Case Studies by technologies

Technologies

Blogging tools

From WordPress Womble to WordPress Winner 
Developing students’ skills in self-promotion and professional networking, 2018.

Blogs and videos for group work 
Electronic Engineering students were tasked with tracking their project development using a WordPress blog and with explaining their project via a short video clip, 2018.

Supporting Student Development with Public Blogging
Use of WordPress for blogging to develop student writing and transferable skills, 2016.

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, 2014.

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, 2009.

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, 2008.

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Collaborate

Collaborate – from pedagogy to practice
Fiona Dickson shared with us how she used Collaborate in the MSc in Corporate Social Responsibility with Environmental Management, 2018.

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, 2018.

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, 2017.

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Discussion forums

Blended Problem Based Learning
Supporting collaborative, unguided group research with Web 2.0 tools, 2014.

Bringing Peace to Yorkania
Encouraging independent learning and creativity among students through self-directed research tasks and Problem Based Learning scenarios, 2014.

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, 2011.

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, 2008.

Short case study: discussion and debate to encourage critical evaluation
examples from two modules who used discussion boards to facilitate discussions outside the classroom, 2008.

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Google tools

Contemporary module option sites
A programme approach for second years to choose final-year modules in TYMS, 2018.

Group work, e-marking and feedback
Alex Gillett from The York Management School provides insight into ways of marking and providing feedback to increasingly large cohorts of learners, 2018.

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, 2016.

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Lecture capture/screencasting

Audio and video feedback, scalable techniques 
Use of screen recordings for focused and efficient feedback to students as well as creating resources for scalability, 2019.

Screencast commentary for formative feedback 
Use of video for personalised, focused and efficient feedback to students, 2016.

Flipped classroom: Mastery model for computer programming
Use of video lectures to enable more effective face-to-face time, 2016.

Extend the lecture with Personal Capture
Expanding on key concepts by providing Personal Capture recordings to support face-to-face learning, 2016.

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, 2014.

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Survey tools

Module evaluation with online tools
A look at online versus paper-based evaluation forms using Google Forms and Qualtrics, 2017.

Using questionnaires and surveys
Health Sciences used entry and exit surveys to assess students’ reception of the learning methods, 2012.

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Voting tools

Active learning with voting tools
Jessica Wardman from TYMS discusses her use of Responseware in lectures to stimulate active learning, 2018.

Voting tools – engaging students in seminars and lectures
Mathilde Peron from Economics presents her use of Responseware to stimulate engagement and feedback in seminars and lectures, 2018.

Using Responseware to maximise the value of contact time
Emma Rand from Biology provides useful tips for using Responseware with large cohorts, 2018.

Engaging Big Cohorts in Large Learning Spaces with ResponseWare
A module level overview of introducing engagement activities into live lectures by Emma Rand in Biology, 2018.

Formative assessment and feedback in lectures with Mentimeter
Sally Quinn from Psychology found Mentimeter to be a quick and easy way to quiz students on their understanding and to gather questions from students, 2018.

Universal Design and Inclusive Practice with Mentimeter
Emily Brunsden from Physics explains how Mentimeter can be used to create an inclusive learning experience. 2018

Crowd-Sourcing Responses using MentiMeter
Using an Electronic Voting System to crowd-source student questions during induction sessions in CELT by Victoria Jack, 2018.

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VLE

Evaluations

Course and contribution statistics
Examples from two departments who analysed statistics as part of their evaluation process, 2008.

Using VLE resources

Self-test quizzes on the VLE
Self-test quizzes provide students with immediate feedback and with a calculated formula question type, provides students with a large pool to practice with, 2018.

Making good use of the things that we find
Using readily available resources to support practical workshops and consolidate learning, 2014.

Ensuring essential prior knowledge for lab work
Videos, resources and tests to prepare students for practical lab work, 2014.

Contemporary module option sites
A programme approach for second years to choose final-year modules in TYMS, 2018.

Supporting module choices through the VLE
A programme approach for incoming first year undergraduates to choose modules before they arrive at university, 2012.

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, 2012.

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Wikis

Support ‘time on task’ and deeper learning 
Students working collaboratively to create a shared resource for the whole class, 2014.

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, 2014.

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, 2011.

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, 2008.

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Third party tools

Using social media to augment teaching
Glenn Hurst discussed several approaches to augmenting contact hours with social media, facilitated both by himself and colleagues within the Department of Chemistry, 2018.

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