Author: UofG ADD team

Alfirmo, Youth Participation and the Magic Booklet: An insight into a tool to enhance participatory and active learning

Louise Sheridan, Senior Lecturer, School of Education The Front Cover (or being upfront) In the past couple of years, I finally found the time to properly focus on the Scholarship of Teaching and Learning (SoTL). No more excuses that I’m too busy because of leading an Undergraduate, then Postgraduate programme – it’s been quite liberating.… Read More Alfirmo, Youth Participation and the Magic Booklet: An insight into a tool to enhance participatory and active learning

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Active learning in the lecture: A collaborative approach to training early career lecturers

By Dr David A. Alexander, School of Social & Political Sciences, University of Glasgow The lecture need not be a passive experience for students – listening to the lecturer deliver a monologue, letting the information wash over them and retaining little. Active learning can be applied as readily in the lecture as in the seminar.… Read More Active learning in the lecture: A collaborative approach to training early career lecturers

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Technology will not save us: Learning from disability history

Katharine Terrell, Academic and Digital Development Introduction Not a day that goes by without another article, guideline or policy in relation to the use of Generative Artificial Intelligence (GenAI) in Higher Education (HE). Some of these seem to be doom-and-gloom predictions of ever-increasing plagiarism; others are rosier in their optimism of how to embed these… Read More Technology will not save us: Learning from disability history

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Reflections on Use of Debate as a Summative Group Assessment Method

Caroline Loveridge, Lesley Graham and Susan Lindsay College of MVLS, University of Glasgow We designed and implemented a debate groupwork assessment in the first taught course of the MSc Precision Medicine programme. We had never used this type of assessment before but chose it as an alternative to more traditional assessments such as an essay,… Read More Reflections on Use of Debate as a Summative Group Assessment Method

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World Trade Game – demonstrating how inequalities play out on the world stage  

Prepared by Sue Campbell and Dr Clare McFeely, School of Medicine, Dentistry and Nursing This session has been carried out with a number of different student groups – student nurses as part of a leadership and management module; Advanced Nursing Science and Health Services Management Masters students as part of a global health module; undergraduate… Read More World Trade Game – demonstrating how inequalities play out on the world stage  

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Demonstrating the important role of followers – creating origami frogs in a competitive environment

Sue Campbell, School of Medicine, Dentistry and Nursing Image by author This session was carried out in April 2024 at QEUH TLC with year 3 student nurses and previously with 4th year student nurses as part of a leadership and management module. Brief summary of the case study This blog post will focus on a… Read More Demonstrating the important role of followers – creating origami frogs in a competitive environment

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Origami Frogs – follower and leader roles

(This post contains additional instructions for the origami frog active learning activity) Group A leader – you are leading a group of effective followers. You have worked together previously and have previously completed a complex task Follower A – you are an effective follower. Your leader recognises your value to achieving the goal. You have… Read More Origami Frogs – follower and leader roles

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Onboarding students to active learning

Gayle Pringle Barnes (College of Social Sciences International Learning Officer, University of Glasgow) Micaela Levesque (Glasgow University Student Representative Council Vice-President Education) Aleix Tura Vecino (Effective Learning Adviser, University of Glasgow) How can we work with students so that they get the most of the active learning activities in their courses? Students’ prior experiences of… Read More Onboarding students to active learning

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