This pedagogy encourages students to give feedback on each other's assignments to help with critical analysis skills and peer-to-peer learning.

Various techniques that can help with the initial stages of lectures or seminars to 'break the ice' and improve classroom culture using activities relating to the course or just integration exercises.

This page has a variety of different teaching strategies that include: co-creation exercises with students and case-study examples relating to course content; strategies that implore students to hypothetically contextualise themselves within their course content; lastly, peer assessments as a way to promote social cohesion and diversify student's perspective.

Encouraging students to contribute to a community glossary on moodle (or any similar website). This pedagogy supports the creation of a community of learning, particularly within the virtual setting.

Use of polling software such as Vevox to promote engagement. Being able to utilise software that encourages the whole classroom or lecture hall to engage can be an effective way for staff members to gauge progress and participation. But also, students are able to take part in an enjoyable and creative exercise that diverts from the traditional didactic teaching method. Furthermore, it is an inclusive approach that allows students who are less willing to e.g. putting their hand up, to participate, generally in an anonymous fashion.

To be used in lecture classes of around 100-130 students but also with class sizes of 14 students. In two hour sessions, the teacher delivers the first half of the session, pauses and gives the students a choice as to whether they would like to take a break, and for how long, or whether they would like to continue so that they can finish the session early.

A one minute video is created using PowerPoint with attention to colour, text, animation, and music. This video is shared with students to update them on new resources available on Moodle as well as upcoming teaching sessions. The intention of the video is to provide important information in a lively way, therefore working as an alternative to email. The videos are also personalised to include featured messages to encourage our students.

Dr Bryan Brazeau has a background in various cultural and linguistic academic settings, which has helped him devise this concept and subsequent pedagogical practise. The idea seeks to encourage learning across ‘neighbourhoods’ or linguistic boundaries. In an academic setting, this looks at tapping and utilising the existing pool of linguistic and cultural variation within the classroom on a given topic. Interdisciplinarity is at the heart of this practice tied with the idea of linguistic hospitality, coined by Paul Ricoeur, the notion of welcoming foreign cultures and languages into one’s own. This practice is very much in the embryonic stages, but presents the opportunity to take a different perspective on language in western education while merging the borders of subject-based teaching.