Nicola Aberdein of Biosciences and Chemistry discusses using PebbelPad for multi module learning

Katie Steckles of Secondary Maths Education talks about using software to help her students visualise and explore complex maths problems.

Students are employed to work alongside academic colleagues as research assistants. Students work in projects in a variety of contexts such as, literature search and review, data collection, data analysis, and any other research related activity required for the project.

Associate Professor, David Smith from Biosciences & Chemistry shows how developing resources within Blackboard and Google Forms to create a ‘Workbook’ approach can help with engagement.

David Smith discusses Research Informed Teaching

Students develop soft business skills to compliment their technical competencies in Cyber Security. In this full-year module the students become prepared for placements and industry. They learn group-working skills and build presentation confidence. In the second semester they work with external partners to put on an event. Students promote their own portfolio on digital platforms and learn to develop business skills, as well as team working skills. Assessment for the project is done via self-assessment and peer assessment.

The students work in groups and take on different roles in three different animations, which relate to roles in the industry. Melvyn talks about the challenges surrounding group work, how the students respond and how they develop - both personally and professionally - over the course of the module.

Small groups of students work with clients across a range of industries to solve real-world problems. This includes project tendering, research, presentations to the client and writing a summary report. They are assessed through a more reflective piece, about their role and the process of running the project. Students promote their own portfolio on digital platforms and learn to develop business skills, as well as team working skills. Assessment for the project is done via self-assessment and peer assessment.

Working in small, structured teams, students disassemble a small electrical device, study it and reassemble it. Based on Jonathan’s experience in industry they produce professional documentation to emulate a real-world working environment. Team and individual components are assessed and there is a strong focus on making the module as inclusive as possible, for people who can’t attend every session.