Interdisciplinary Teaching and Learning
This session addresses matters surrounding the importance of and benefits to Interdisciplinary teaching and learning as well as sharing methods for introducing this style of learning to classrooms and acknowledging the difficulties that may be encountered by practitioners.
This session aims at introducing the concept of Problem-Based Learning (PBL) while giving an overview of its benefits to learning and student experience. The session enables discussion on how PBL can be incorporated into the curriculum, encouraging participants to envisage how it may be used in their own teaching practice.
Academic Integrity and Online Assessment
Academic misconduct is a wicked problem. To address it, we need to think about the students' motivation to engage in academic misconduct and means of prevention and detection. The session helps teachers create an assessment strategy that promotes academic integrity, in the context of the recent move to online assessment.
Developing Co- and Extra- Curricular Resources
This session is designed to offer some ideas and inspiration for social learning such as student as researcher, public engagement, playful learning and social justice. These ideas can be adopted individually or in combination, and adapted for different size groups and combinations of independent and collaborative working.
Sharing Best Practices
This session aims at bringing into light best practices in higher education. Examples involve cases from UK, Vietnam and Indonesia. In each case presenters give an overview of a module and deliver a twenty-minute teaching session. Participants are invited to respond to and discuss the case studies identifying best practices.
Assessment and Feedback
Assessment is a key component of the curriculum, and therefore consideration of assessment strategies should be integrated into the design process during the early stages of module and programme development. The session focuses on the design of effective outcomes-based education with alignment of intended learning outcomes, teaching methods, learning activities and assessment strategy.
Peer Dialogue in Teaching
Peer Dialogue is not a judgmental process, but an opportunity for creative thinking about developing your educational practice. Peer dialogue among staff colleagues is a key dimension of academic and professional life in Higher Education. Through engaging imaginatively in peer dialogue and review, staff can be supported to find the most creative and successful ways of teaching, assessing and supporting students. The session focuses on introducing the peer dialogue scheme and demonstrate how peer dialogue on teaching can support the development of individual teaching practice.
Student Experience and Wellbeing
This session looks at the student experience of online learning and teaching. Topics to be discussed relate to how to anticipate, solicit, assess and evaluate student needs and experiences when working online, appreciate the nature of engagement in online environments in order to select pedagogic approaches likely to motivate and engage online learners, support students to become confident and effective online learners, through a variety of approaches and differentiate between different learning theories and the ways in which they frame student learning in order to select methods and approaches appropriate to your aims.
“I’ll never forget the training on peer dialogue. Even though at first it sounded too far from what we were prepared to do, it has grown to a must-have for supporting individual teaching practice.”
Dr Intan Supraba
Associate Professor, Universitas Gadja Mada, Indonesia
“Training has been influential to my teaching approach in realising the need to close the gap between what we teach in the classroom to what we apply in the workplace and what we finally deliver to the communities. Georgia brought to my teaching the aspect of crossing disciplinary boundaries, optimising available resources, taking sustainable and innovative approaches and supporting my students to become more rounded engineers for the benefit of the communities and those mostly in need.”
Dr Binh Le
Lecturer, Ho Chi Minh City University of Transport, Vietnam