• TEL support for staff

    The support provided for staff in the development of Technology Enhanced Learning including a dedicated Digital Productivity Lab What happens? Having a dedicated Digital Productivity Lab (DPL) where support for Faculty staff is provided by both LTD and the Faculty SOLSTICE fellows allows the development of creative learning materials that can be used in the virtual…

  • Using Blackboard Collaborate for personal tutorials

    The use of Blackboard Collaborate for personal tutorials including those students who are studying remotely What happens? The use of the full range of tools in Collaborate has enabled us in the MaST team to devote personal time to students, focusing on their specific needs, and at times that suit them.  It provides an opportunity…

  • Supporting transitions

    Activities to support transitions between levels 4-6, and into employment and further study What happens? Discrete sessions dedicated to student transitions that are personalised to reflect the cohort’s and individual students’ previous experiences and achievements as well as feeding forward towards the next level of studies. This feature is fully transferable to any full-time undergraduate…

  • The concept and execution of an ‘induction year’

    The concept and execution of an ‘induction year’ What happens? In comparison to other settings, the concept of an ‘induction year’ has been made explicit within the programme as the one of the key components of the programme’s delivery and student support strategy. This feature is fully transferable to any full-time undergraduate programme of studies.…

  • Compulsory Paediatric First Aid for all students

    Research indicates that there is a statistically-significant relationship between average grades and students’ participation in enrichment activities. This is also supported by the current students’ positive feedback. Enrichment activities can be incorporated into any relevant full-time undergraduate programme of studies, and therefore are fully transferable. What happens? The inclusion of compulsory Paediatric First Aid for…

  • Supporting transitions with assessment

    Promoting students’ understanding of assessment (marking and feedback) at key transition points within the programme What happens? At the transition points within the programme (induction; L4 to L5; L5 to L6) students will be led through a session which supports them in understanding the increased academic expectations and the Department’s approach to providing them with…

  • Feeding assessment forward

    Generic feedback on module assessment, provided to students in advance of individual written feedback to assist with current coursework preparation. What happened? This is an approach that has been used with some success on other programmes in the Department of Children, Education and Communities i.e. Undergraduate Primary ITE. Module Leaders collect ‘generic’ feedforward from tutors…