Bill Soden explores the potential for flipping our teaching as a means to more interactive classrooms The York Learning and Teaching strategy highlights the use of technology to “…optimise the contribution to learning and the guidance of students’ independent study”, suggesting at the same time that online resources /asynchronous activities can be a means to … Continue reading Flipping classrooms! The potential for flipped learning approaches in implementing the new Learning and Teaching strategy
Magazine
Using technology to propel student learning
Matt Cornock, e-learning team, explores how learning technologies support students independent study Module lecture content may introduce new concepts for students to learn or inspire students to think differently about the world in which we live. Whether the lecture is delivered in a room, is written in a textbook or delivered virtually using a recording, … Continue reading Using technology to propel student learning
Archaeology’s Assessed Seminars
In this article Michelle Alexander, Steve Ashby and Nicky Milner showcase one of the flagship Archaeology undergraduate modules, Assessed Seminars, taught at the end of the third year, which engages with many of the concepts within the new York Learning and Teaching Strategy, and in particular student-led learning. Archaeology’s Assessed Seminar module already meets the … Continue reading Archaeology’s Assessed Seminars
Book Review: Make it Stick: The Science of Successful Learning
Book Review: Make it Stick: The Science of Successful Learning Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it Stick: The Science of Successful Learning. Cambridge, Massachusetts and London, England: The Belknap Press of Harvard University Press. Sam Hellmuth, Department of Language and Linguistic Science, and Richard Waites, Department of … Continue reading Book Review: Make it Stick: The Science of Successful Learning
Progression in modular degree programmes: making them greater than the sum of their modules
Modular degree programmes offer students richness in choice but are also accompanied by concerns regarding cohesion and progression. Here Claire Hughes explores these issues and discusses approaches to defining and mapping the expected progression in our degree programmes. A coherent learning experience in a modular system A modular higher education system brings with it increased … Continue reading Progression in modular degree programmes: making them greater than the sum of their modules
Strategies for successful learning: Request for contributions to the next Forum magazine
The next edition of Forum, the University of York in-house Learning and Teaching magazine, is due to be published at the start of the Autumn term. The magazine is published by the Learning and Teaching Forum to disseminate good practice and discuss issues relating to learning and teaching. Previous editions can be found on the website, https://yorkforum.org/forum-magazine/ Making it stick in different disciplines … Continue reading Strategies for successful learning: Request for contributions to the next Forum magazine
Power to the people – student autonomy and assessment
Cecilia Lowe (author) Kathryn Arnold; Celine Kingman; Benjamin Poore (co-presenters) explore student involvement in assessment setting THIS ARTICLE WAS ORIGINALLY PUBLISHED IN FORUM 38: 26 In a FORUM workshop run earlier this year on student attendance and motivation, Ryan & Deci’s 2001 article ‘Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions’ was used as … Continue reading Power to the people – student autonomy and assessment
CASE STUDY: Linking Theory to Practice – Using Video and iPad technology to promote skills based learning in Psychology
Sophie Brigstocke received a Rapid Response Fund grant to develop case studies to show the application of theory to clinical practice THIS ARTICLE WAS ORIGINALLY PUBLISHED IN FORUM 38: 24-25 Students coming to study psychology at the University of York are often interested in pursuing careers in practitioner psychologist roles such as clinical or educational … Continue reading CASE STUDY: Linking Theory to Practice – Using Video and iPad technology to promote skills based learning in Psychology
Diversity and mixed ability at the modular and programme level. Supporting Ab Initio language students’ transitions
Cinzia Bacilieri, Thomas Jochum-Critchley, Maria Muradas Casas, Nadine Saupe describe their approach to developing approaches to support a wide range of students THIS ARTICLE WAS ORIGINALLY PUBLISHED IN FORUM 38: 22-23 “A very intense yet rewarding course which has been extremely enjoyable.” A number of positive comments we received only two years into the existence … Continue reading Diversity and mixed ability at the modular and programme level. Supporting Ab Initio language students’ transitions
Fitting Language – but how many sizes?
Paul Roberts explains the use of International Academic English THIS ARTICLE WAS ORIGINALLY PUBLISHED IN FORUM 38: 20-21 Language is central to the academic endeavour: it is not an add-on. Learning to be an academic – and becoming one - is about people 'languaging' themselves, using language to create for themselves an identity as a scholar … Continue reading Fitting Language – but how many sizes?
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