Why are we sharing practice? Reflections on a School’s teaching day during extraordinary circumstances
In a time where being online all the time is the norm, it’s easy to feel overwhelmed in both our professional and personal lives….
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Postgraduating teaching during COVID-19: assessment and belonging in EDPA5001
Living through a global event in which we haven’t experienced the likes of before, there is no better time to focus on the fantastic…
Five ways to make online videos better for student learning
In a recent tweet that went viral (by education standards), a recent paper by Richard Mayer and colleagues received global attention for its evidence-based and…
COVID-19, Climate and CLaS
I recently travelled to Antarctica as part of the largest contingent of women in STEMM to venture to the frozen continent. During my three…
Getting students talking through masks and mics – active learning in times of COVID-19
For better or for worse we’ve made it. As we exit semester 1 and the great COVID-19 online pivot, we do so with mixed…
Memes, polling, and scribbles: An Introduction to Microeconomics
For Associate Professor Marian Vidal-Fernandez, innovation makes its way through her teaching – both in her physical and virtual classrooms. Her style reflects an…
Assessing Clinical Skills in light of COVID-19
The first year of the renewed MD 2020 curriculum was implemented in January of this year. The Year 1 program focuses on developing the…
[Assessment or curriculum-wide shifts] Transforming assessments and classes to engage engineering students [2F]
I used more online-based tools such as Kahoot, Socrative, Zoom whiteboard, and Padlet to support the online learning environment. Students were kept engaged through…
[Assessment or curriculum-wide shifts] Students assessing students – transforming the testing and development of practical skills [2C]
For the practical exam in this core first-year unit of study, instead of in-person practical skills exams, we used Canvas Quizzes to deliver an…
[Small and large class teaching] Getting students involved through dialogic and iterative pedagogies [1F]
I adapted my teaching approach to emulate the same dialogic principles that are usually embedded in my blended learning design. This includes active listening,…