In this week’s innovative teaching case study we will explore how Makailla Mcconnell has used gamification in her teaching. Watch the video below to find out how Makailla used Monopoly to teach accounting to her postgraduate students.
If you would like to contribute to this series of case studies or would like to explore how you could gamify your teaching please contact tel@sussex.ac.uk.
The latest video in our innovative teaching case study series features Mark Fisher, Senior Lecturer in Accounting. Mark met with us to tell us about how he worked alongside Susan Smith, Senior Lecturer in Accounting and Associate Dean for Education and Students, to integrate an ‘audit experience’ into their module. During this experience students worked with the university and local businesses to put into practice what they had learnt during the module.
If you would like to share your teaching experiences or discuss any innovative teaching ideas that you have please contact tel@sussex.ac.uk.
This week’s innovative teaching case study features Dr Shilan Dargahi, Lecturer in Economics. Last year Shilan worked closely with the Academic Skills team at the University in order to embed the teaching of essential and transferable academic skills into her undergraduate module.
To find out more about how to embed academic skills into your teaching, please contact C.L.M.Hardman@sussex.ac.uk and R.Bowles@sussex.ac.uk.
If you would like to contribute to this series of case studies, please contact Kitty Horne k.r.horne@sussex.ac.uk.
As this new semester gets underway, the Business School is keen to showcase the innovative teaching practices within the School. Over the last few months, the School has been identifying and recording short case study videos in collaboration with Technology Enhanced Learning in order to produce a series of videos highlighting the great teaching work that takes place in the School and across the University.
First, we have Vasileios-Krallis Gkogkidis, Doctoral Tutor. Vasileios spoke to us about Lego Serious Play, a teaching approach for which he has recently won Digital Practice Award funding in collaboration with colleagues from the School of Education and Social Work and the International Office.
We will hear from a number of colleagues from across the departments, and post their case studies here weekly. You can also subscribe to the University’s Technology Enhanced Learning YouTube channel.
If you would like to share what you are doing in the classroom please contact k.r.horne@sussex.ac.uk. We would love to hear from you and showcase the innovative teaching methods within the University of Sussex Business School.
The recent announcement that the Central Foundation Years Programme won a national Collaborative Award for Teaching Excellence (CATE) by AdvanceHE seems like the perfect time to share with colleagues more about the Programme and the reasons why Advance HE chose to recognise us. If this inspires your team to apply for an award in the near future, all the better!
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I was awarded a student researcher bursary to attend the recent SEDA Spring Teaching Learning and Assessment Conference 2019 to present my research into improving student information on module choice to help enhance the student experience on one undergraduate degree.
Read more ›Colleagues,
Registration for the third Active Learning Network conference is now open. It takes place here at Sussex on 11 June and is free to all.
Dr Wendy Garnham from the School of Psychology has been instrumental in setting up this network which now boasts satellite groups and an increasing range of educators who are contributing to and accessing its resources through the website and events.
Register via the link below:
https://www.eventbrite.co.uk/e/the-3rd-active-learning-conference-tickets-59214560344
Introduction
LEGO® SERIOUS PLAY® (referred to as LSP for the rest of the article) is a methodology to facilitate workshops where participants respond to tasks by building symbolic and metaphorical models with LEGO bricks and present them to the other participants (Kristiansen, Hansen & Nielsen, 2009).
Read more ›When students embark on academic life at university, they have lots of new things to deal with. For many students, it may be the first time they’ve been asked to write a substantial piece of work using academic sources. For some, this is likely to be at best daunting and possibly overwhelming. So, how can the Library help you to develop the information literacy skills of your students?
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Having just come from the Flourishing in Academia course run by CABA and the ICAEW has made me reflect on what flourishing really means in the life of an academic.
The term “Flourish” comes from Martin Seligman’s book in 2011 on a new theory of positive psychology and has five elements from the PERMA model.
Positive emotion – feeling good
Engagement – being in a state of flow
Relationships – truly connecting to others
Meaning – being part of something bigger
Accomplishments – Achieving marked successes.
Read more ›
