UCL Video Projects 2011- 2016

PART 1: Log of UCL MEDIA Scoping Project - MH research and set up of video capabilities for staff. For Learning Environments 2014 and 2016
PART 2 Log of CALT Projects - set up of Arena including UK PSF (logged against Dimensions) and teaching resources for staff lecturer training. Centre for Advanced Learning and Teaching (CALT) 2011-2014

(Scroll down page - Long list!)

Part 1: Log of UCL MEDIA Scoping Project

Resource Description

VIDEO TITLE

UCL ARENA Blended Connected (ABC) Curriculum Design Edited session recordings of BSc Social Science Degree Course development Mette Berg at Institute of Education 18th January 2016 Dur: 4.19

ABC Course Design Course design using storyboarding

UCL Teaching Administrators Induction Video Project 4 parts Dur: 1.40 - 2.40 Part 1 Who are UCL's Teaching Administrators? Part 2 Learning to be a UCL teaching Administrator Part 3 UCL Teaching Administrators Conference and Forum Part 4 UCl Teaching Administrators CMALT and ARENA learning TBA final edit

WHO ARE UCL’s Teaching Administrators?

Pre-session briefing for new students understanding principle behind create a marketing video for their E Lab in Ema Pavic’s Marine Engineering course Keynote run through using iShowU HD Dur 12.50 Session never happened problem with Lab facility

E LAB Video Project

Draft Launch of Proposal for introduction to an Online Learning course: Advice on narration and review of content to encourage staff to join. Completed by staff at Knowledge Lab. Eileen Kennedy Dur 2 mins

Arena Digital Project

HOW TO...... VIDEOS for Staff use

 

Howto—plan. Video using the ABC as an example of storyboarding and other forward planning tricks 05 January 2016 Dur 9.29

How to Plan a movie

Some BBC reporting skills recently learnt

How to ...Professional Informality

Using the Global Citizen Programme editing in final cut Pro X to demonstrates chat away giving an insight to students. POV) is how a lecturer can describe thinking about academic practice while showing rather than telling students. 19 June 2015 Dur: 8.08

How to ... Digital Whittle

 

How to use iShowU HD for student feedback. Dissertation feedback. Showing how lines can be drawn to show argument flow in pages Dur: 3.94

How to… studentfeedback1

These two following videos cover the basic knowledge for set up for using iMovie on Mac for the first time. They are found on one page at http://www.mhmvr.co.uk/UCLCMS/howto/howtolonglifelecture.html lecturevideo1-desktop.mov Some ideas for Workflow to cut the time taken: lecturevideo2-desktop.mov

Longlife your lecture

Cut editing time

a method for taking a standard academic lecture and reordering for better impact. Some ideas for improving your workflow. Achieve story variety for a live presentation. Easier to edit into a short a video

Restructure your Powerpoint for Impact

How to give a lecture and split up for flipped use

PowerPoint Split Up Structure

Two videos on this page http://www.mhmvr.co.uk/UCLCMS/howto/howtofastedit.html Every second counts. Every edit has to have a reason - a reason that works in terms of instant relevance to the story. Example 1: Just starting the edit FastEditweb-desktop.mov Example 2: A guide through the completed edit FastEdits720.mov

How to...Fast Edit

Two videos on this page http://www.mhmvr.co.uk/UCLCMS/howto/howtoslashburn.html This is an example of harsh editing right from the beginning of the timeline
Example 1 Slash & Burn Editing start of project steveslash&Burn 1 720.mov
Example 2 Slash & Burn Editing later stages Slash&Burn.mov

How to..SiezetheMoment Edit

http://www.mhmvr.co.uk/UCLCMS/howto/howtosiezethemomentedit.html One video This is an example of changing the original plan with Andre Sella’s interview, because of sudden opportunity arising, cutting down time with a voice over to get the best bits for a teaching message. Fine editing demonstrated at speed. siezethemoment.mov Dur:

How to..SeizetheMoment Edit

How to 'frame' a subject is to focus attention and contain the subject. 'Quick & easy ways to help you make digital media teaching resources better' A video camera viewfinder or a PowerPoint slide, a sketch or drawing with a border, is to frame an idea, an issue or subject

The Frame Metaphor

Everything broadcast is written down first•• No one talks direct to camera for any length of time- why should you? 'Quick & easy ways to help you make digital media teaching resources better'

How to...write to read out aloud

The BBC Radiovision Archive at UCL Institute of Education In the researcharea of my site but still a useful example http://www.mhmvr.co.uk/ResearchArea/videofeedback9.html radiovision2.mov

How to use iphone video

DRAWING SECTION

 

http://www.mhmvr.co.uk/UCLCMS/howto/howtodraw1.html

Drawing ideas

How to draw ......Metaphors http://www.mhmvr.co.uk/UCLCMS/howto/howtodraw2.html

Metaphors

How to draw ......Learning ideas http://www.mhmvr.co.uk/UCLCMS/howto/howtodraw3.html

How to draw ......Learning ideas

SCOPING PROJECT Archive

http://www.mhmvr.co.uk/site/uclmedia.html The First section in Documents are a) paperwork for the Project, b) video summaries of the Project. Below that is the Second section. Each interviewee comprises, first a full talking head interview and, second an edited case study of a selection of interviewees with visual examples of key points in the interview. It is worth noting that the selection was made because of time and ease of editing examples. All interviewees were represented at some point in summary video clips.

SCOPING PROJECT FIRST SECTION

VIDEO TITLE

Executive Summary: Main Report Appendix C: Transcript of interviewees Extract: MH Suggestions for future training opportunities All interviewees have transcripts of their main interview. PDFs download from website

Final Report

SCOPINGPROJECTSUMMARYMIKEH FOLDER My video survey of content of the Project and output. http://www.mhmvr.co.uk/site/uclmedia.html MikeNewsoundFinal2

MIKE H survey of project on website

 

Clive and Tony Scoping Project Summary. Originally planned as a summary with examples but finally rejected because of poor acoustics and talking heads off the cuff. CliSctEdit 5 Project.mov also experiments with music and title small and large scale videos http://www.mhmvr.co.uk/UCLCMS/uclcVideoSummary.html

Video Summary: end of project

Interim Summary for 13th April T&L Conference. These could be very useful At web and lecture size Two videos 12mins SummaryClipsProject12min.mov and 4 mins SummaryClips2 4min850Project.mo

Interim Video clips

UCL Lecturers on Video 13th April Teaching & Learning Conference (IOE) two videos Part 1: Clive Young The 'Big Picture’ ClivePresProject.movPart 2: Mike Howarth 'The UCL Lecturers on Video Survey' Interim Report. Also example of how to edit slides into presentation for brevity and clarity. MikePresProject.mov http://www.mhmvr.co.uk/UCLCMS/uclcmsT&L%20conf2015.html

T&LConf 13th April 2015

INTERVIEWS 8 CASE STUDIES

 

INTERVIEW Stage 2: Case Study Andrea Sella Dur: 5.22 http://www.mhmvr.co.uk/UCLCMS/uclcms17AndreaSellaCase.html

AndreCaseStudy.mov

INTERVIEW Stage 2: Case Study: Andrew Cook Dur: 6.10min http://www.mhmvr.co.uk/UCLCMS/uclcms15AndrewCookCaseStudy.html

AndrewCaseStudy3CompProject.mov

Case Study: Ema Muk-Pavic: Dur: 4.38 http://www.mhmvr.co.uk/UCLCMS/uclcms2MukPAvicCase.html

EmaPCaseStudyProjectb.mov

Case Study: Graham Roberts: Dur: 4.38 http://www.mhmvr.co.uk/UCLCMS/uclcms6robertsCase.html

GrahamRobertsCaseStudy.mov

INTERVIEW Stage 2: Case study John Potter Dur: 4.17 min http://www.mhmvr.co.uk/UCLCMS/uclcms19JohnPotterCaseStudy.html

JohPotterCaseStudy1Projecta.mov

INTERVIEW Stage 2: Matthew Wood-Hill Case study Dur: 3.36 http://www.mhmvr.co.uk/UCLCMS/uclcms12JMattWoodHillCase.html

MWOOHillPCaseStudy1.mov

INTERVIEW Stage 2: Steven Buckingham Case study Dur: 5.19 http://www.mhmvr.co.uk/UCLCMS/uclcms16StevenBuckCase.html

SteveBuck3rdcutCase studyProject.mov

Case Study: Helen Wilson, Mathematics Dur: 9.00 HeleWilsonCut3Project.mov http://www.mhmvr.co.uk/UCLCMS/uclcms4WilsonCasestudy.html

HeleWilsonCut3Project.mov

SCOPING PROJECT ALL TALKING HEAD INTERVIEWS

 

INTERVIEW Stage 1: clips: Andrew Cook Dur: 14.29 min http://www.mhmvr.co.uk/UCLCMS/uclcms15AndrewCook.html

Andrebaseprojectnew.mov

INTERVIEW Stage 1: clips: Andrea Sella Dur: 17min http://www.mhmvr.co.uk/UCLCMS/uclcms17AndreaSella.html

AndreSellaMasterProjecta.mov

INTERVIEW Stage 1: clips: Anne Welsh Dur: 25min http://www.mhmvr.co.uk/UCLCMS/uclcms13AnnWelsh.html

AnneWelshMasterProjectb.mov

INTERVIEW 2 Stage 1: clips : Bill Hodgson Dur: 20 min http://www.mhmvr.co.uk/UCLCMS/uclcms10BillHod.html

BillHodgsonmasterProject.mov

MAPS E-Learning Workshop.18th Feb.11-1 Anatomy G04 http://www.mhmvr.co.uk/UCLCMS/uclcms7Danuta.html

Danuta Kaminski Project850.mov

Update 9th March: Final edit. Mix of student work and Lecturer's comments. 5.14 mins http://www.mhmvr.co.uk/UCLCMS/uclcms2MukPAvic.html + 3 other videos not referenced

EmaBase 850Project.mov

INTERVIEW 2 Stage 1: clips : Graham Roberts. Dur: 36min http://www.mhmvr.co.uk/UCLCMS/uclcms6roberts.html

grahammasterproject2.mov

INTERVIEW 2 Stage 1: clips :Dr Jenny Bunn Dur: 15min http://www.mhmvr.co.uk/UCLCMS/uclcms8jennyb.html

JennyBunnMaster Projectc.mov

INTERVIEW Stage 1: clips: Jonathan Kendall Dur: 16min http://www.mhmvr.co.uk/UCLCMS/uclcms11JonKendall.html

JKmasterProject.mov

INTERVIEW 1 Stage 1: clips : John Mitchell. Dur: 18min http://www.mhmvr.co.uk/UCLCMS/uclcms5mitchell.html

johnmitchellmasterproject2.mov

INTERVIEW Stage 1: clips: John Potter Dur: 21 min http://www.mhmvr.co.uk/UCLCMS/uclcms19JohnPotter.html

xxJohPotterMasterProjecte.mov

NTERVIEW Stage 1: clips: Matthew Wood-Hill Dur: 25min http://www.mhmvr.co.uk/UCLCMS/uclcms12JMattWoodHill.html

MWOOHillPMaster2.mov

INTERVIEW Stage 1: clips: Richard Freeman Institute of Education Dur: 25min http://www.mhmvr.co.uk/UCLCMS/uclcms143RichardFreeman.html

NTERVIEW Stage 1: clips: Steven Buckingham Dur: 22min http://www.mhmvr.co.uk/UCLCMS/uclcms16StevenBuck.html

Richard FreemanmasterProjecta.mov

SteveBuckMasterProjecta.mov

Examples of MH own online teaching use of video in practise from MDX examples

See in folders iShowU Howto MDX examples

VIDEO TITLE

xxreserachareintrorproject2.mov Dur 3.03 http://www.mhmvr.co.uk/site/research.html

Introductory video

Video available to students before the first 11th November Session Setting up what the session will cover http://www.mhmvr.co.uk/ResearchArea/videofeedback1.html

Video as a review of lessons learnt Positive Examples of good work Reasons given Research Based Learning Demonstrates lecturer as research. Proposes student as participant in research. Future improvement: Practical application of research results in current teaching. http://www.mhmvr.co.uk/ResearchArea/videofeedback5.html

Naming file attachments. Online teaching requires student maintain a well organised filenaming and file storing regime http://www.mhmvr.co.uk/ResearchArea/videofeedback3.html

Students have have very little experience of letterwriting. Clear concise adult writing skills are essential. http://www.mhmvr.co.uk/ResearchArea/videofeedback4.ht

Reading effectively POV video using a book to show ritual methods http://www.mhmvr.co.uk/ResearchArea/videofeedback6.html

Creating an Introduction early on helps you to think and write clearly Write an Introduction : You can always rewrite it later. Think about your section headings: Make sure the sections are short and not a questions. Each section: Use your section heading in each first sentence of the section. http://www.mhmvr.co.uk/ResearchArea/videofeedback10.html

Ideas for questionnaire construction http://www.mhmvr.co.uk/ResearchArea/videofeedback11.html

Pre Live lecture Event video

Post Deadline Review

 

 

Filenaming for online teaching

 

Research letter writing to school

Reading for Research

 

Literature Review Introduction

Questionnaire Introduction

 

xxx

Reflections of online teaching use of video Workshops

Workshop Resources

VIDEO TITLE

PowerPoints and pdf versions of two sessions materials some videos

2013 Media Savvy Workshop 10th 21st July

Introducing EduMedia Masterclass You are a creative teacher Teaching for better student engagement PowerPoints and pdf versions of two sessions material

2014 Workshop 24th July

DRAWING RESOURCES

 

Collection of folders of MH graphics of various kinds all to be credited if used

 

UCL CALT PROJECTS LIST
2011-2014 ARCHIVE

(Scroll down page)

Working to commissions by the Director and the Senior Teaching Fellows at the Centre for the Advancement of Learning and Teaching (CALT) at University College, London.

  • Development of video resources that demonstrate teaching standards thoroughout the University. To support the university's commitment to quality teaching and research.
  • The Media-Savvy Academic Training. Support for quick and easy methods for embracing educational media skills developed during a career in BBC Education and 10 years lecturing, (with Principal Teaching Fellow Dr Paul Walker).
  • Focussed video resources for CALT courses. Methods that set a new standard in relevance and impact, (with Dr Rosalind Duhs, Dr Teresa McConlogue, and Dr Nicholas Grindle).
  • Your Learning Journey at UCL. Induction resources for International Students, producing and filming opening sessions for 2012-13 with Dr Paul Walker.

Contact me for permission to view.

Videos are stored at 640 x 360 size and are streamed from a dedicated video server and can be viewed in full screen mod .

Original material is HD quality for broadcast and conference delivery.

2011-2014 MH produced video resources mapped against UK PSF Dimensions

I was asked to map the video content  filmed over the last three years between UKPSF dimensions and core UCL ARENA teaching objectives. The aim is to add these resources to the UCL Arena website with two objectives 1)For CALT teaching staff to use in sessions about making claims for Fellowship, 2)For UCL staff self-study as they plan their own claims.

Video clips resources

VIDEO TITLE


Very brief clips from this sequence possibly only as voice overs. 3 main aims flagship,forum,opportunity to get qualifications etc Core messages on all 6 themes Change colour and crop

Arena Project Introduction Stage 1: video links


Core learning and A1 teaching planning and design A2 K2, K3 V2 V3

Object Based Learning: video links


A1 A2 A3 K2, K3 K5 K6 V2 V3 V4


Academic Writing

A1 A2 A3 K2, K3 K5 K6 V2 V3 V4 Julie Evans Enhancing

research-based communication skills, Hazel Smith Research-based chemistry teaching, John Mitchell, Amanda Cain Assessing practical skills, Carl Gombrich Students as Researchers, Zubin

Misty Making history with iPads.


conference project summary interviews


A3 Feedback Portfolio. More material available. Half an hour session. NB

This could be one of the UKPSF video clips in itself


UKFSP student feedback


A1 A2 A3 A4 NB summary at beginning worthwhile on its own


Clinical Problem Solving Client Story telling an client decision making


A1 A2 A4 K4 elearning Lunchtime session short Intro summary and long session with named sections

Example of problems of structuring powerpoint lecture


Virtual Lab

solving problem of difficult topics and complex lab task


A2 A4 A5 K2 K3 K4 V2 V4 Three videos Safety focus, Benefits of being a lab supervisor, interviews with student supervisors

UCL Lab Demonstrators Safety

A5 K5 K6 V3

UCL Teaching & Learning Exchange Learning is Personal: Launch Event 16th October

A1 A2 A4 V2 V4 K2 K3 Originally my commission by Careers this maybe a worthwhile example of teaching activity and the Team Managers video is potentially a model for staff development

UCL Careers Focus on Management


Team Managers

A2 A3 A4 K2 V1 Massive amount of material on a range of subjects especially from students about tutorial support Samples on this page including summary for a conference at the bottom of the page.

Sample questions answered: 1. How does personal tutoring work in your department? 2.What typically happens in one of your personal tutorials?3.What are some of the most satisfying tutorials you¹ve run?4.What have been the most challenging things happening in your personal tutorials? 5.

What do you think about including PPD in personal tutorials? 6.What are the benefits of encouraging students to use PPD resources? 7.Are there any problems with the PPD resources ? 8.What kinds of issues arise in tutorial session that you would like to address? 9. How do you encourage a

student to use the PPD resources? 10. How would you advise a new personal tutor to make their tutorials effective ? 11.

What parts of the institutional resources provided to support PPD in personal tutoring work well and which don¹t?

UCL Personal Tutors Project

Con't

Video clips resources

VIDEO TITLE

A1 A2 A3 A4 A5 V2 V4 Resources for students organised by peers. Insights from students about quality of feedback and guidance from staff Notes on views of students summary included this page

UCL Personal Tutors Chemistry alumnii evening

A1 A2 K2 K3V1 V2 V3 introduction and sections high quality presentations. briefing for presentation exercise. Preparing a presentation. How to present. Questions from student.


UCL Postgraduate Lecture Training Presentation Skills

K4 Dr Parama Chaudhury Christian Speilmann iPad maths Dr Paul Bartlett New Physics Lab

Mobile Technologies Summits & Horizons

K4 Introduction Nick Dawe Social Media Strategy Anthony Finkelstein How to use blogs effectively Jon Butterworth Using Twitter

Social Media Summits & Horizons

A5 V2 V4 K5 K6 survey of UKPSF making creative problem solving explicit Review and Reflection on past action v Thinking on the spot immediacy expertise. Seeing the world differently changing as a person. Student’s conception of learning?- listen to the metaphors: I’m lost - no navigation. Models not turned into understanding they are human artifacts. Simplicity and complexity. Setting problems and leaving student to find solutions.Very sophisticated objectives but ends up being upto ability and effort. Ideas for learning landscapes is helpful, set goals learning journeys experience of confusion and resolution in a simple way experiencing not seeing but the penny drops. Reflection in action observe themselves thinking. Drawing exercise

Reflective Practice for students

A5 V4 K5 K6 Induction lecture.Attitudes to learning at UCL Introduction from Paul Walker Interviews with students about impact of the sessions Full lectures for undergrad and post grad


UCL Induction International Student Orientation Programme (ISOP) 2012

A1A2 K2 K3V1 V2 V3 7 Parts. History of Research Led Teaching and Research Models Discipline differences.Who benefit’s. Chocolate project, summary


Research Led Nexus TiHE students Course presentations

Of historic reference only, to show how far UCL has come?? Clive, Rosalind Leonie Hannan Kimberley Freeman Mark Weyers

Departmental Learning and Teaching Strategies 9th Feb 2012

A1A2 K2 K3V1 V2 V3 7 Part 2:The Rational for Reflective Practice. Part 3: Discussion Part 4:The Reflective Cycle Part 5: Seminal Research Part 6: Creating Your Own Model of Learning (END)

Teaching in Higher Education TiHE for Postgraduate Teaching Assistants Session 1: The Reflective Practitioner 15th February 2012

Dr Mark Weyers: Senior Teaching Fellow Part 1: Introduction Part 2: Elements of Curriculum Design Part 3: QAA Benchmarks Part 4:The SOLO Taxonomy for Learning Outcomes Part 5: Constructive Alignment Part 6: How to Structure and Sequence a Curriculum Part 7: Neuro- constructivist View of a Curriculum Part 8: Student Questions and Dr Mark Weyers Summary

Teaching in Higher Education TiHE for Postgraduate Teaching Assistants Session 2: Curriculum Design -

Designing a Course and Writing Learning Outcomes 22nd February 2012

Dr Mark Weyers: Senior Teaching Fellow

Part 1: Introduction (9 parts) Part 2:Theoretical underpinning of Active Learning Part 3: Methods of Engaging and Increasing Understanding Part 4: Leading Effective Discussions in Small Groups Part 5: Effective Discussions Part 6: Starting Discussions - Case Study and Group Task Part 7: Planning an Active Learning Task to Engage Student: Enhancing the Identified Solutions Part 8: Planning a Deep Approach to learning Part 9: Planning you Workshop Model

Teaching in Higher Education TiHE for Postgraduate Teaching Assistants

Session 3: Small Group Teaching:Engaging Students in the Classroom 29th February 2012

Con't

Video clips resources

VIDEO TITLE

Dr Rosalind Duhs: Senior Teaching FellowPart 1: IntroductionPart 2: Lectures are part of a chain of LearningPart 3:What is a lecture?Part 4: Delivering LecturesPart 5: Lecture Practice APart : Lecture Practice BPart 7: Lecture Plan and designPart 8: Visible LearningPart 9: Design for LearningPart 10: Tips for lectures to promote learning

Teaching in Higher Education TiHE for Postgraduate Teaching Assistants Session 4: Lecturing and Large Group Teaching 7th March 2012

13 Videos Part 1: Introduction Part 2 and 3: Approach Part 4: Overview Part 5:Applying Ideas Part 6: Formative Assessment Part 7: BarriersPart 8: Tutor Feedback Part 9/10/11: Setting and Assessing Part 11: Giving Feedback (Part 10 activity left because of pressure of time in the session) Part 12: Dialogic Feedback System Part 13: Evaluatiing Student Performance THE END ( Part 14:Activity left out because of pressure of time in the session)

Teaching in Higher Education TiHE for Postgraduate Teaching AssistantsSession 5: Assessment and Feedback for Learning 21st March 2012

Dr Rosalind Duhs: Senior Teaching Fellow

Part 1: Introduction - NicolePart 2:The Globalising World of Higher Education - NickPart 3:Teaching Multicultural Students - LarissaPart 4: Hussam: IOC Stakeholders and Policies and Role Play IntroductionPart 5: Hussam: IOC Stakeholders DebatePart 6 :IOC at UCL Debate: NinaPart 7: How is the Internationilsation of the Curriculum implemented? AliPart 8: Implementation of IOC at UCL:AbdullahPart 9:Implementing IOC in the Classroom: Helen

Teaching in Higher Education TiHE for Postgraduate Teaching AssistantsSession 6: Internationalisation of the Curriculum 25th April 2012Postgraduate Teaching Assistants presentation

Part 1: Introduction Important Elements of a Lecture Engaging the StudentPart 2: Encouraging Deep Understanding: Engagement, Deep Approach & QuestioningPart 3: Getting and Keeping AttentionPart 4: Mind Map ExercisePart 5: Effective Communication

Teaching in Higher Education TiHE for Postgraduate Teaching AssistantsSession 7: Large Group TeachingLecturing and Presentation Skills26th April 2012Dr Mark Weyers: Senior Teaching Fellow

Part 1: Introduction:Alex Murray Part 2:What is RLT? Imogen WadeP art 3:What is RLT Discussion and Aims of RLT: Imogen Wade Part 4:Advantages and Disadvantages of RLT: Seth Mehl Part 5: RLT and the University : Mike Manlangit Part 6: RLT in Practice:Anastasia Sakellariadi Part 7: Debate RLT Implementation: Laura Narvaez(listen to the audio after the closing title) Part 7a: Implementing RLT: Bad and Good Practice: Mike Manlangit Part 8: Session Review:Alex Murray

Teaching in Higher Education TiHE for Postgraduate Teaching AssistantsSession 8: Research Led Teaching 2nd May 2012Postgraduate Teaching Assistants presentation Alex, Imogen, Seth, Mike, Anastasia and Laura

Part 1: IntroductionPart 2: Group Activity.What is Teaching What is Learning?Part 3: How students Learn- Constructivisim Deep and Surface Learning.Part 4:Approaches to Learning - Conceptual Change versus Information Transmission.Part 5: Group Activity: Reviewing ATI score for Teaching (conceptual change, transmission model) and Learning (deep, surface, strategic).

Teaching in Higher Education TiHE for Postgraduate Teaching Assistants Session 9: Linking Learning & Teaching 10th May 2012Dr Mark Weyers: Senior Teaching Fellow

ESLE Project students interviewed using questions from the SETQL survey in 2012 commissioned by Mark Weyers.

In webpage Session 1 20th Feb The first video is a compliation of all the students in Session 1-8 pages answering one of the survey questions I tough most significant. Q: If there was one message you would like to pass on to your

supervisors/lecturers/tutors that would help them enhance your learning what might it be?

The rest of the videos on this page and in Sessions 2-8 are

students answering the same sequence of questions. Unfortunately this work was so long ago I cannot find the question list, but the original survey questions from which a selection were made exists in the associated VideoQuestions document.

Enhancing the Student Experience


This is an informative investigation which has never been used as far as I know and could reveal many useful aspects for student discussion.


Dr Paul Osmond Staffordshire University .An introduction and 7 part lecture. Theme Feedback Methods


CALT Lunchtime

UCL Feedback Practices: what do they tell us?*


Dr Tansy Jessop TESTA Project Leader Introduction and 6 part lecture. Theme Assessment


CALT Lunchtime

UCL Dr Tansy Jessop TESTA Project Leader*

This is a collection of gems of good teaching practices.


UCL Provost's Awards Winners*

Prizewinners: 10th July 2013

Con't

Video clips resources

VIDEO TITLE


More gems. 9 themes of insights about learning from the PGTA


TiHE Courses Project TiHE Alumni Speak*


Can’t remember dates for this


Existing Knowledge Project Session 1*


Added a video about the actual alumni evening event not seen on my site before.Theme advice to students to prepare for work opportunities.


UCL Tutors 2013 Personal Tutors Project Alumni Event*

 

LIST 2: Learning and Teaching Designing and planning learning and teaching THEME 1 & 2

Learning and Teaching Designing and planning learning and teaching THEME 1 & 2 ( notes )

VIDEO TITLE

K2, K3 V2 V3

Object Based Learning: video links

A1 A2 A3 K2, K3 K5 K6 V2 V3 V4

some clips from early versions might be useful but last video on the page is the final version

Academic Writing

A1 A2 A3 A4 NB summary at beginning worthwhile on its own

Clinical Problem Solving Client Story telling and client decision making


A1 A2 A4 K4 elearning Lunchtime session short Intro summary and long session with named sections Example of problems of structuring powerpoint lecture

Virtual Lab Solving problem of difficult topics and complex lab task

A2 A4 A5 K2 K3 K4 V2 V4 Three videos Safety focus, Benefits of being a lab supervisor, interviews with student supervisors

UCL Lab Demonstrators Safety

A1 A2 A4 V2 V4 K2 K3 Originally my commission by Careers this maybe a worthwhile example of teaching activity and the Team Managers video is potentially a model for staff development

UCL Careers Focus on Management


Team Managers

A2 A3 A4 K2 V1 Massive amount of material on a range of subjects especially from students about tutorial support Samples on this page including summary for a conference at the bottom of the page.

UCL Personal Tutors Project

A1 A2 A3 A4 A5 V2 V4 Resources for students organised by peers. Insights from students about quality of feedback and guidance from staff

UCL Personal Tutors Chemistry alumnii evening

A1 A2 K2 K3 V1 V2 V3 introduction and sections high quality presentations. briefing for presentation exercise. Preparing a presentation. How to present. Questions from student.


UCL Postgraduate Lecture Training Presentation Skills

A1A2 K2 K3V1 V2 V3 7 Parts. History of Research Led Teaching and Research Models Discipline differences. Who benefit’s. Chocolate project, summary


Research Led Nexus TiHE students Course presentations

LIST 3: Assessment and Feedback 1&2 THEME 3 & 4

Assessment and Feedback 1&2

THEME 3 & 4 ( notes )

VIDEO TITLE

A3 Feedback Portfolio. More material available. Half an hour session.


UCL ARENA Guidance Session 17th February UKFSP student feedback

A1 A2 A3 A4 NB summary at beginning worthwhile on its own

Clinical Problem Solving Client Story telling and client decision making

K2, K3 V2 V3

Object Based Learning: video links

A1 A2 A4 V2 V4 K2 K3 Originally my commission by Careers this maybe a worthwhile example of teaching activity and the Team Managers video is potentially a model for staff development

UCL Careers Focus on Management


Team Managers

A2 A3 A4 K2 V1 Massive amount of material on a range of subjects especially from students about tutorial support Samples on this page including summary for a conference at the bottom of the page.

UCL Personal Tutors Project

LIST 4: Professional Values THEME 5

Professional Values

THEME 5 notes )

VIDEO TITLE

K2, K3 V2 V3

Object Based Learning: video links

A1 A2 A4 V2 V4 K2 K3 Originally my commission by Careers this maybe a worthwhile example of teaching activity and the Team Managers video is potentially a model for staff development

UCL Careers Focus on Management


Team Managers

A1 A2 A3 A4 A5 V2 V4 Resources for students organised by peers. Insights from students about quality of feedback and guidance from staff

UCL Personal Tutors Chemistry alumnii evening


LIST 5: E-learning THEME 6

E-Learning

THEME 6 ( notes )

VIDEO TITLE


A1 A2 A4 K4 elearning Lunchtime session short Intro summary and long session with named sections


Virtual Lab solving problem of difficult topics and complex lab task

K4 Dr Parama Chaudhury Christian Speilmann iPad maths Dr Paul Bartlett New Physics Lab

Mobile Technologies Summits & Horizons

K4 Introduction Nick Dawe Social Media Strategy Anthony Finkelstein How to use blogs effectively Jon Butterworth Using Twitter

Social Media Summits & Horizons

LIST: 6 Evaluation and Professional Development

Evaluation and Professional Development

THEME 7 ( notes )

VIDEO TITLE

K2, K3 V2 V3

Object Based Learning: video links

A5 K5 K6 V3

UCL Teaching & Learning Exchange Learning is Personal: Launch Event 16th October

A1 A2 A4 V2 V4 K2 K3 Originally my commission by Careers this maybe a worthwhile example of teaching activity and the Team Managers video is potentially a model for staff development

UCL Personal Tutors Project

A1 A2 K2 K3V1 V2 V3 introduction and sections high quality presentations. briefing for presentation exercise. Preparing a presentation. How to present. Questions from student.


UCL Postgraduate Lecture Training Presentation Skills

A5 V4 K5 K6 Induction lecture. Attitudes to learning at UCL Introduction from Paul Walker Interviews with students about impact of the sessions Full lectures for undergrad and post grad


UCL Induction International Student Orientation Programme (ISOP) 2012

A1A2 K2 K3V1 V2 V3 7 Part 2:The Rational for Reflective Practice. Part 3: Discussion Part 4:The Reflective Cycle Part 5: Seminal Research Part 6: Creating Your Own Model of Learning (END)


UCL Postgraduate Lecture Training Presentation Skills