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All Library Entries

The Library is divided in four main categories that you can explore starting from the Library Home page: 1) Student-Centred environment, 2) International and intercultural integration, 3) Emotional intelligence and 4) Staff and Students Wellbeing.

Filtering the pedagogies according to additional useful criteria

In addition to such categories, each pedagogy has been 'tagged' according to useful criteria that can allow you to further filter them so you can find the right type of inspiration. These filters are:

* Class-size (100, 30, etc.),

* Class level (First Year UG, PGT, etc.),

* Class type (online, seminar, lecture, etc.),

* Preparation time,

* Time during the term (preparation, start, middle, end) and

* Conditions to wellbeing promoted by the pedagogy.

In order to filter the pedagogies according to these additional criteria, please use the filter system on the right hand side of this page. For starting filtering, please make sure you first click on 'Select none'. Once you have done this, please select as many or as little tags as you wish (e.g. 10 Conditions to Wellbeing: Flexibility, Class Size: Large, Preparation Time: Short) and then click 'Show Selected'. The pedagogies that respond to the categories you have selected will come up as result of your search. For exploring all the relevant filtered pedagogies, click on the buttons 'Latest News, Older news, Newer news' at the bottom of the page.

Select tags to filter on

Reflective Journal

Wellbeing journaling empowers students to create their own proactive plans and techniques to manage their wellbeing through stressful periods at University and beyond. By identifying a module where students make regular records, and embedded wellbeing journaling into this record keeping it makes it natural for students to make wellbeing a regular part of their schedule and makes them accountable for taking action on it. Regular supervision helps with accountability and encouragement to act and reflect.


Audio-Visual Assessment Brief

This pedagogy involves creating an audio or visual rubric for assessment briefs to replace the traditional written style. This aims to facilitate a more inclusive environment for those students who learn in different ways and encourages a less daunting feeling when it comes to assessments.


Guidance and Warnings

Guidance, warnings and ground rules are all designed to make learning spaces welcoming and inclusive for all students. By taking into account individual students’ needs and experiences, and setting clear parameters for content, dialogue, and classroom interactions, all students know that the classroom is a space in which they can share their ideas in a collegial and constructive environment.


Personal Wellbeing Techniques

Feeling good is how we feel physically, mentally and emotionally. Everyone will have times where they do not feel good. You may feel physically poorly, or mentally and emotionally drained and struggling. There will be times when you may not feel good or function well and at these times, it is important to have a toolkit that you can use to help yourself and to make positive changes. The more you practice these skills, the more you will understand what works best for you. Subsequently it is important to promote these strategies and focal points to colleagues and students.


Dual-Task Deficit Explanation

The use of electronic devices can be disruptive in any learning environment, despite their utility to some students (i.e., note taking, vocabulary support of ESL etc.). However, non-essential use of personal devices (e.g., mobile phones, social media monitoring) in class, can be especially counterproductive- disturbing not only the student, but their learning environment ‘neighbours’ and ultimately, their instructors. This pedagogy involves requesting ‘radio silence’ -except for emergency or pre-arranged academic reasons, gives a theory-driven rationale for the request, and also facilitates student choice in response to the request.


Managing Workload

Acknowledging emails is a very simple wellbeing practice to put in place. It takes very little time to send a quick response acknowledging receipt of an e-mail. Within a learning and teaching context, it helps to set boundaries and expectations. The acknowledgement of an e-mail reassures the recipient that you have received their communication, but also gives you a little more time to respond, helping you to manage your own workload.



Group Work Allocation

In order to improve student inclusion in teamwork, student experience and learning from the outcomes associated with group work, and student access to help and support, team formation methods should be considered. This pedagogy advises the use of personality profiling, and consideration of student’s ‘minority status’ to form well-balanced teams.


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