Conveners
Plenary Session 2
- Peter Sneddon (University of Glasgow)
I will draw on my own experience and research of staff-student partnership projects to reflect upon whether the pandemic has put a greater emphasis on fundamental partnership principles in learning, such as shared ownership, students’ enhanced control of their own learning and inclusivity through flexibility. I will illustrate this with various examples in module design, delivery, and...
Driven by the context of distance learning (within the OU model of supported open learning) we have been getting to grips with the practicalities of remote experiments for several years. We are interested in their effectiveness in meeting QAA benchmarks and accreditation requirements relating to practical skills in experimental classwork and projects. We are interested therefore in their...
Previous studies in physics education have shown that perceptions of learning have a direct corre- lation on a student’s understanding of their subject, and consequently the quality of their learning outcome. Also, it follows that lecturers who conduct their teaching with the same aims as the stu- dents would have a higher overall satisfaction on average. But how well do the two perceptions...
As with many colleagues the pandemic necessitated a rapid shift to remote laboratory activities in Newcastle where we were in lockdown for almost the entire academic year. I will reflect on the experience of planning, developing and running remote first year physics labs this year. Students had already learned Matlab and had produced a portfolio with structured worksheets intended to build...
Synoptic Physics is a 10 credit Level 5 module which was introduced in 2013/14 and has been taught every year since. Over that period the original designer of the module has experimented with ad- justments to the basic design of a different problem every week, solved by teams in real time (3 hours), over 9 weeks. The module is consistently highly rated by the students and introduces op-...
The physics course at Sheffield Hallam accepts a range of mathematical expertise as a prerequisite. To enable this position, we deliver a dedicated maths module (as many courses do) which provides all the foundational knowledge students will need in order to complete the course. Despite this we have consistently encountered students struggling to put this maths into practice when they move on...
