We have compiled a long list of useful methods that you can use for teaching with technology. Each of these is written-up in the form of a "recipe", so that you can quickly get an idea of what each method does, what is involved in implementing it, and how you might customise it to suit your needs. In some cases you can use a recipe right away, in other cases you may need to get further information, training, and access to software and hardware (links are provided in the recipes). Click on a title to read the recipe.

Design & develop teaching

Teach in-class or online

Support student learning and projects

Assessment, feedback, and module review

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Other ways to find the right recipe for you

The recipes also appear in pre-filtered lists under each of our Extended Classroom (EC) sections. The EC toolset is a series of technologies that can be used to facilitate and promote good teaching practices and extend your teaching and the learning experience for students beyond the confines of standard teaching spaces in-class and online.

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Name	Description	Keywords
#69 - Use Padlet in Moodle to gather anonymous student feedback	Moodle and SiteBuilder do not have anonymous forums, so instead you can use Padlet to gather student feedback as non-attributable posts.	Recipes, Padlet, Forum, Anonymity, Online Classes, Collaboration, Feedback, pdl-05, pdl-01, teach in-class or online, Enable online discussions and communications outside of class time
AV Services supported
Reading recipes	This page describes how a recipe is created, how to see if it is the right recipe for you and demystifies the recipe layout and content.	Recipes, Help, Support
Recipes with the keyword:
Recipes with the keyword: - old
Self help only
Self help only not supported by ITS
Supported by IT Services
Supported by the Academic Technology Team
Withdrawn
#2 - Be more mobile when teaching with a tablet and Solstice	Solstice is a wireless projection system, installed in many of our teaching rooms. You connect to it from your own device (laptop, phone, tablet), meaning that you don't need to be at the lectern. This is especially useful if you want to interact with what is on your screen. You could, for example, annotate text, or a diagram. You can also hand the device to a student to use, and see what they...	recipe, active learning, responsive teaching, engaged students, breaking down barriers between teacher and students, open-space learning, craft-oriented learning, standard teaching room equipment, solstice, teach in-class or online, run sessions in physical classrooms
#3 - Capture and share student work live with Solstice	Solstice wireless projection offers a simple way to show stills, or even videos, of student work onto the main screen of the lecture theatre. Get students to work on paper or whiteboards, individually or in teams. Then use your phone or tablet, connected via Solstice, to photograph and display their work on the main screen. You can annotate it, or compare multiple photos on the screen at the s...	video, recipe, student as producer, valuing student creativity, valuing student contributions, craft-oriented learning, standard teaching room equipment, solstice, teach in-class or online, run sessions in physical classrooms
#5 - Co-design your Moodle Module Space with colleagues and students	We can design Moodle spaces in a way that encourages everyone to contribute and to feel included in the design process. This helps us to create appropriate, effective, consistent designs in which intended outcomes, activities and assessments are constructively aligned. Every module in the University has module pages in Moodle (except for WBS, who use their own system). Develop these with your ...	vle, recipe, teaching quality, constructive alignment, moodle module space, design and develop teaching, work with teaching teams including professional services
#6 - Collaborative document creation and editing	In some cases it makes sense for discussions to focus on, and take place within the context of, documents. This might be an already written document, to which comments are added. Or it might be a document in development, to which edits are made. Office 365 (the online version of Microsoft Office that is built into Microsoft Teams) provides all of these facilities, including the ability to star...	recipe, valuing student contributions, making links to employability, transferable skills, student as producer, office 365, microsoft teams, microsoft teams notifications, polly, design and develop teaching, enable online discussions and communications outside of class time
#7 - Collaborative web page creation and development	You can easily involve students in the creation of web pages. The Sitebuilder web content publishing tool - used for making most Warwick web sites, includes collaboration features. You can award edit permissions to any member of the university, or to a pre-existing group - such as all the members of a module. Each time a change is made, the editor can leave a comment. This could explain the ch...	recipe, student as producer, valuing student contributions, valuing student creativity, transferable skills, making links to employability, sitebuilder, design and develop teaching, enable online discussions and communications outside of class time
#9 - Create a forum to which students must make a response	The Q&A type of forum in Moodle can be used to encourage every student to contribute a response. The students cannot see each others' responses, and your feedback, until they have posted their own. You can also enable ratings for the posts, awarding a grade to the students. They might need to achieve at least a minimal grade to progress in the module.	recipe, scaffolded collaboration, engaged students, moodle module space, moodle forum, teach in-class or online, enable online discussions and communications outside of class time, live online classes
Add a careers section to your Moodle Module Space	You might add in an extra section to the home page, or a full page in itself. If possible, you could even add an extra topic to each weekly section, encouraging students to think about connections between what they have studied and careers. Add video interviews with industry experts and alumni. Talk to your careers advisor for for ideas on what to include.	vle, recipe, making links to employability, reflective practice, moodle module space, design and develop teaching, make connections with skills and employability
#10 - Create a module handbook in your Moodle Module Space	You can create a detailed, week-by-week, account of what will happen in a module, as a Moodle Book. This has its own contents list and navigation, and can be printed or downloaded. The Moodle Book will be copied each year, when a new version of the Moodle Module Space is created as part of the annual roll-over process.	vle, recipe, constructive alignment, student confidence and self-efficacy, moodle module space, moodle book, design and develop teaching, communicate module design and requirements and plans to students
#11 - Create a teaching-team online collaboration space	Microsoft Teams is the ideal platform for planning and managing a module. You can create your own team, and add any members of the university, as well as external participants. If appropriate, add student representatives. Set up channels within your Teams space for each area of work (e.g. planning, managing, evaluating). By default channels have messaging, files space, collaborative document e...	recipe, teaching quality, interdisciplinarity, microsoft teams, microsoft teams notifications, design and develop teaching, work with teaching teams including professional services
#12 - Create an online peer learning loop in Moodle	Create a Moodle Forum to host the task. If you want the students to write their own post before they get to see others, use a Q&A type forum, in which each student posts their response by a set date. Otherwise, create an "each person posts one discussion" type forum. The tutor and the other students may post feedback on each others' work. There may then be a second iteration of the process, in ...	vle, recipe, reflective practice, peer learning, moodle module space, moodle forum, moodle participants, design and develop teaching, create online course materials and activities
#13 - Create an online quiz in Moodle	The quiz tool included in Moodle has many advanced features, including: a wide range of question types, the ability to create question banks, randomisation of questions, question-level feedback, limited attempts, various scoring schemes, certainty-based scoring (so the student's level of confidence in their answer is taken into consideration), and reporting of results into the Moodle grade boo...	vle, recipe, student confidence and self-efficacy, threshold concept, moodle quiz, moodle module space, design and develop teaching, create online course materials and activities, Vevox, QMP, Quiz, mdl-37, mdl-82, qmp-01, vvx-11, 2021
#14 - Create an online quiz with H5P in Moodle	The H5P interactive content tool (available Moodle) include several content types for making quizzes. The simple Quiz content type allows for a single question. For a series of questions, use Question Set. You can also embed questions into Course Presentation and Interactive Video. If used within Moodle, students' results from the activity are recorded in the module grade book. H5P activities ...	vle, recipe, student confidence and self-efficacy, reusable learning content, blended learning, flipped classroom, distance learning, h5p, moodle module space, design and develop teaching, create online course materials and activities, interactive content
#15 - Create and share a resource list with Talis Aspire	Talis Aspire is used to create blended lists of online and printed resources. Reading lists appear on the home page of a module's space in Moodle. Use the Talis bookmark in your web browser to make the process simpler and faster - once you have the bookmark installed, you can browse to a web page representing a resource (in the journal, library catalogue or any other web page), select the book...	recipe, reusable learning content, efficient learning management, resource-rich teaching, valuing student contributions, talis aspire, moodle module space, design and develop teaching, find and use digital and printed content
#16 - Deepen and strengthen understanding with peer learning loops	A simple but effective technique for deepening student understanding by getting them to explain and explore topics together. Ask a reasonably difficult or provocative question (you can do this as an interactive Vevox slide in PowerPoint). Then get the students to discuss the reasons for their answers, preferably with a partner who disagrees. Ask them the same question again (repoll in Vevox), ...	recipe, student confidence and self-efficacy, learning through explaining, threshold concept, responsive teaching, learning gain, peer learning, vevox, office 365, standard teaching room equipment, teach in-class or online, run sessions in physical classrooms
#17 - Design an e-portfolio activity that gets students to reflect and plan	You could create a template page or collection in MyPortfolio, to prompt students to reflect on their own skills and employability development. This could include directing the students to male a task list (a "plan" in MyPortfolio). The students make their own copies of your template and complete the contents, guided by the structure you have completed.	recipe, reflective practice, student confidence and self-efficacy, scaffolded collaboration, myportfolio, mahara, design and develop teaching, make connections with skills and employability
#18 - Use your Moodle Module Space homepage to guarantee accurate, effective info for students	Every module has an automatically-created home page in Moodle. A link to the module is automatically added to the students' dashboard. Talis Aspire reading lists and EchoVideo lecture recordings are automatically included, meaning that students will regularly return to the page. Use this as an opportunity to clearly state your intended learning outcomes, methods, assessment tasks, module timeta...	vle, recipe, constructive alignment, student confidence and self-efficacy, moodle module space, design and develop teaching, communicate module design and requirements and plans to students
#20 - Hold a text-based online discussion	Text chat is widely used in entertainment, but can be challenging in teaching, as it tends to reduce all participants (including the teacher) to the same level - we lose the impacts of physical identity and position in the room. To make this work well, you should provide all participants with a set of protocols that establish patterns that are right for the way in which you want to work. The t...	recipe, breaking down barriers between teacher and students, learning through explaining, peer learning, distance learning, blended learning, student confidence & self-efficacy, microsoft teams, microsoft teams notifications, teach in-class or online, run live synchronous sessions online, live online classes, microsoft teams chat
#21 - Identify transferable skills in your Moodle Module Space	For each activity that you include online, or in class, encourage students to reflect on how they might use the skills they are developing in other contexts. Consider the transferable skills that they are brining to your module. You might add a page to your Moodle Module Space that names and describes a set of transferable skills, perhaps with a distinctive icon for each skill. Then use those ...	vle, recipe, transferable skills, reflective practice, student confidence & self-efficacy, moodle module space, moodle badges, design and develop teaching, make connections with skills and employability
#22 - Include a simple discussion forum in the Moodle Module Space	This is particularly effective if your aims is to keep things as simple and in-one-place as possible. You can control settings that limit file uploads, post length, and multimedia in posts. Students can be alerted to new posts by email, one at a time, or as a digest (e.g. weekly). Moodle provides some other types of forum for more specialist pedagogic purposes. For example, see the recipe for ...	vle, recipe, responsive teaching, breaking down barriers between teacher and students, moodle forum, moodle module space, teach in-class or online, enable online discussions and communications outside of class time, mdl-50
#23 - Include an expert in a lecture or seminar using videoconferencing	Videoconferencing can be done reliably and at scale, meaning that whole rooms full of students can interact with the person on the screen. The Starleaf system, which can be booked from the IT Services AV team, is the best solution for this. We also recommend using a Catchbox throwable microphone, to allow students anywhere in the room to join the discussion - this also aids with managing the f...	video, recipe, making links to employability, real-world challenges, interdisciplinarity, international teaching, starleaf videoconferencing, catchbox throwable mic, EchoVideo lecture capture, design and develop teaching, make connections with skills and employability, EchoVideo, lecture capture
#25 - Live-stream a lecture online	Allow people to watch and listen to a lecture as it is happening, from anywhere in the world with an internet connection. They can also give feedback and ask questions from a text-based channel. There are various ways in which this can be done. A simple approach uses a mobile phone to stream audio and video of the lecturer (for example using the Facebook Live service). However, a more sophisti...	video, recipe, flexible learning, widening participation, public engagement, EchoVideo live streaming, teach in-class or online, run live synchronous sessions online, live online classes, EchoVideo, lecture capture
#26 - Live-stream a lecture with the audience answering questions and giving feedback	The Vevox personal response system may be used with any videoconferencing (e.g. Starleaf) or live-streaming system (e.g. EchoVideo), so long as the presenter's screen can be shown to the participants. The lecturer adds questions and activities to their Powerpoint in Windows (or uses the browser-based interface if they don't want to use Powerpoint or Windows), and creates a unique meeting ID for...	video, recipe, starleaf videoconferencing, vevox, EchoVideo live streaming, teach in-class or online, run live synchronous sessions online, active learning, distance learning
#27 - Make your own radio programme as an audio podcast	This is a great, simple, uncomplicated way to replace face to face lectures, or to provide additional coverage of a topic. You might, for example, create a podcast as an interview - perhaps get your students to interview you, or another expert. You can record podcasts into a mobile phone, tablet or a computer equipped with a microphone and audio editing software such as Audacity.	recipe, blended learning, distance learning, flipped classroom, flexible learning, audacity, design and develop teaching, create online course materials and activities
#28 - Map-out all of the elements of the programme or module in a simple visual format	Free to all members of the university, Mindjet Mindmanager is a sophisticated, but easy-to-use concept mapping tool. You can, for example, create spider diagrams of all of the topics in a module, with as much detail as you want (you can hide/show detail to make viewing it simpler). Use keywords to map themes across topics. Add task information to nodes, assign dates due and people to tasks. Yo...	recipe, managing complexity, co-designing, engaged students, valuing diverse students, responsive teaching, mindjet mindmanager, design and develop teaching, design and plan programmes modules and activities
#29 - Organise your Moodle Module Space into chronological order	This is the classic way of organising resources in Moodle. Create a section for each week (or other chronological subdivision). Add files, activities, web pages etc. as appropriate for each week of the module. If you create a Talis Aspire reading list with matching sections, you can display each section in the appropriate weekly section in Moodle. You can allow the students to access all of th...	vle, recipe, simplified learning design, efficient learning management, moodle module space, design and develop teaching, organise and distribute course materials
#30 - Organise your Moodle Module Space into resource pots	Rather than organising resources chronologically, create a series of "pots" into students can dip to find resources as they need them. For example, you could create a "knowledge" pot containing reading lists, videos etc. You might create a "technical support" pot containing support materials. A "discussions" pot could contain a place for students to upload and discuss. There are many possible ...	vle, recipe, flexible learning, encouraging student independence, moodle module space, moodle book, moodle forum, design and develop teaching, organise and distribute course materials
#33 - Run a fully collaborative online sessions for a small group	More sophisticated webinar tools enable screen sharing, collaborative document editing, multiple video streams, audio chat, file sharing, polling and much more. This works well for groups up to 10 people in size. This is standard practice in many professions, and should be common in the university.	video, recipe, flexible learning, distance learning, blended learning, making links to employability, microsoft teams, blackboard collaborate ultra, teach in-class or online, run live synchronous sessions online
#34 - Run a small group or 1-to-1 video conference	Use this approach for a more intimate and discursive approach. Microsoft Teams is a good, simple solution. You can choose from media, including audio, video and text. You can share a computer screen to do a presentation or a demo. Alternatively, if you need to guarantee higher quality and reliability, request the Starleaf videoconferencing system from AV Services (installed in some special vid...	video, recipe, flexible learning, student confidence and self-efficacy, breaking down barriers between teacher and students, microsoft teams, starleaf videoconferencing, teach in-class or online, run live synchronous sessions online
#35 - Run a teaching event with a main speaker and breakout spaces	This aims to replicate flexible teaching methods increasingly used in class. This recipe can work entirely online, or in a blended approach of face-to-face and online. You might start with a plenary session, all in the same virtual room (video, audio or just text), and then breakout into teams in separate rooms. The teams might collaboratively work on a document or presentation as they discuss...	video, recipe, flexible learning, distance learning, scaffolded collaboration, blended learning, microsoft teams, blackboard collaborate ultra, teach in-class or online, run live synchronous sessions online
#36 - Run a webinar with a main speaker and feedback through text messages	Teaching online doesn't have to be complicated. You can replicate an ordinary lecture, using carefully managed text chat to give a sense of social presence. The trick is to establish the right protocols for the audience, so they message each other, the teacher, or the whole class, where appropriate. There are several tools available at Warwick, including Starleaf (recommended for large groups ...	video, recipe, distance learning, flexible learning, widening participation, international teaching, inclusive teaching, starleaf videoconferencing, microsoft teams, blackboard collaborate ultra, teach in-class or online, run live synchronous sessions online
#37 - Share and review content and ideas using online polling	Microsoft Teams, Warwick's collaboration platform, provides a simple mechanism for polling called Polly. You can share a document or a description of an idea, into a Teams channel, and then run a poll using Polly to get feedback on it. This could be used with a team of teachers, or with students to get their design input. You can use the Microsoft Teams notifications system to alert team membe...	recipe, co-designing, valuing diverse students, valuing student contributions, responsive teaching, microsoft teams, polly, design and develop teaching, design and plan programmes modules and activities
#38 - Short online video introduction or summary	Create short videos to introduce a module or topic, or to give guidance on an activity. Mobile phones have good cameras, and often excellent noise cancelling microphones. You can record and edit using software such as iMovie (iPhone), or you can record directly into the eStream app. Upload into eStream, and embed into a Moodle Module Space. Students can also do this.	video, recipe, blended learning, distance learning, flipped classroom, knowledge management, student confidence & self-efficacy, teaching at scale, threshold concept, estream, moodle module space, mobile phone camera, design and develop teaching, create online course materials and activities, multimedia
#39 - Turn a presentation into a slide show with audio narration	Presentation tools usually provide a simple means for recording a presentation with an audio narration, which may then be exported as a video file, uploaded to our eStream video streaming platform, and embedded into Moodle. PowerPoint (Windows and Mac) and Keynote (Mac) allow the user to play the slide show and record a narration. The slide timings are synchronised with the audio. To convert P...	recipe, blended learning, distance learning, flexible learning, flipped classroom, office 365, keynote, estream, moodle module space, design and develop teaching, create online course materials and activities
#40 - Turn a presentation into an online interactive slide show	The H5P interactive content tool (available Moodle) includes a content type for interactive presentations, called Course Presentation. Use this to build a series of slides, with images, text, audio and video. You can export slides from PowerPoint or Keynote as images, and build a H5P presentation from them. Quiz questions and other interactive features can be embedded into the slide show. If u...	recipe, blended learning, distance learning, flipped classroom, student confidence and self-efficacy, h5p, moodle module space, design and develop teaching, create online course materials and activities, 2021
#41 - Turn a video into an interactive video	The H5P interactive content tool (available Moodle) includes a content type for interactive videos. Take a video in YouTube or Vimeo, and add annotations, hotspots, hyperlinks, pop-ups, in-video navigation, and quiz questions. If used within Moodle, students' results from the activity are recorded in the module grade book.	video, recipe, active learning, resource-rich teaching, h5p, moodle module space, design and develop teaching, create online course materials and activities, multimedia, interactive content
#42 - Turn any table or wall into a writable whiteboard surface	Magic Whiteboard paper is a simple way of creating shared surfaces for team work. Put it onto tables, or walls (it sticks to them without damaging). Alternatively, use cheap whiteboards (£4 each from Wilko). Get students to photograph and share their work (onto a Moodle Forum, a Teams space, or some other platform). Or use Solstice wireless projection to display student work on the main screen...	recipe, student as producer, valuing student contributions, active learning, engaged students, magic whiteboard paper, solstice, moodle module space, microsoft teams, mobile phone camera, standard teaching room equipment, teach in-class or online, run sessions in physical classrooms, mdl-50
#43 - Use a Teams-based chat channel with instant notifications	Microsoft Teams provides a more instantaneous form of discussion. When a user has the app installed (Windows, Mac, iPhone, iPad, Android phones) they receive an on-screen notifications when a message has been posted to a channel that they have access to, and the message "mentions" them, or the while team (type @ followed by the person's name or the team name). Messages that do not mention spec...	recipe, breaking down barriers between teacher and students, supporting and encouraging team work, valuing student contributions, responsive teaching, microsoft teams, microsoft teams notifications, teach in-class or online, enable online discussions and communications outside of class time
#44 - Use shared documents for planning and managing	Office 365 allows us to easily share and collaborate on documents - for example, module plans in Word, or resource tracking spreadsheets in Excel. Sharing through a Microsoft Teams space is the most effective route. You can track changes, add notes, and discuss documents. By setting up a series of channels, you can create a workflow - for example, a proposals channel, then move the document to...	recipe, teaching quality, office 365, microsoft teams, design and develop teaching, work with teaching teams including professional services
#45 - Use your Moodle Module Space in class to contextualise learning and explain how it all joins together	At the start of an in-class session, or at some other appropriate point in time, show pages from Moodle on the main screen, so as to help students to see how they can independently use the online materials to support their learning. Link this to the activities they are doing in class. Use online information (text, diagrams etc.) to help the students to contextualise in-class learning.	vle, recipe, induction to he learning, constructive alignment, student confidence and self-efficacy, standard teaching room equipment, moodle module space, teach in-class or online, run sessions in physical classrooms
#46 - Videoconference in lectures	Bring an expert into your lecture - for example, an alumnus who is working in a field related to what you are teaching. You can run an effective videoconference in a lecture using the Starleaf system (request setup from IT Services). A specialist microphone and camera is used to enable 2 way communications. You can combine this with the Catchbox throwable mic to easily allow students to intera...	video, recipe, making links to employability, interdisciplinarity, real-world challenges, international teaching, starleaf videoconferencing, standard teaching room equipment, catchbox throwable mic, EchoVideo lecture capture, teach in-class or online, run sessions in physical classrooms, EchoVideo, lecture capture
Record your screen to make a demonstration	Use this approach to demonstrate using software, a web site, or to add a visual or audio commentary to resources - for example, you could show a text on the screen, and talk through aspects of it, highlighting text and adding annotations. There are many screen recording tools available for Windows and Mac. Some just record the screen without audio (Apple Screenshot, built into every Mac). Othe...	video, recipe, blended learning, distance learning, flipped classroom, flexible learning, student confidence and self-efficacy, screen recording software, estream, moodle module space, design and develop teaching, create online course materials and activities, multimedia, ech-14, ech-09, ech-08, est-09, est-06, est-10, EchoVideo, lecture capture, 2021
#47 - Print-off an attendance sheet using Tabula	For small-group teaching, you can print out an attendance sheet from the page in Tabula in which you record session attendance. Get the students to sign-in, and then enter the details of who was present and absent. You can include a photo of the students as well, and this can help you to remember their names.	recipe, efficient learning management, personalised learning, tabula small group teaching, teach in-class or online, record and manage attendance
#49 - Provide session notes in advance to enable annotation	If you share your lecture slides or notes with the students in advance, they can download a copy onto their own computers or tablets, and annotate as they follow. PDF is the idea format for this (you can export Microsoft Office and Apple Keynote files as PDF format). Students who use tablets (Android or iPad) can use a stylus to add annotations. You can also leave blank slides, or slides with ...	recipe, developing student study skills, transferable skills, scaffolding learning, active learning, pdf, office 365, powerpoint, keynote, support student learning and projects, encourage better student study practices
#50 - Encourage students to create knowledge maps	The act of recording and organising knowledge helps students to learn and understand. Mindmanager (available to all university members) is a sophisticated mapping tool, capable of containing very large amounts of information, organised into a usable web structure. Information is organised into nodes, sub-nodes, sub-sub-nodes etc. The detail contained in these structures may be hidden or reveal...	recipe, developing student study skills, transferable skills, scaffolding learning, knowledge management, mindjet mindmanager, support student learning and projects, encourage better student study practices
#51 - Use Microsoft Teams for collaboration	Microsoft Teams is a widely-used professional collaboration tool that brings together Microsoft's tools into a well organised, accessible, project base. Versions are available for Windows and Apple computers, tablets and phones. You can create a team space and add students as members. Or students can self-organise their own team space. The space consists of "channels" that you set up for diffe...	recipe, supporting and encouraging team work, making links to employability, microsoft teams. design and develop teaching, enable online discussions and communications outside of class time, run live synchronous sessions online, organise and facilitate student team work
#52 - Capture and share photos of team work live in class	Get students to work on paper or whiteboards, individually or in teams. Then use your phone or tablet, connected via Solstice, to photograph and display their work on the main screen. You can annotate it, or compare multiple photos on the screen at the same time.	recipe, valuing student contributions, valuing student creativity, student as producer, craft-oriented learning, standard teaching room equipment, solstice, byod, support student learning and projects, organise and facilitate student team work
#53 - Create a multi-page scaffolded assignment	Using the MyPortfolio tool, you can design a series of web pages as a "collection". This is like a small self-contained web site. Each page can, if you want, contain sections for content, with titles and instructions, for the student to complete. Images, audio and video may easily be added. The student then makes a copy of your template collection. They can allow you, or other students, to vie...	recipe, scaffolding learning, diversifying assessment, student confidence and self-efficacy, authentic assessment, myportfolio, mahara, support student learning and projects, enable student creativity and projects
#54 - Short reflective writing activities in MyPortfolio	Many students struggle with writing extended reflective texts, so why not break it down into a series of short, frequent, focussed responses to prompts? You could create these as template pages, where you give a brief, and provide space for the student to respond in a semi-structured way. Use an obvious naming convention so that the students can easily find the correct template page (for examp...	recipe, student confidence and self-efficacy, reflective practice, learning through explaining, myportfolio, mahara, support student learning and projects, prompt and guide student reflection and action planning
#55 - Scaffolded reflective essay in MyPortfolio	Students may find it difficult to combine more conventional academic writing (for example, critically evaluating sources) with reflective writing (for example, about the development of their own application of academic ideas). To help them with challenges like this, you can create an essay template as a page with a series of sections (include prompts and advice for each section, to help them t...	recipe, student confidence and self-efficacy, reflective practice, learning through explaining, myportfolio, mahara, support student learning and projects, prompt and guide student reflection and action planning
#56 - Create, complete and reflect on task lists in MyPortfolio	MyPortfolio contains a simple planning tool. The student can create a "plan", and add a series of tasks to it. Tasks have a title, description and due date/time. These lists may also then be incorporated into portfolio pages, meaning that the student can write about the tasks as they create them, work on them, and complete them. You can create template pages that contain task lists and prompts...	recipe, student confidence and self-efficacy, reflective practice, learning through explaining, myportfolio, mahara, support student learning and projects, prompt and guide student reflection and action planning
#57 - Film student presentations, get the students to watch and reflect	When faced with the difficult challenge of presenting their work live, students will often focus entirely on the product and getting past the event. Once completed, they may not reflect on their process or their learning - so missing out on vital parts of the learning process. We can alleviate this by filming the presentations for the student's own use. You could get the students to do the fil...	video, recipe, student confidence and self-efficacy, supporting and encouraging team work, reflective practice, EchoVideo, lecture capture, estream, myportfolio, mahara, support student learning and projects, prompt and guide student reflection and action planning, multimedia
#58 - Frequently use anonymous in-class polling to check impact of teaching	Use Vevox to add simple welfare checks into you lectures, to get a sense of the overall state of the students. Questions to assess if they are: physically comfortable in the teaching space; happy with the social aspects of the group; emotionally engaged with learning; etc. You can add Vevox questions into a normal PowerPoint. Students respond anonymously using their own devices (phones, tablet...	recipe, student well-being, student confidence and self-efficacy, responsive teaching, breaking down barriers between teacher and students, vevox, support student learning and projects, care for student welfare
#59 - Use the Moodle Gradebook to monitor online engagement and learning gain	Actions by students in Moodle are recorded in the Gradebook. You can create small assessment activities, the results of which are recorded in the Gradebook, or just get the students to acknowledge that they have read a Moodle page and achieved a goal. By repeating the same assessment over time, you can get a sense of how individual students are progressing - learning gain.	vle, recipe, engaged students, learning gain, responsive teaching, moodle module space, moodle gradebook, assessment feedback module review, assess students track progress and record achievements
#68 - Get students to share and vote on ideas, opinions, proposals, answers etc. in class	The Vevox personal response system includes a Q&A channel, through which you can gather responses from students. You might, for example, ask them to say which topics they would like to cover in a revision session. The students share their messages in the Q&A channel in Vevox, using their own devices (phone, tablet, computer). They can then "like" each other's messages to show which are the most popular suggestions. The messages can be shown on the big screen in order of most liked, and you can then respond to the students.	recipe, responsive teaching, vevox, teach in-class or online, run sessions in physical classrooms, valuing student contributions
#61 - Create an Excel-based marking grid that all markers can share	Marking grids, or matrices, are a good way of simplifying complex assessment tasks - for example, when assessing coursework for a set of competencies. This process can be standardised by creating a marking scheme in Excel, with grade-indicating statements for each competency. We can also give each competency a marks weighting, so that each contributes differently to the overall mark. We may th...	recipe, teaching quality, teaching at scale, efficient learning management, authentic assessment, microsoft teams, office 365, assessment feedback module review, assess students track progress and record achievements
#62 - Give feedback in audio format	Whereas there is a possibility that students will only superficially scan through text based feedback, distracted by confirmation bias, if you give feedback in audio form, they tend to listen to the whole message. Audio feedback can seem more personal as well. You might add the audio recording as an additional file, or you can add audio feedback directly into some types of document. PDF editin...	recipe, personalised learning, engaged students, responsive teaching, audacity, pdf, assessment feedback module review, give feedback to students
#63 - Use a module feedback questionnaire in Moodle	A standard set of module review questions has been created for use towards the end of a module. You can add your own questions to this. You can also create your own questionnaires. The review activity can be set to open and close on specified dates. In 2018-2019 this has been trialled in a select group of departments.	vle, recipe, teaching quality, responsive teaching, moodle module space, assessment feedback module review, get feedback from students
#65 - Ask small, simple feedback questions in a Teams space	Microsoft Teams is a collaboration platform in which you can set up a team space for selected staff and students. You can use the Polly plugin in Microsoft Teams to add a simple question into a discussion forum. This can be used to get feedback, and to plan actions. You can use Teams to instantly notify students that you have asked a question.	recipe, responsive teaching, co-designing, microsoft teams, polly, assessment, feedback, module review, get feedback from students
#66 - Record observations about teaching as it happens	Microsoft Teams is the ideal platform for recording small observations for later reflection. This can include simple text messages, images, video and links. Or you can create a shared One Note notebook. You can create your own team, and add any members of the university, as well as external participants. If appropriate, add student representatives. Set up a channel within your Teams space for ...	recipe, teaching quality, reflective practice, microsoft teams, onenote, assessment feedback module review, review teaching and learning during and after it happens
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