Learning to write for non-specialists: the role of peer assessment

Training students to engage with the public Each year as part of the Doctoral Training Partnership (DTP) programme in Environmental Research, students are asked to write 500-word blog posts on scientific topics of their choice. This important assignment not only … Continue reading

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Taking the tablets: mobile support for learning, teaching and assessment in Medical Sciences

PULSE: Pop-Up Learning Space Experiment Following the recent explosion of mobile devices, there has been a growing interest in the use of mobile technologies to support teaching and learning. Such technologies also challenge traditional notions and boundaries of what we know as … Continue reading

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Evolution of Master’s Essay Writing: developing peer-review assessment through WebLearn

Introduction Dr Jeremy Howick, Department of Primary Care Health Sciences, and Lettitia Derrington, Department for Continuing Education, have introduced peer review as an aspect of assessment for the MSc in Evidence-based Health Care. They have designed appropriate forums and topics … Continue reading

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Assessment for learning: Using mobile polls in the classroom

Introduction The use of formative assessment to develop learners understanding of key concepts is an established practice and used by many academics within the University. Introducing audience response systems into the lecture design can bring further advantages to this process … Continue reading

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Supporting tutorials: WebLearn

See the video casestudy on Oxford Podcasts or the LTG YouTube Channel. Introduction The tutorial system lies at the heart of Oxford’s educational experience. Supporting tutorial practices through the use of technology can enable both tutors and students to interact … Continue reading

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Politics tutoring: Blending tutorials with electronic support in WebLearn

WebLearn provides flexible tools to support teaching and learning, in particular for communication and online submission of essays. This case study focuses on the WebLearn teaching practice of Dr Elizabeth Frazer,  a fellow and tutor in Politics at New College and lecturer in Politics in … Continue reading

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Engaging learners through interaction: Using handheld clickers in the classroom:

This case study looks at the practice of Dr Barbara Gabrys, Lecturer in Advanced Polymers, Department of Materials, Oxford University.  Since Hilary Term 2010, Dr. Gabrys has employed ‘clickers’ (Audience Response Systems) in her class-room based lectures in order to make her … Continue reading

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Tutorials in Biochemistry: Using WebLearn to support teaching

WebLearn can significantly change the ways that academics manage the administrative duties that are an inevitable part of their teaching r0les. This case study examines hows, in 2009, Dr. Mark Roberts began using new WebLearn to support his tutorial teaching. … Continue reading

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Supporting Language Teaching: WebLearn

This case study shows how the University’s Virtual Learning Environment, WebLearn, has been used in the teaching programme at the Institute for Chinese Studies, Faculty of Oriental Studies. Staff use WebLearn to supplement classroom teaching for language learning including additional … Continue reading

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