See also selected case studies grouped by discipline.
- Lights, Camera, Heritage! – Developing students’ skills in communicating their research
Problem based learning
Blended approaches to support face-to-face teaching
- Supporting Student Development with Public Blogging – Use of WordPress for blogging to develop student writing and transferable skills
- Flipped classroom: Mastery model for computer programming – Use of video lectures to enable more effective face-to-face time.
- Extend the lecture with Personal Capture – Expanding on key concepts by providing Personal Capture recordings to support face-to-face learning.
- Making good use of the things that we find – Using readily available resources to support practical workshops and consolidate learning.
- Worked examples to support core skills – The instructor used the VLE to provide students with access to a range of screencast videos providing walk through explanations of the key Mathematical techniques addressed in the module.
- Using blogs for student reflection, content generation and just-in-time feedback – Compulsory weekly blog activities were used for reflection and peer-to-peer feedback.
- Student engagement and communication through discussion boards – Discussion boards were used to allow students to ask questions and follow up on lecture content, with the option available for students to post anonymously.
- Baseline VLE use to support independent study – A short overview of how a department added supplementary materials to the VLE to support independent study.
- Short case study: using an integrated study model – An overview of two departments using integrated online study as the main component of a module.
- Short case study: interaction with content – an example of how VLE content can be designed to form a learning pathway to support structured independent study tasks outside the classroom.
- Short case study: discussion and debate to encourage critical evaluation – examples from two modules who used discussion boards to facilitate discussions outside the classroom.
Assessment and feedback
- Assessment activity in the VLE – A short overview of two departments who used Yorkshare for formative and summative assessments.
- Screencast commentary for formative feedback – Use of video for personalised, focused and efficient feedback to students.
- Students in the feedback loop – The Department of Language and linguistics wanted to develop the core skills of Year 1 students by creating opportunities for dialogic feedback both via electronic and face-to-face communication.
- VLE Exam – The Education department reflect on their experiences of using VLE Exam for controlled summative assessment.
Preparation for face-to-face learning
- Ensuring essential prior knowledge for lab work – videos, resources and tests to prepare students for practical lab work.
- Supporting module choices through the VLE – A programme approach for incoming first year undergraduates to choose modules before they arrive at university.
- Online support for dissertations – A VLE site that was created for History undergraduates to use from the end of their second year right through until submission of the dissertation in their third year.
Supporting distance learning
- Bringing professional expertise into the virtual classroom – An overview of how Health Sciences used Collaborate Ultra webinars (synchronous online seminars) to engage and involve their distance learners.
Facilitating blended synchronous learning
- Facilitating “hybrid” workshops via webinar – A look at the way that the Education Department used Collaborate Ultra to enable both remote participants and a remote presenter to interact with an on-campus workshop.
Facilitating In-Class Engagement
- Engaging Big Cohorts in Large Learning Spaces with ResponseWare – A module level overview of introducing engagement activities into live lectures.
- Crowd-Sourcing Responses using MentiMeter – Using an Electronic Voting System to crowd-source student questions during induction sessions.
Group work & collaboration
- Google tools for group work – The York Management School encouraged the use of collaborative Google and VLE tools for the group projects on their core, second year Business Planning module. Formative assessment was also marked within the VLE, with three different types of online feedback being provided.
- Support ‘time on task’ and deeper learning – Students working collaboratively to create a shared resource for the whole class.
- Sharing images & supporting student collaboration – Students completed two assignments within the VLE, one on accessing and commenting on images and another to create a collaborative wiki in groups to present in class.
- Collaborative data-driven activities – Independent learning was combined with collaborative activities, building group working skills and reducing anxieties about developing analytic skills. Activities were designed to address skills in working with data sets, including identification, analysis, and provision of peer feedback, which in turn led to greater understanding of the subject.
- Short case study: collaborative study using VLE tools – An overview of two departments who used blogs and wikis to facilitate collaborative student work in Yorkshare.
- Short case study: discussion forums for group work – An overview of a Biology module that set up group discussion boards as part of assessed group work.
- Module evaluation with online tools – A look at online versus paper-based evaluation forms using Google Forms and Qualtrics.
- Using questionnaires and surveys – Health Sciences used entry and exit surveys to assess students’ reception of the learning methods.
- Course and contribution statistics – Examples from two departments who analysed statistics as part of their evaluation process.
- Procedural feedback to create a ‘feedback loop’ – students were asked to blog on their weekly reading to inform seminar content and improvements to teaching methods.
- Case-based research and collaborative report writing (World Politics, Politics)
- Virtual Fieldwork: any time, any place learning (Coastal Geomorphology, Environment)
- Audio feedback for creative group work (Research Methods, Psychology)
- Student Logs and E-Portfolio using Google Sites (PGCE, Education)
- Developing core academic skills for large cohorts via continuous assessment and feedback (Understanding Arguments in Management, TYMS)
- Using anonymous assignment submission to improve marking and feedback (Politics)
- Developing core skills with self assessment and formative feedback (Phonetics and Phonology, Language and Linguistic Science)
- Developing group work, collaboration and critical skills through wikis (Core Knowledge, Values and Engagement Skills, Health Sciences)
- Online learning design (Coronary Heart Disease Prevention Online, Health Sciences)
- Personalised learning and self assessment formative tasks (Biomolecular Archaeology, Archaeology)
- Blended learning group work (Social Aspects of Science, Biology)
- Welcome site for Department of Biology (Biology)
- Time Management (Graduate Training Unit)
- Integrating online formative assessment for data analysis (Data Analysis, Psychology)
- Cooperative learning for weekly seminars (New Media and Society, Sociology)
- Supporting a diverse cohort and encouraging group work (Environment and Health, Environment)
- Engaging students with reading between seminars (History and Theory of Criticism, English and Related Literature)
- Encouraging independent learning and facilitating data analysis (Ecological Sampling Techniques, Biology)
- Communicating online with distance learners (Statistics for Health Economics, CHE)
- Supporting weekly problem tasks (Mathematical Techniques in Economics, Economics and Related Studies)
- Collaborative research and report writing (Evolutionary Ecology, Biology)