Learning from our students

Sometimes we overlook the obvious, so eager are we to begin our taught sessions where time is at a premium, and it takes our students to pull us up short.

We know who we are, we know a university as prestigious as Loughborough would not ask us to teach without checking our credentials for such a key role, and yet sometimes we forget the most basic of essentials.

Students from PHIR and Social Sciences collaboratively exploring with staff ways of engaging students when teaching large groups said respect was essential, and produced one simple tip. “To earn our respect, tell us who you are. Please introduce yourself.”

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Flipping wonderful, or too good to be true?

Flipping – a way to develop student deeper learning and engagement as well as higher quality work or too good to be true?

Speakers and the Art of Flipping workshop showed flipping can be a useful tool to support the development of deep rather than surface learning. This brief look at the workshop organised under a Teaching Innovation Award by Dr. Mark Jepson (Materials), Dr. Simon Hogg (Materials) and Dr. Nicola Jennings (Chemistry) looks at what flipping is, and how it could work for you and more importantly for your students.

What is flipping?

Flipping is part of a process which moves from didactic knowledge transmission in large lectures to use contact time for the lecturer to bring his/her knowledge to bear on those concepts or specifics that students have identified as problematic. Students pre-engage with the transmission of knowledge before the lecture, either by reading, and/or listening to a podcast or video of material. They take ownership of the content by identifying what they find clear and what they do not.

Some academics may already be taking just this approach. However, for those who want to explore the idea the workshop was a great introduction.

Dr. David Dye, Reader in Metallurgy at Imperial College, records 15-minute single-concept videos in his office with a white board (and all-important board rubber). He posts them online and then asks students to complete a short online quiz/test after viewing. The last question asks what they want further explained. He then addresses those areas in the lecture, getting students to peer instruct each other, explaining their own understanding. As they discuss Dye moves round the room, identifying areas of confusion and explanations given before delivering his summation. In this way each student is directly, actively involved in their learning.

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Biting the Bullet: ending Death by PowerPoint, part 1

This blog is concerned with using PowerPoint (PPT) better in lecturing. By better, I mean in accordance with the latest scholarly research in the use of Multi Media Learning (MML); in conjunction with emerging practice in the world of business; and in rejection of the terminally embarrassing ‘Death by PowerPoint’. The blog can be readRead more

Not as easy as it looks…

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To the people out there that say delivering a lecture is easy, think again. I can now say this from experience! As the Graduate Intern in the Teaching Centre I’ve been involved in lots of different elements of Learning and Teaching at Loughborough and I have to say I never imagined I’d actually ever give a lecture.Read more

Teaching for the first time

If you’re a first-time teacher, perhaps a PhD student who has been asked to do a few hours, you may well find the prospect pretty daunting. The Teaching at Kent blog, run by Kate Bradley, has a series of posts aimed at first-time teachers in which experienced lecturers answer some of the questions you’re likelyRead more