Talk Keyword Index

TALK KEYWORD INDEX

This page contains an index consisting of author-provided keywords.

Shortcuts: D I K T W

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ignore	Community and the Pandemic PhD: Reaching Researchers During Lockdown Interactive, Engaging and Fun: a story of SoTL success in pivoting online Staying Connected: A Toolkit for Effective Groupwork Student staff partnership: co-creation of an inclusive Equality and Diversity teaching resource Love thy Peer: Can we enhance dissertation experience through peer support? Using opinion mining to understand and respond to student feedback on teaching Peer-assisted learning (PAL): "What's in it for me?". Psychology students' perspectives surrounding attendance and non-attendance at PAL Learning and Teaching in pseudo-physical spaces Using Microsoft Teams to support active small group learning and teaching Assessing first-year beginners’ perceptions of online games in enhancing their experience of foreign language grammar Building a learning community using feminist pedagogy for a 3 week MVLS course A Study on the Performance of Active Learners and Effectiveness of Active and Blended Learning at the University of Glasgow Singapore Skills on Screen Addressing awareness, enjoyment and engagement with significant global species (pigs, poultry and fish) learning and teaching in the veterinary undergraduate curriculum. A transferable approach to augment practical teaching; experiences from the veterinary post mortem facility [Withdrawn] Communal Commonplacing on English Literature 1B Big Panda / Wee Panda: A mentoring programme in Physics & Astronomy for all students Supporting Veterinary Medicine undergraduates to recognise and manage unconscious bias Organisational compassion during the Covid-19 pandemic: improving teaching and learning experience Student transition to university education and university transition to new delivery modes: tracing student experiences through reflective writing Academics, technicians and students: co-creating a remote mini-project in Life Sciences Developing a school-wide framework for blended and online learning and teaching (BOLT) ‘Tik Tok for teaching: piloting short form mobile videos during the pandemic’ Working in Partnership to Promote a Blended Learning Community Student-staff partnership for co-creating tutorial based feedback approach Developing and Refining Course Content while Remote Working Flipping the Class: When a COVID Adaptation Becomes Innovative Practice That’s Here to Stay (NB: This session includes optional advance materials - see abstract) The Use of Virtual Resources to Simulate Lab-based Human Cadaveric Dissection Teaching during COVID-19: A Case Report from the Level 3 BSc in Anatomy Programme The use of television documentary review and group discussion for intercultural learning between nursing students in Glasgow and Singapore. The effectiveness of secondary feedback in a formative essay assignment: Evidence from a postgraduate taught social sciences course Using the MarkR software package to improve your feedback NUMBAS online assessment – an introduction to creating exams and resources and editing questions Four Essential Strategies to 'Greenify' your Course Using Mentimeter to capture the efficacy of Bitesized Teaching in Small Animal Primary Care Entrusting and Empowering: Embedding GTA's in course development Student-led Design, Delivery and Evaluation of Interactive Online Resources to Support Analytical Chemistry Teaching, Focussing on Thin Layer Chromatography (TLC) Cultivating accessible learning communities: the role of GTAs and small group teaching Approaches to introductory coding in undergraduate physics degrees Belonging and Engagement for a Successful Transition to Higher Education Anonymous question platform for students (Padlet)
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keywords	Community and the Pandemic PhD: Reaching Researchers During Lockdown Interactive, Engaging and Fun: a story of SoTL success in pivoting online Staying Connected: A Toolkit for Effective Groupwork Student staff partnership: co-creation of an inclusive Equality and Diversity teaching resource Love thy Peer: Can we enhance dissertation experience through peer support? Using opinion mining to understand and respond to student feedback on teaching Peer-assisted learning (PAL): "What's in it for me?". Psychology students' perspectives surrounding attendance and non-attendance at PAL Learning and Teaching in pseudo-physical spaces Using Microsoft Teams to support active small group learning and teaching Assessing first-year beginners’ perceptions of online games in enhancing their experience of foreign language grammar Building a learning community using feminist pedagogy for a 3 week MVLS course A Study on the Performance of Active Learners and Effectiveness of Active and Blended Learning at the University of Glasgow Singapore Skills on Screen Addressing awareness, enjoyment and engagement with significant global species (pigs, poultry and fish) learning and teaching in the veterinary undergraduate curriculum. A transferable approach to augment practical teaching; experiences from the veterinary post mortem facility [Withdrawn] Communal Commonplacing on English Literature 1B Big Panda / Wee Panda: A mentoring programme in Physics & Astronomy for all students Supporting Veterinary Medicine undergraduates to recognise and manage unconscious bias Organisational compassion during the Covid-19 pandemic: improving teaching and learning experience Student transition to university education and university transition to new delivery modes: tracing student experiences through reflective writing Academics, technicians and students: co-creating a remote mini-project in Life Sciences Developing a school-wide framework for blended and online learning and teaching (BOLT) ‘Tik Tok for teaching: piloting short form mobile videos during the pandemic’ Working in Partnership to Promote a Blended Learning Community Student-staff partnership for co-creating tutorial based feedback approach Developing and Refining Course Content while Remote Working Flipping the Class: When a COVID Adaptation Becomes Innovative Practice That’s Here to Stay (NB: This session includes optional advance materials - see abstract) The Use of Virtual Resources to Simulate Lab-based Human Cadaveric Dissection Teaching during COVID-19: A Case Report from the Level 3 BSc in Anatomy Programme The use of television documentary review and group discussion for intercultural learning between nursing students in Glasgow and Singapore. The effectiveness of secondary feedback in a formative essay assignment: Evidence from a postgraduate taught social sciences course Using the MarkR software package to improve your feedback NUMBAS online assessment – an introduction to creating exams and resources and editing questions Four Essential Strategies to 'Greenify' your Course Using Mentimeter to capture the efficacy of Bitesized Teaching in Small Animal Primary Care Entrusting and Empowering: Embedding GTA's in course development Student-led Design, Delivery and Evaluation of Interactive Online Resources to Support Analytical Chemistry Teaching, Focussing on Thin Layer Chromatography (TLC) Cultivating accessible learning communities: the role of GTAs and small group teaching Approaches to introductory coding in undergraduate physics degrees Belonging and Engagement for a Successful Transition to Higher Education Anonymous question platform for students (Padlet)
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these	Community and the Pandemic PhD: Reaching Researchers During Lockdown Interactive, Engaging and Fun: a story of SoTL success in pivoting online Staying Connected: A Toolkit for Effective Groupwork Student staff partnership: co-creation of an inclusive Equality and Diversity teaching resource Love thy Peer: Can we enhance dissertation experience through peer support? Using opinion mining to understand and respond to student feedback on teaching Peer-assisted learning (PAL): "What's in it for me?". Psychology students' perspectives surrounding attendance and non-attendance at PAL Learning and Teaching in pseudo-physical spaces Using Microsoft Teams to support active small group learning and teaching Assessing first-year beginners’ perceptions of online games in enhancing their experience of foreign language grammar Building a learning community using feminist pedagogy for a 3 week MVLS course A Study on the Performance of Active Learners and Effectiveness of Active and Blended Learning at the University of Glasgow Singapore Skills on Screen Addressing awareness, enjoyment and engagement with significant global species (pigs, poultry and fish) learning and teaching in the veterinary undergraduate curriculum. A transferable approach to augment practical teaching; experiences from the veterinary post mortem facility [Withdrawn] Communal Commonplacing on English Literature 1B Big Panda / Wee Panda: A mentoring programme in Physics & Astronomy for all students Supporting Veterinary Medicine undergraduates to recognise and manage unconscious bias Organisational compassion during the Covid-19 pandemic: improving teaching and learning experience Student transition to university education and university transition to new delivery modes: tracing student experiences through reflective writing Academics, technicians and students: co-creating a remote mini-project in Life Sciences Developing a school-wide framework for blended and online learning and teaching (BOLT) ‘Tik Tok for teaching: piloting short form mobile videos during the pandemic’ Working in Partnership to Promote a Blended Learning Community Student-staff partnership for co-creating tutorial based feedback approach Developing and Refining Course Content while Remote Working Flipping the Class: When a COVID Adaptation Becomes Innovative Practice That’s Here to Stay (NB: This session includes optional advance materials - see abstract) The Use of Virtual Resources to Simulate Lab-based Human Cadaveric Dissection Teaching during COVID-19: A Case Report from the Level 3 BSc in Anatomy Programme The use of television documentary review and group discussion for intercultural learning between nursing students in Glasgow and Singapore. The effectiveness of secondary feedback in a formative essay assignment: Evidence from a postgraduate taught social sciences course Using the MarkR software package to improve your feedback NUMBAS online assessment – an introduction to creating exams and resources and editing questions Four Essential Strategies to 'Greenify' your Course Using Mentimeter to capture the efficacy of Bitesized Teaching in Small Animal Primary Care Entrusting and Empowering: Embedding GTA's in course development Student-led Design, Delivery and Evaluation of Interactive Online Resources to Support Analytical Chemistry Teaching, Focussing on Thin Layer Chromatography (TLC) Cultivating accessible learning communities: the role of GTAs and small group teaching Approaches to introductory coding in undergraduate physics degrees Belonging and Engagement for a Successful Transition to Higher Education Anonymous question platform for students (Padlet)
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