Tim bullough &_dan_hibbert
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The document discusses group work and peer assessment in engineering education. It describes how group work is used to simulate real-world experiences and allow students to practice skills like project management. Peer assessment involves students rating their own and others' contributions to determine an individual "peer moderation factor" to adjust group marks based on individual contributions. The use of group work increases in complexity from short introductory activities in year 1 to formal capstone industry projects in years 3 and 4. Peer assessment aims to allow individual contributions to group work to be recognized and rewarded.
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This document outlines the key elements to include when proposing an educational project, including:
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2) Concrete and measurable goals for the project, and how student work will be organized and evaluated.
3) Expected results such as work products from students, impact on the school community, and dissemination events.
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1) The age of participating students, number of partner schools, and languages used.
2) Concrete and measurable goals for the project, and how student work will be organized and evaluated.
3) Expected results such as work products from students, impact on the school community, and dissemination events.
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Many students today are visual learners and prefer visual content over printed text. Animations can effectively engage these visual learners by explaining difficult concepts through visual means rather than traditional heavy textual presentations. Animations serve as multimedia tools that facilitate and enhance the student learning experience for visually-oriented students.
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This document describes the development of e-modules for teaching clinical pediatrics examinations to medical students. Video recordings were made of child examinations and development milestones over multiple sessions with consenting parents and children. The recordings were edited into individual clips and compiled longitudinally to demonstrate progression. The aim was to create an innovative online format for students to learn how to examine children and understand development, as this is difficult to teach from textbooks alone. Formal evaluation of the e-modules by students is pending, but initial feedback suggests students appreciate this interactive teaching approach. The project required significant time and organization from a dedicated team.
Cath gordon teaching and learning conference ppt 2012
Cath gordon teaching and learning conference ppt 2012 Educational Development Division, University of Liverpool
The document provides an overview of a presentation given at a teaching and learning conference. It discusses attrition rates among health science programs, reasons why students leave, results from a national student survey, theories of powerful learning environments, a literature review on factors influencing learning, and a proposed pilot study to understand what causes radiotherapy students to consider leaving their program. The pilot study would involve interviewing past students using a timeline tool to map their experiences and identify challenges throughout their three years of study.Tammy thiele june 2012
This document discusses educational disadvantage and strategies for targeting disadvantaged students. It provides an overview of educational disadvantage in the UK and its impacts. It then discusses how universities currently use contextual data like free school meals eligibility, neighborhood indices of deprivation, and parental education to identify and support disadvantaged students. Challenges discussed include effectively targeting students, determining which indicators to use, managing data collection and sharing between institutions, and assessing the impact of efforts over time.
Josie billington reading for pleasure in schools june 2012
Josie billington reading for pleasure in schools june 2012Educational Development Division, University of Liverpool
This document summarizes a program where university students from the School of the Arts provide one-on-one reading sessions to students at a local high school. The goals are to promote reading for pleasure and build students' confidence. Feedback found the sessions improved literacy and students felt more engaged in stories. Both schools and parents found benefits, and the program helped some university students pursue related careers.144A Brownlow Hill: a Prototype Ambient Simulation-based Learning Experience
144A Brownlow Hill: a Prototype Ambient Simulation-based Learning ExperienceEducational Development Division, University of Liverpool
This session will introduce the concept of an Ambient Simulation-based Learning EXperience (ASLEX), a variant of the Alternate Reality Game (ARG) developed in part using virtual world technology and delivered on mobile phones and tablets. Developing strategies and activities to improve interactions between home and...
Developing strategies and activities to improve interactions between home and...Educational Development Division, University of Liverpool
This document summarizes a project aimed at improving interactions between home and international students at Xi'an Jiaotong-Liverpool University (XJTLU). The project will analyze current strategies and activities to enhance integration and teaching/learning. Data was collected through staff/student interviews and focus groups. Preliminary findings show activities like group work and field trips help integration when properly implemented. International students find challenges with English, independent learning, and writing but have strengths in maths and motivation. The project will propose a framework to guide future internationalization efforts.FOCAL - Feedback on clinical achievements @ Liverpool
FOCAL - Feedback on clinical achievements @ LiverpoolEducational Development Division, University of Liverpool
The project piloted the use of an iPad for clinical staff assessing veterinary students. The students have clinical rotations in set subjects, each lasting one week. The iPad was introduced to allow/encourage members of staff to give a midweek feedback.The students widening participation forgot? Continuing Education and communit...
The students widening participation forgot? Continuing Education and communit...Educational Development Division, University of Liverpool
The Centre for Lifelong Learning’s programme of Continuing Education short courses, lectures and workshops are effective in attracting students from a range of backgrounds and including them within the University. Many of these individuals have a record of educational achievement; others have not.Mike knight
At the core of architectural teaching is the Design Review or Critique in which students present their work to both their tutors and peers to receive immediate formative feedback.
Audio feedback – better feedback?
Feedback has long been identified as a problem by staff and students alike. While students often complain that they are not getting enough detailed feedback that is relevant to future work, staff feel they are investing a lot of time and work into providing feedback that is not collected or not acted upon. Increasingly, the use of audio feedback is seen as a means to tackle some of these problems.
Vaughn l&t 21012 presentation
This document summarizes a presentation about conducting peer feedback in case scenario-based medical school tutorials. It discusses having groups of 25 first-year medical students participate in physiology tutorials and receive peer feedback over six weeks. In the first two weeks, students received training on how to give feedback. In week three, they conducted a pre-test where they provided their first peer feedback. In weeks four and five, students reflected on the feedback and set goals. In week six, they completed a post-test feedback and questionnaire. The document provides an example of a peer feedback rating scale used to evaluate fellow students' contributions to the tutorial group. It argues that peer feedback allows students to improve their roles in groups and their overall learning.
Glynis cousin keynote
The purpose of this talk is to explore critically what 'a student-centred culture' might mean. Drawing on evidence from two research projects I currently lead and on the notion of a student charter, I hope to raise a number of questions relevant to this exploration, namely: how can we best define the student-teacher relationship? Is it a partnership? A sibling relationship? A contract? A gift relationship? An apprentice-master relationship?
Alison hobden
The document outlines an international elective placement program for undergraduate nursing students at a university. It discusses how global health placements have been integrated into the nursing curriculum since 2009. Over 300 students have participated in 1-4 week elective placements in India, Africa, and other locations. The placements provided opportunities for students to improve their clinical and cultural competencies, gain a broader understanding of global health issues, and enhance their nursing education. Student reflections found the experiences to be personally and professionally transformative.
Arora anu
The document summarizes initial findings from a study examining international placement practices at the University of Liverpool. It finds that while practices vary, placements commonly aim to enhance employability and career opportunities for students. Placements provide benefits to student confidence and cultural awareness. However, more systematic data collection and sharing of best practices could help standardize support for students and maximize learning from international experiences.
M hammond
1. The document discusses a study that surveyed medical students about challenging situations they may face in clinical practice.
2. It found that students were worried to varying degrees about different situations, such as breaking bad news, discussing end-of-life options, and dealing with angry or manipulative patients.
3. There were some differences in the types of situations that most concerned male versus female students, with women expressing a higher overall level of concern than men. The document calls for addressing students' concerns earlier in medical training.
Lt conf 2011 drywood presentation
The document describes a law module on asylum and immigration law taught at Liverpool Law School. It had 12 weekly seminars with directed reading and tasks. Assessment included an MCQ test, advice letter, and essay to test a range of legal skills. Feedback was positive, with most students happy and excellent results. The flexible teaching model fit the rapidly changing subject and experienced students. Sessions may need to be longer and provide more direction to offset the lack of lectures.
L'pool grounding teaching in learning
The document discusses key assumptions and principles for skillful teaching grounded in how students learn. It emphasizes that the most important pedagogical knowledge is understanding how students experience learning and that context is crucial. It also describes using critical incident questionnaires to get anonymous student feedback, building credibility through expertise, experience, rationale and conviction, and establishing authenticity through congruence, disclosure, responsiveness and acknowledging errors.
L'pool grounding teaching in learning
The document discusses grounding teaching in how students learn. It recommends that teachers focus on helping students learn through critically reflective practice and understanding how students experience learning, which can vary depending on context. The document also suggests techniques for teachers like using critical incident questionnaires to get anonymous feedback from students on their most engaged, distanced, helpful, and puzzling moments in class and addressing themes in the next class session through negotiation rather than capitulation. It emphasizes the importance for teachers of developing expertise, experience, rationale, conviction, congruence, full disclosure, responsiveness, and acknowledging errors to build credibility and authenticity.
L+t2011(csu)
The document describes a communication workshop for final year medical students in collaboration with a university drama department. The workshop aims to help students consolidate communication skills, develop confidence, and reflect on their skills through role playing difficult patient scenarios. Feedback from pilot workshops was positive, with students finding the active, collaborative approach more challenging and engaging than traditional methods. Students developed fictional patient profiles based on their worst fears in medicine and acted them out with drama students. Discussions focused on personal anxieties and biases and how these may impact patient interactions. While some students felt more prepared, others realized real patients may be more difficult than expected.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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- 1. Group-work: automated peer assessment, moderation and feedback Tim Bullough Dan Hibbert School of Engineering Univ of Liverpool L&T Conf 23 June ‘10
- 2. Good way for students to get to know themselves and each other. Reflection of own and others contributions. Achieve outcomes that couldn’t be achieved individually. Simulate real-life experiences (key for Engineers’ employability) & practice project management theory Reduce the amount of assessment (single group output) & allows an assessment of students’ contributions without an academic having to observe everything Why do group/team work?
- 3. How is group/team work developed within the Engineering curriculum? Year 1: Short “active learning” experiences (labs, design-build-test) & a superficial introduction to team roles. Some reflection on team dynamics and contributions. Year 2: Theories of team-work and project management are taught. Group activities vary from half-day to whole-year. Reflection on contribution, and peer moderation of group marks for group output(s)/achievements. Year 3&4: Formal “capstone” industry-facilitated 1-2 year team projects (required for accreditation). Problems/concerns: group membership, dealing with conflict and lack of contribution; assessment and peer moderation criteria and process.......
- 4. What is peer moderation? Process to allow individual contribution to a group activity to be “rewarded”: i.e. individual mark = group mark x “peer moderation factor” How do we do it? 1. Single group mark awarded for each assessed output. 2. Academic decides on criteria and extent to which individual contribution should be rewarded. 3. Students rate their own and others contributions against these criteria. 4. Use an algorithm to produce an individual “peer moderation factor” for each student in the group (keeping the average factor as 1) 5. Individual marks obtained + 6. FEEDBACK TO STUDENTS (later)
- 5. Old paper-based peer moderation proformas
- 7. e.g. MATS213 “Manufactured Article” activity: 4-5 weeks of lab- based group-work with single group wiki assessment......... FEEDBACK
- 8. FEEDBACK
- 9. FEEDBACK
- 10. FEEDBACK
- 11. FEEDBACK
- 12. Discuss.......... 10 minutes to kick-off!!!