Online Case Studies

The case studies showcased here provide real examples of academic teaching practice within the University and are shared to inform and inspire practical digital solutions to pedagogical challenges. 

Lynda Skipper & Cathy Daly – Immersive 360 Video for Health & Safety

The members of the team from Conservation sciences share good practice relating to making health & safety videos more interactive with their students

Derek Foster – Certifying digital skills for computer science students

See how the computer science curriculum is aligned to the Microsoft Technology Associate (MTA) exams.  Students have the opportunity to sit MTA exams to certify their digital skills, boosting their confidence and employability

Ishak Demir – Educational Game Use to Engage Students

Ishak uses a computer simulation game, replicating monetary policymaking process in central banks to give students the experience of responding to changes in the economy. The competition element makes this an exciting and real-world application of their knowledge

Rob Dean – Video feedback on student performance

Dr Rob Dean uses video based technologies to engage students with live feedback.  A practice designed to support and enable their development as performers. The activity makes use of video performances, the Digital Crit room, and Microsoft Photos.

Clare Miller – Student-created information videos on infection control

Dr Clare Miller engages students with public health topics, challenging their communication skills through producing short videos.  The activity builds presentation and communication skills in a digital age.  Students make use of various video editing software and submit their formal assignments via Panopto.

Ross Williams – Discussion Boards simulating professional committees

Dr Ross Williams utilises a real-world example of group ethics review for potential scientific studies.  Students need to asynchronously discuss and critique an ethics proposal online drawing on their informed opinions and sourced evidence.  This formal assessment grades students on their engagement on Blackboard Discussion Boards.

Richard Allarton – How to provide quality feedback in a timely manner

Richard Allarton creates time efficient processes for delivering quality formative and summative feedback to students.  This approach envelopes group and personal/individual feedback to support development of academic assessments.  Richard makes use of Turnitin rubrics and Microsoft Excel.

Matt Hall – Enhancing feedback for students (Using podcasts)

Dr Matt Hall deploys video podcasts as interim updates to students throughout a module.  Matt dynamically adapts and reshapes the course of the module informed by the needs of the students and conveys these adaptations by video to the students.  Matt makes use of screen casting software and a webcam to develop a digital dialogue with students.

Jasper Shotts – Flipped classroom learning

Jasper Shotts creates a dynamic learning environment for students by mixing a flipped-classroom approach with Student Consultants on teaching.  There can be a dialogue with students on how best to proceed with the module and how students can take responsibility for their learning outside of the classroom.  This approach has cross-discipline implications and considers different learning styles of students.

Ann Draycott – Delivering practical demonstrations digitally (Panopto)

Ann Draycott develops a wealth of video resources to guide students through technical procedures.  This flipped-classroom approach allows students to attend workshops prepared and informed, and allows independent study and review of technical detail, making workshop time more efficient.  A video library filmed on mobile devices and uploaded to Panopto allows students’ flexibility in their studies.

Chang Ge – Engaging students at a distance (using Blackboard Collaborate)

Chang Ge utilises online synchronous discussion webinars to support and enhance the workplace distance learners’ experience of University.  This is an inclusive and collaborative process allowing students to work effectively without barriers.  Chang achieves this using Blackboard Collaborate Ultra.