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Seminars and workshops


 

Organisational change role play

Anastasia Alexeeva, School of Management 

To enhance student engagement and interest in the subject, I developed a role-play which encouraged students to work closely together as a team, share diverse insights into the healthcare industry from their home countries and reflect on their experience. Read more here

CCTV Nation: Security Guardians Vs. Privacy Resistance

Nina Willment, Department of Geography

This case study uses experiential learning in the form of a scenario game to create an inclusive, engaging learning environment for students to explore concepts in urban surveillance.  Read more here

Use of an online Wiki tool in experiential learning

Dr Stephanos Anastasiadis, School of Management

In this teaching initiative, students participate in an immersive and experiential learning exercise, using real-world information resulting in publicly-available outputs that promotes engagement and affords choice. Read more here

Next station please! Teaching political geography via the ‘circuit’

Dr Rachael Squire & team, Departments of Geography & ISG

As part of this 20-week course, we took the students out of the lecture theatre to participate in a circuit consisting of different stations relating to the themes of the course. Read more here

Playful approach in teaching Political Communications

Amber Macintyre, School of Politics, International Relations & Philosophy

I contributed to the various interactive elements on Introduction to Political Communications by bringing a playful approach to the exercises...Read more here

Sharing Perspectives of People with Learning Disabilities: An inclusive approach to Clinical Psychology training

Kate Theodore, Clinical Psychology & Team from Hammersmith & Fulham Safety Net - People First 

This initiative involved a co-constructed teaching session by Kate Theodore and people with learning disabilities from a disabled people’s organisation...Read more here

Tutorials for introducing human geography and academic study skills at university

Simon Cook, Department of Geography

I set out to develop a tutorial programme which would enable students to engage with and understand academic human geography on a broader scale and to develop their study skills…Read more here

Experiential Learning and Gaming for teaching Operations Management: Balancing the Line of a Lego Space Ship

Dr Roberta Bernardi, School of Management

In my Operations Management course, students had to balance the assembly line of a Lego Space Ship. The learning objective of this game was to enhance students’ understanding of how to design and balance the manufacturing line of a product… Read more here

Getting into Texts by Getting into Character: Reacting to the Past Pedagogy, Chinese Opera Theatre, and Ming Dynasty Confucianism

Will Shüler, Department of Drama and Theatre

Each year in the course Theatre and Culture One, seminar leaders decide upon a four week case study to apply the theories of the course we have explored thus far. For my case study I decided to examine Kunqu Chinese Opera Theatre and Ming Dynasty Governance and Confucianism. In class, instead of discussing these texts in a traditional seminar style, we play a game…Read more here

Workshop diversity, learning creativity

Dr Sigrun Wagner, School of Management 

The following workshop methods are designed to encourage students to engage in all workshop activities and to participate fully in teaching and learning. This is achieved through the diversity and variety of the workshops, which do not follow one standard design or delivery format…Read more here

 

Elementary, Dear Watson!”: a forensic mystery game to enhance student learning in Biogeography

Dr Daniele Colombaroli, Department of Geography

This module uses a science game to stimulate creativity and imagination around topics taught in Biogeography, develop new practical skills applied to Forensic Science, and strengthen deduction/induction thinking through cooperative problem solving.  Read more here

Russell’s Parabox: A Live-Action Game for the Logical

Dr Edward Thornton, Department of Philosophy

Studying formal logic is often thought to be both boring and abstract, but by designing a theatrical and interactive team game, in which students could utilise their knowledge of the subject to solve puzzles and win prizes, this project made formal logic tangible, memorable, and a lot of fun. Read more here

The Challenge of Making Non-assessed Learning “Count”: Psychology Undergraduate Seminars

Dr Danijela Serbic, Dr Victoria Bourne and team, Department of Psychology

Our first and second year undergraduate seminars give students the opportunity to discuss and debate psychological knowledge and apply this knowledge in the real world…Read more here

Activity- based learning in undergraduate seminars

Dr Cristian Vaccari, Department of Politics and International Relations

Cristian discusses how he redesigned the seminars of his course Introduction to Political Communication and centred them on innovative student activities focused on a particular scenario... Read more here

Serious(ly) fun – the use of games and simulations in teaching sustainability

Dr Stephanos Anastasiadis, Prof Laura Spence, Dr Diego Vazquez-Brust, Dr Sigrun M. Wagner, School of Management & Department of Geography

In this case study, four team members used creative and imaginative games and simulations to teach sustainability to students at both undergraduate and postgraduate level... Read more here

Using ‘Economic History Bingo’ in First Year Economic History seminars

Rachel Pistol, Department of History

I developed ‘Economic History Bingo’ in order to encourage  student engagement and also make the subject more accessible to first year students who have entered university from a variety of different backgrounds… Read more here

Using Padlet to curate seminar materials

Dr Alex Dymock, School of Law

I teach a module called Crime, Media and Culture, and incorporate a session on visual criminology. This year, I decided to trial Padlet to allow students to curate a gallery of images that we could discuss in the seminar…Read more here

Interactive timeline for the teaching of modern European social and political history, c.1900-1950

Carl-Henrik Bjerstrom, Department of History 

To enhance the learning experience of the students on the History course ‘The European Crucible, 1914-1947: Society, Politics, and Culture’, I designed an extensive interactive timeline in Prezi that allows students to see complex connections in one composite image. This timeline became both a valuable teaching tool in seminars and a useful online resource for students, who could access the material any time from Moodle…

Read more here

Bridging the gap between theory and practice in the study of Politics and International Relations

Asma Ali Farah and Daniela Lai, Department of Politics and International Relations

In this case study, we would like to place particular emphasis on two activities that we designed for the course: a focus group simulation and an experiment. Drawing on both art and science, these activities allowed us to exemplify very different methods of research that are relevant for political researchers…

Read more here