Creating coherent and educationally sound links between aims, content, teaching methods, learning approaches, and assessment in a course includes thinking about your student demographic/profile, your teaching and how you manage student learning.
|The use of patchwork text to enhance feedback and assessment in the Undergraduate curriculum||
A discussion of the application of patchwork text as an assessment strategy, and an example of use in Archaeology.
Duration: 25 minutes
|The value of collaboration in research||
Workshop slides from a workshop on the value of collaboration in research, with a particular focus on the Arts and Humanities.
|Arts & Humanities|
|Engaging students in Engineering through their everyday experiences||
Lesson plans for first-year Engineering courses developed to provide real-life examples to show how this can improve interest, motivation and attention to study.
Duration: 26 minutes
|Experience led Engineering degrees and the Liverpool Engineer||
The use of active learning, capstone projects and active learning in laboratories to integrate technical, operational and business skills.
Duration: 29 minutes
|Student Focus Groups||
A reflection and recommendations about using a mixed method approach (Nominal Group Technique & open-ended questions) in a student focus group, for undergraduate curriculum review in a Health Sciences programme.
|Facing your fears: Communication workshops for final year medical Students||
Principles and practice of staff and students developing communication skills
Duration: 23 minutes
|Reviewing the curriculum-an example from Medicine||
This video provides an evidence-based example of how a programme is organised and delivered with a student experience focus, coming out of a curriculum review in 2008-09.
Duration: 25 minutes
|Aligning Teaching for Constructing Learning (HEA, 2006)||A summary of Constructive Alignment as one approach to curriculum design, that promotes the idea of quality learning conditions. This paper is based on the seminal work of John Biggs (2003).|
|An evidence base for curriculum review: a briefing||Support materials from discussion sessions focussed on the evidence base for the university undergraduate curriculum review, 2010. This includes graduate qualities, learning skills, inclusive learning, teaching & assessment, internationalisation, research-led teaching and technology-enhanced learning.|
|An evidence-based model to enhance programme-wide assessment using technology: TESTA to FASTECH||
This is a JISC webinar (2011) about the collaborative work of four UK universities. ‘Transforming the Experience of Students through Assessment’ is an evidenced-based National Teaching Fellowship project that explores assessment strategies and patterns, using a programmatic focus.
Duration: 60 minutes
|An introduction to enquiry based learning||Practical ways to plan and use EBL with your students.|
|A Quick Guide to Constructive Alignment||
Nick Bunyan, Educational Developer, University of Liverpool, provides an introduction to the principles of using this approach to planning learning, based on the work of John Biggs (2003)
Duration: 5 minutes
|Brief Guide to Learning Outcomes||An introduction to writing learning outcomes at module level, based on Constructive Alignment with examples of how to use Blooms Taxonomy, by Dr Christos Petichakis, Educational Developer, University of Liverpool (2011)|
|Career development for international students||
An outline of the challenges faced by international students who wish to work during and after their degree programme. The Careers & Employability Service outline available support.
Duration 19 minutes
|Careers Discussion Support for Research Student Supervisors||Help for research supervisors to support the career preparation of their postgraduate researchers|
|Career Management Resources||Career skill resources for postgraduate researchers|
|Developing Employability Skills through the Curriculum||
This presentation explores ways in which employability can embedded in the curriculum.
|Evaluative Writing for Quality Assurance||
Workshop slides developed to support academics/staff engaged in writing self-evaluation documents for quality assurance processes (e.g. inspection, audit, subject review).
|Generation crunch-Careers, employability and the credit crunch-new concepts for old ideas?||
A look at what employers want, the challenge of employment and employability in difficult economic times in 2009.
Duration: 27 minutes
|Guidance on writing aims and intended learning outcomes||Dr Peter Kahn (2010), Educational Developer, University of Liverpool, outlines some of the challenges staff face when writing aims and learning outcomes. The relationship between outcomes and standards of performance is explored, considering both the typical and threshold student|
|Guide to Curriculum Design: Enquiry-Based Learning||
This Guide focuses on `Enquiry-based Learning; (EBL)' on curricula designed around processes of enquiry. It was produced for the Higher Education Academy, and is widely referenced across the sector.
|Introducing research-led learning and teaching||
This briefing note provides an overview of the main interpretations of research-led teaching and learning, focusing in greater detail on approaches that engage students. It recognises that significant shifts are entailed in involving students as active participants in research.
|Krathwohl, D.R. A Revision of Bloom’s Taxonomy: An Overview in Theory into Practice, 41 (4) 2002||Bloom’s Taxonomy is a one way of classifying thinking according to six levels of complexity. This classification tool has been applied to a wide variety of educational situations in the compulsory and non-compulsory sectors. This revision includes a ‘swap’ to the two highest levels and introduces some new knowledge dimensions, moving Bloom’s Taxonomy from a one-dimensional form to a more complex view of planning and teaching using the cognitive domain of learning.|
|Prompts for quality assurance review work||
This paper contains a set of prompt questions around programme design to help reviewers during quality assurance processes.
|Skills Mapping in the Curriculum||Dr Trish Lunt, Educational Developer, University of Liverpool, provides one way to conduct a skills mapping process across the curriculum. It is based on the principle of constructive alignment and looks at where skills are taught, practised and assessed. The process can be used for any skills framework e.g. skills from programme specifications, or employability skills, or digital literacy skills.|
|Teaching Teaching & Understanding Understanding (1/3) Claus Brabrand and Jacob Andersen Aarhus University Press, University of Aarhus, Denmark, 2006.||
The first of three short videos that outline what teachers need to do so that students benefit from intended learning. Based on the work of John Biggs (2003)
Duration: 8 minutes
|Teaching Teaching & Understanding Understanding (2/3) Claus Brabrand and Jacob Andersen Aarhus University Press, University of Aarhus, Denmark, 2006.||
The second of three short videos that outline what teachers need to do to ensure students benefit from intended learning. Based on the work of John Biggs (2003)
Duration: 6 minutes
|Teaching Teaching & Understanding Understanding (3/3) Claus Brabrand and Jacob Andersen Aarhus University Press, University of Aarhus, Denmark, 2006.||
The third of three short videos that explores the key concepts of Constructive Alignment (Biggs, 2003)
Duration: 6 minutes
|Writing and Using Learning Outcomes||Guidance notes on writing and using Learning Outcomes, including examples, using Blooms Taxonomy. UoL adapted from Cardiff University.|
|Writing a programme specification||
These workshop slides provide advice on how to draft a programme specification, a systematic description of a programme or course of study in higher education.