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Learning and Teaching

Course for Online Learning in Economics

from Professor Lory Barile

The Course for Online Learning in Economics (COLE) is a self-study Moodle course designed to help students transition to online learning. Prof. Lory Barile created the course in consultation with two students, in order to provide students with information about the digital platforms being used in the Department of Economics, such as Tabula, Moodle and MS Teams.

Maths Online Bridge for Individualised Undergraduate Support (MOBIUS)

from Shaheen Charlwood and Judith Brown

Working in collaboration, Shaheen Charlwood (Warwick Manufacturing Group) and Judith Brown (Flexible and Online Learning Division) created the Maths Online Bridge for Individualised Undergraduate Support (MOBIUS). MOBIUS is designed to help students fill in any gaps in their maths knowledge and prepare for undergraduate study.

Using MS Whiteboard for Collaborative Problem Solving

from Stefan Roesner

Following the emergency pivot to online in 2020, Stefan Roesner maintained interactivity in his organic chemistry tutorials by utilising the whiteboard feature in Microsoft Teams. He later adapted this to in-person teaching in settings without a traditional whiteboard.

Moving Beyond Theory with Marketplace Simulations

from Dr Susan Wakenshaw

In a postgraduate module on strategic marketing, Dr Susan Wakenshaw tasks her students with applying the theoretical concepts learnt in the classroom to real-word scenarios using the Marketplace Simulations platform. Over the course of the two-week module, students work in groups of six, with each student fulfilling a different role, to create and promote a brand selling 3D-printed bicycles.

Flipped teaching

from Zhiqiong Chen

Zhiqiong Chen expects students to arrive at seminars already equipped with some understanding of the topic and instead uses the seminar as a space to test student knowledge through a range of activities. As part of a ‘flipped classroom’ pedagogy, Zhiqiong uses VeVox, Microsoft Teams, and Talis Elevate to increase in-class participation. This gives students more opportunities to communicate with Zhiqiong and with each other verbally and non-verbally, using their first or second language.

A photo of a laptop with text annotated on the screen in different colours, with the Talis Elevate logo laid overtop

Flipped Teaching with Talis Elevate

Zhiqiong uses the Talis Elevate platform in in-person teaching. She uploads a text to Talis Elevate before the seminar so that during the seminar students are able to work collaboratively to read a text, highlight sections, add comments and comment on each other’s comments.

Illustration of a sample poll in Vevox, with a teacher in a suit standing next to a large screen and three hands holding up phones with the same poll on their screens

Flipped Teaching with VeVox

During seminars, Zhiqiong uses short multiple-choice VeVox polls to test language, grammar, vocabulary and reading comprehensions. By allowing students to answer anonymously, VeVox helps to increase participation in class as students can answer questions without fear of embarrassment.

Two hands holding up a phone with the Microsoft Teams mobile app open

Flipped Teaching with Microsoft Teams

Using the ‘think, pair, share’ model, Zhiqiong uses Microsoft Teams in her in-person teaching to facilitate collaborative working. Students are paired up to work on the same text within a designated Teams channel on their own devices.

Analysing and Understanding Moodle Resources

from Professor Lory Barile and Professor Caroline Elliott

In order to better understand which Moodle resources are the most beneficial to students in the Department of Economics, Profs. Elliott and Barile have been analysing data taken from Moodle.

A scientific calculator resting on a maths textbook

Pre-Arrival Online Maths Refresher Course

from Emil Kostadinov

In response the disruption of A Levels during the pandemic the Department of Economics created an online maths refresher course for incoming undergraduates.

AI Formative Feedback

from Dr Isabel Fischer

In collaboration with her students and a data scientist, Dr Isabel Fischer has introduced AI formative feedback across her modules. With this AI formative feedback tool, students are able to receive machine-generated formative essay feedback in advance of their final deadlines so that they have time to make any necessary revisions before submitting.

SMLC Virtual International Exchange

from Dr Leticia Villamediana Gonzalez

The online international virtual exchange, which connects Warwick language students with native speaker partners overseas, is used across SMLC’s degree programmes. In Hispanic Studies, Dr Leticia Villamediana Gonzalez and her colleague Dr Clemencia Rodas-Pérez partner students with peers studying similar modules at Universidad Javeriana de Bogotá in Colombia and Universidad de Valladolid, Spain.

Audio Feedback

from Abigail Ball and Will Haywood

Abigail Ball and Will Haywood have been piloting the use of audio to give detailed feedback without unduly increasing staff workloads. When assessing student work, staff first colour-code the document and then record their feedback using the colour-coding to refer to specific sections.

Testing Microeconomic Theories with VeVox

from Andrew Harkins

Andrew Harkins used the online polling software, VeVox, to increase interactivity in both online and in-person lectures. As an interlude to lectures for a first year module on Microeconomics, students were asked to participate in polls, then integrated the results of the polls into the lecture to help break it up.

Using games to understand the economics of public policy

from Dr Atisha Ghosh

In order to help her third-year students understand how economic theories might play out in the real world, Atisha Ghosh uses ClassEx games in both online and in-person seminars.

A screenshot of MS Forms being used for marking and feedback

Using Microsoft Forms for Marking and Feedback

from Dr Alastair Smith

Alastair Smith uses Microsoft Forms to deliver quality, personalised feedback to a large cohort of students for a first-year module.

Using Microsoft Forms to Record Student Absences

from Dr Alastair Smith

Alastair Smith uses Microsoft Forms to more efficiently record and monitor student absences. The module’s Moodle page includes a section which instructs students not to email tutors about their absences and instead to complete a form.

Collaborative Writing as a Language Learning Exercise

from Carmela Faraone

In her beginner-level French and Italian language courses, Carmela Faraone uses an application called MeetingWorlds to create documents where her students can write collaboratively and edit, or comment upon, each other's work.

Customisable Digital Language Learning Exercises

from Carmela Faraone

In several of her beginner-level language modules, Carmela Faraone creates short and customisable language learning exercises on dedicated websites that she later invites her students to complete as a form of ungraded assignment.

Tutor-Led Podcasts as a Flexible Learning Resource

from Dr Bryan Brazeau

As part of his general approach to pedagogy, Dr Bryan Brazeau frequently records podcasts that his students may listen to in preparation for upcoming learning sessions and future lesson topics.

Language Learning Video Competitions

from Zhiqiong Chen

As part of a minor language learning initiative (e.g. Chinese, Russian, Japanese and Arabic) at the University of Warwick, Zhiqiong Chen has started 'Warwick Student's Language Video Competition', where students were invited to submit 3-minute-long videos.

A puppet of a monkey looks at the camera in one image and away from the camera in a second image

Meme Creation as a Language Learning Exercise

from Raquel Navas

Raquel Navas invites her students to use what they have learned in their introductory Spanish class to create their own memes, in the form of humorous pictures ironically reflecting on their experience in the past term.

Module Workload Planning

from Alastair Smith

As part of the Wellbeing Pedagogies Library, Alastair Smith has developed a customisable Excel spreadsheet that tutors can use when designing and proposing modules in order to ensure that their students will have a reasonable and manageable workload.

Using Moodle Checklists for Student Workload Management

from Andrew Brendon-Penn & Alexa Kirkaldy

Using Moodle's 'checklist' activity, Andrew Brendon-Penn and Alexa Kirkaldy have streamlined the process of tracking upcoming and completed assignments for their students.

Moodle Glossaries as a Collaborative Language Learning Tool

from Rosa Nazzaro

In her language learning modules, Rosa Nazzaro requires her students to use Moodle's Glossary function to create collaboratively written dictionaries of words, idioms, and terms.

Example of student Padlet use

Using Padlet to Generate In-Class Discussions

Dr Julie Lobalzo Wright

Dr Wright uses Padlet in her module on Classical Hollywood as a site of non-graded student submissions, which she later relies on as a starting point for in-class discussions.

Using the Moodle Wiki Activity as a Collaborative Language Learning Exercise

from Rosa Nazzaro

Rosa Nazzaro creates a wide range of customisable Moodle subpages using the Moodle Wiki activity to achieve different aims in her language learning classes.

Pre-Arrival Module: Collaborating with Students

from Damien Homer

Working with a group of six current students, Damien Homer and the Widening Participation team co-created a Moodle site for new students in advance of their arrival at Warwick.

Engaging Students Using Online Polls and Word Clouds

from Julie Lobalzo Wright

To increase student engagement and 'break the ice' in the beginning of her classes, Dr Julie Lobalzo Wright invites her students to complete anonymous and ungraded Slido polls and provide responses to simple questions related to the content of the lecture/seminar.

Exploring Race & Racism in American History with Group Podcast Project

from Dr Lydia Plath

As part of her second-year History module ‘America in Black and White’, Dr Lydia Plath encourages students to think about how to engage with the public on issues around race and racism by asking them to design a podcast series and produce a pilot episode.

Iterative Assessment: Weekly Student Blog Posts

from Dr Bryan Brazeau

Dr Bryan Brazeau incorporates student blogging into several of his modules as a method of scaffolded learning and a way to develop student writing skills and confidence.

Example student tweets in Spanish

Using Twitter for Language Learning

from Raquel Navas

In her 'Sociolinguistics' class, Raquel Navas invites her students to post photos of any Spanish text they witness on the streets of the UK on a dedicated Twitter page, as well as engage with their peers' similar posts.

Using Video for Assignment and Grade Feedback in Language Courses

from Kelly Mayjonade-Christy & Zhiqiong Chen

Zhiqiong Chen and Kelly Mayjonade-Christy of SMLC regularly use short video-feedback (5-8 minutes long) in their language teaching to provide assessments of student work in a time-efficient and engaging way.

Recording Seminar Presentations for Feedback and Consistency

from Professor Zahra Newby

As part of the assessment for the ‘Art and Architecture of Asia Minor’ module, Professor Zahra Newby asked students to give 10-minute presentations on an object or monument, which accompanied a 1,500 word report on the same monument.

Student-Designed Digital Projects for Public Engagement

from Dr Lydia Plath

For her final-year History module ‘Whiteness: An American History’, Dr Lydia Plath split students into groups to complete a student-designed applied assignment. Students were tasked with creating something that could educate their chosen audience on the history of Whiteness in America.