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Case Studies - Peer-assisted learning

Dr Elisabete Cidre sees her students as partners. Here’s why

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Elisabete Cidre Moving Narratives student change agents

Provost’s Teaching Award winner Dr Elisabete Cidre invited post-graduate students to create online resources for undergraduates

Sharing student learning via videos

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Video camera

Dr Adrien Desjardins of the Department of Medical Physics and Bioengineering explains why he introduced a video-making element to two of his courses, an idea for which he won a Provost's Teaching Award in 2013.

Preparing students for research using virtual labs and a journal club

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UCL students using microscopes in a lab

Dr Richard Day explains the ways in which he prepares his Master’s students for research projects and practical lab work.

Students chairing tutorials

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A student talks in his tutorial

The Department of Speech and Language Therapy’s Dr Rachel Rees explains why students are asked to chair their own tutorials during the first and second years of their degree.

Peer-assisted learning in the UCL Medical School

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Students from UCL Medical School in a peer-assisted learning session

Clinical Teaching Fellow Dr Kaz Iwata talks about the Medical School’s peer-assisted learning scheme.

PeerWise: a repository for student-designed MCQs

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A group works together at a computer

Stefanie Anyadi, Sam Green and Kevin Tang discuss how PeerWise fared when it was piloted on a Linguistics module.

Peer review of virology essays

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Students discussing work with each other

Dr Richard Milne, from the Centre for Virology, explains how introducing a peer review system helped improve his students' essay marks by an average of one degree class.

Using peer assessment in Chemical Engineering

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Students working together

The UCL Department of Chemical Engineering's Dr Eva Sorensen discusses her experiences of using peer assessment with fourth-year students.

Mark and give feedback on 100 assignments in an hour through peer-marking

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Students working together

In Engineering Mathematics, it's important to mark and give feedback on assignments quickly, as each topic builds on the last.

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