- Assessment and feedback
- Hiring a student to create educational videos
- Using open-source GIS in teaching
- Automating the generation of mathematical question banks
- PeerWise: a repository for student-designed MCQs
- Using avatars in a virtual world to teach a distance-learning course
- Learning to make connections in pharmacy using Mediawiki
- SysMIC: an interactive distance learning course
- Providing graphics skills through distance learning
- Asynchronous language practice for distance learners
- Preparing students for research using virtual labs and a journal club
- Bite-sized CPD courses for dental care professionals
- Making history with iPads, peer assessment and MyPortfolio
- Would a student travel 270 miles to write an essay? How video assignments can boost student engagement
- From Tumblr to Scribus – A digital art project makes the most of free web technology
- What I wish I knew before I flipped my lecture
- Dr Elisabete Cidre sees her students as partners. Here’s why
- How to make the most of Moodle
- Internationalisation of the curriculum and global citizenship
- Key skills and PPD
- Large-group teaching
- Object-based learning
- Peer-assisted learning
- Peer observation of teaching
- Personal tutoring
- Problem-based learning
- Research-based learning
- Small-group teaching
- Teaching administration
"Teaching is about creating those moments where the world suddenly makes a little bit more sense."
Dr Ben Hanson, Department of Mechanical Engineering
Making history with iPads, peer assessment and MyPortfolio
8 April 2014
Dr Paul Walker, CALT, and Dr Zubin Mistry, UCL History, presented attendees at the UCL Teaching and Learning Conference 2014 with a pioneering first-year undergraduate history module. Judith Hillmore reports
How it works
Making History is a core course for all first-year history students in their first term. Student groups were each asked to choose a historical question related to UCL’s London environment from a list constructed by staff. Students then had the term to complete their research and to present their findings. In the meantime, lectures and seminars were used to help students develop both discipline-specific and generic skills, enhancing their ability to make best use of textual and material resources, their ways of working in peer groups, their digital literacy and their ability to produce oral presentations. The implications for their CV and career development were made an explicit feature of this module and its companion module, Writing History, taken at the same time.
In order to help them create online content for their project reports, students were given iPad Minis, which had been purchased by the department. They were also tasked with compiling their content on MyPortfolio – UCL’s e-portfolio and blogging tool, based on the open-source Mahara platform. Content included three compulsory components – collaboratively written essays on research findings, historiography and teamwork – as well as three or four optional components. The outcomes of their research were presented on a web page, incorporating texts, images and, in several instances, video records and recreations arising from the research. The results were overall impressive, some outstanding.
At the UCL Teaching and Learning Conference, Dr Paul Walker used this presentation to explain the team's findings
The online outputs accounted for 50 per cent of the mark for the course, assessed by staff and teaching assistants in the department. The remaining 50 per cent was based on the team presentations – 40 per cent determined by staff marking and the remaining 10 per cent decided by student peers. It was felt that the weighting of marks meant that peer assessment was not viewed as unduly controversial.
Peer assessment meant that students paid greater attention to each others’ work and also had to learn how to offer assessment using comprehensive criteria. The group format gave students the chance to face the challenge of working as a team.
The overall intention of the module was to give students first hand experience of working as historians. It was designed to encourage creative, lateral thinking about the past, active engagement with the rich historical resources afforded by UCL’s London environment and reflective collaborative learning, using a wide range of both primary and secondary sources. It provides an excellent exemplar of research-based education, providing a rich and inspiring experience for students, making for a great start to their ongoing learning journeys.
Dr Paul Walker, CALT
Dr Zubin Mistry, UCL History
Professor Margot Finn, UCL History
Dr Mira Vogel, E-learning Environments
Dr Vicki Dale, E-learning Environments
Page last modified on 08 apr 14 17:57
Tell us about the inspiring teaching and learning taking place in your department: email email@example.com