the design of educational materials and efficiency in education. The UK was represented by Gerry Leonidas from the Department of Typography & Graphic Communication, who spoke about […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

History Education by Dr Elizabeth Matthew<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 11 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Still smiling at the end of their introductory seminar in June, these students are pioneering an exciting addition to the BA History programme, allowing them to test and develop their interest in teaching careers before applying for postgraduate teacher-training. Thanks to Faculty of Arts and Humanities Teaching and Learning \u2018Think Space\u2019 funding, and much appreciated […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

#HEAdayC21, or, A wonderful sharing of ideas<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 9 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I mentioned in my last post for this blog that I\u2019d attended some Higher Education Academy workshops in order to develop my teaching practice. I\u2019d like to share a little about my most recent outing, Teaching Post-Millennial Literature (University of Brighton, 2nd July 2012) [http:\/\/www.heacademy.ac.uk\/events\/detail\/2012\/seminars\/disciplines\/DW238]. Attending this one-day symposium was thoroughly invigorating. The presentations ranged […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

PhD student wins 2012 Teaching & Learning Support Programme Portfolio Prize<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 5 July 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

I\u2019m surprised and thrilled to have won the University of Reading\u2019s Teaching and Learning Support Programme Portfolio Prize! I\u2019m looking forward to attending the Teaching and Learning Awards ceremony on the 18th September, where Professor Gavin Brooks, Pro-Vice-Chancellor (Teaching and Learning), will make the presentation. Let me explain\u2026 I\u2019ve had the privilege of contributing to […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

To count or not to count? – Time out for the Part One Debate…<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Those of you who attended the University\/RUSU debate on the motion that Part One should count towards students\u2019 degree classifications (30th November 2011) will recall the persuasive arguments presented by both teams (see the\u00a0Part One Debate summary\u00a0for a reminder). Like me, you may have found your initial conviction in one side of the argument wavering […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Anna Walter talks about her academic placement (English Dept)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

\u00a0 Way back in October 2011, at the beginning of the Autumn Term, Parts 2 and 3 English students were told about a fantastic opportunity. We were now able to go and seek experience beyond the university and go on a placement as part of any module in our year. This would be an integral […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Response to Student Engagement Event: A Students\u2019 Union perspective<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The 2nd May saw CDoTL host an exciting event billed as \u2018Exploring Student Engagement at Reading and Beyond\u2019. Attending as a students\u2019 union staff member with a passion for student engagement on a local and national level, I was excited to get the chance to hear about different viewpoints and approaches \u2013 especially from Scotland, […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Response to Student Engagement Event: An academic perspective<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Last\u00a0month I attended the first part of an afternoon conference on \u2018Exploring Student Engagement at Reading and Beyond\u2019, which took place in the Agriculture Building at Reading University. Towards the end of Cathy Bovill\u2019s excellent keynote talk I asked the following: \u201cShouldn\u2019t we be thinking about why we want to engage students in the curriculum? […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Reading Arts Education Forum Launched<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

The Institute of Education\u2019s move to the refurbished London Road site has provided an opportunity for the University to show a willingness to become more actively involved in the cultural life of the town. By way of seizing this opportunity, all schools and arts organisations within a 30 mile radius were invited to attend an […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Placement and career learning update from the Student Employment Experience and Careers Centre<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

There is good news for staff concerned with placement provision, particularly those involved for the first time. A new Placement Guide for Staff will provide quick reference points for managing the different types of placement and provide answers to FAQs. Once approved, it will be on the Web for easy search and update. In the […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How jolly good to be a Fellow!<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 25 June 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shortly after receiving the news that I had been made a Teaching Fellow of the University I found myself talking to a number of colleagues from other institutions involved in teacher education. I must admit to being a little embarrassed when my host, who I had told about the Fellowship in a quiet conversation, introduced […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Centre for the Development of Teaching and Learning (CDoTL) play host to colleagues from University College Cork.<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 March 2012\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

On Wednesday 18th January 2012 CDoTL played host to a visit from colleagues from the Teaching and Learning Unit (\u2018Ionad Bairre\u2019) at University College Cork (UCC), Ireland. Professor Grace Neville (VP Teaching and Learning), Dr Bettie Higgs and Marian McCarthy (Co-Directors of Ionad Bairre) spent the day meeting with the CDoTL team to find out […]<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t

\n\t\t\t\n\t\t\t\t\n\n
\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t
\n\n\t\t\t\t\n\t\t\t\t

Organising a Peer Review Event of Synchronous Online Teaching<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 26 February 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Read Vicky Collins approach to addressing the challenges of remote learning, student engagement and new technology within ISLI. This article details an internal peer review event on the theme of \u2018Managing synchronous online teaching. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

The impact of COVID upon practical classes in Part 1 chemistry – an opportunity to redevelop a core module<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 14 January 2021\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This article outlines the re-design, necessitated partly due to COVID-19, that was undertaken for the Part 1 chemistry module, CH1PRA, which services approximately 45 students per year.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Can Online Learning Facilitate Meaningful Interpersonal Connection?<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 21 December 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Shelley Harris reflects on the experience of taking Employability events online for creative writing students<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Promoting and Tracking Student Engagement on an Online Undergraduate Pre-sessional Course<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 September 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines approaches to fostering an active learning environment on the University\u2019s first fully online Undergraduate Pre-sessional Course.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Misconceptions About Flipped Learning<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 September 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Ed Tew shares his thoughts in the final of his three posts on flipped learning.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipped learning – ‘In-class flipped’<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 23 July 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Ed Tew shares the ‘in-class flipped’ idea and explores ways to apply it in an online platform such as Blackboard Collaborate Ultra.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Running Virtual Focus Groups \u2013 Investigating the Student Experience of the Academic Tutor System<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 16 July 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how, whilst in lockdown, Amanda Millmore measured the impact of the new Academic Tutor System (ATS) on students in the School of Law, capturing their experiences, both good and bad, with a view to making improvements.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How ISLI\u2019s Assessment Team created an online oral exam for the Test of English for Educational Purposes (TEEP)<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines ISLI’s process of creating a version of the Test of English for Educational Purposes (TEEP) for 1-1 online delivery.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Flipped learning revisited<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 22 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Edward Tew reflects on Flipped Learning and its application during the COVID-19 pandemic.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

How ISLI moved to full online teaching in four weeks<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 18 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out more how ISLI moved to full online teaching in four weeks.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Taking Academic Language and Literacy Courses Online<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 17 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This case study outlines the process of rapidly converting the Academic English Programme (AEP) to online, and reports student feedback and reflections on the experience.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Still Learning Together<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 8 June 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how Professor Cindy Becker created a YouTube channel to reassure students that she is still here, still wants to teach them, and is as keen to stay in touch as they are.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Virtual Field Classes<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 29 May 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Find out how SAGES provided their students with the field-based teaching elements of their courses when access to sites was impossible. <\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

Take-home exams: gauging the student experience<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 19 May 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

Dr Alison MacLeod from SAGES outlines her experience of running an 100% online exam.<\/p>\n

How did it go? What was the student opinion? Did they hate it? Would there be a mass protest? Read more to find out.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t

\n\n\t\t\t\t\n\t\t\t\t

From Face to Face to Online in two weeks – Changing the delivery mode of the Academic Practice Programme<\/a><\/h2>\n\n\t\t\t\t
\n\t\t\t\t\tPosted: 7 May 2020\t\t\t\t<\/div>\n\n\t\t\t\t
\n\t\t\t\t\t

This account explores how the Academic Practice Team re-designed three full days of face to face teaching from the Academic Practice Programme into two mornings of synchronous online teaching using Blackboard Collaborate Ultra.<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"

You can navigate the Case Studies below by clicking the category you are interested in. To search for a keyword from the current selection displayed, you can press the Ctrl and F buttons together on your keyboard. If you would like to return to this page after reading a Case Study, please use your browsers […]<\/p>\n","protected":false},"author":124,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0},"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/pages\/2491"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/users\/124"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/comments?post=2491"}],"version-history":[{"count":5,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/pages\/2491\/revisions"}],"predecessor-version":[{"id":7308,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/pages\/2491\/revisions\/7308"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/media?parent=2491"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}