Skip to main content

TLS 2014 Posters

Collaborating with the Centre for Lifelong Learning: development and delivery of a blended learning module as part of an MA in Counselling and Psychotherapy by research (PDF Document)
Claudie Fox (Psychology)

Centre for Education Studies
Laura Jackson (Centre for Educational Studies)

URSS online portfolio system (PDF Document)
Robert O'Toole (Academic Technology Team - IT Services) and Nathalie Dalton-King (Student Careers and Skills)

Showcasing IGGY
Jo Thomas (IGGY)

Performance and the contemporary city - Pecha Kucha exercise
Nicholas Whybrow (Theatre Studies)

Thinking about primary resources: FR322 Revolution and Empire
Margaux Whiskin (French Studies)

Embodied Entrepreneurship
Ruth Leary (Theatre Studies)

Play writing@Warwick
Silvija Jestrovic (Theatre Studies)

Student as Researcher research skills information fluency creative outputs
Julie Robinson and Tracy Dix (Library)

Using a 'graffiti poster tour' in module evaluation
Catherine Bennett (Warwick Medical School)

Designing an M-Level Medical Humanities module: The Medical Mind
Elizabeth Barry (English)

What skills do I need and where can I get help? A diagnostic tool to give students a one-stop approach to finding skills support
Kate Williams (Library) and Lisa Faulkner (Student Careers and Skills)

OSCE electronic stations for assessment of Masters students problem solving skills
Iyad Abou-Rabii (Warwick Medical School)

AFHEA Recognition Scheme Framework for Administrative Staff
Rebecca Fisher (IATL) and Jess Humphreys (LDC)

LDC Teaching and Learning
Letitizia Gramaglia, Jess Humphreys and Emma King (LDC)

Intercultural Competences and Communication - Google Hangout demonstration
Jorg Seifert

PATS without borders - journeying to new technologies to enhance teaching and learning (Monash University)
Roy Glasgow and Tricia Wevill

The Monash University PASS Program - Ticking all the boxes for transition to university
Adrian Devey and Alison Glasgow

PACE - A next generation learning space (NGLS) breaking down pedagogical barriers (Monash University)