A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

272 ❘
Teaching in the disciplines
by embedding random factors into each student’s tutorial sheet, are delivered to
the students via the university’s bespoke Learning Environment. The students
have one week to submit their answers to a dedicated computer program, written
specifically to support the requirements of this assessment. The process
of marking and providing feedback is automated, using a Microsoft Excel
spreadsheet.
The use of computer technologies made the regular and student-unique approach
a viable proposition. The tutors found that short and regular assessments with
prompt group and individual feedback can have a positive impact on student
learning. This is evidenced by the increased levels of student engagement with
the subject and also in their improved performance in the final examination. The
students are positive about this uniqueness of the assessment which also indicates
their willingness to help combat collusion and answer sharing.
More information available from http://www.engsc.ac.uk/resources/wats/
downloads/wats_report.pdf.
(Mark Russell and Peter Bullen, School of Aerospace,
Automotive and Design Engineering, and
the Blended Learning Unit, University of Hertfordshire)
Learning spaces
The majority of university buildings were designed at a time when the delivery of the
curriculum focused heavily on the lecture and so most have a stock of tiered lecture
theatres with fixed seating. These will have been updated to provide better visual aids
such as data projection and still allow appropriate space for the traditional lecture.
However, as we have described above, delivery methods have moved towards more
student-centred practices that require flat-floored, well-resourced flexible spaces, and
often these may be in short supply. It follows that if students are set more project and PBL
work, often in groups, they need space for informal working sessions. New lecturers
should consider the learning space available and its effective use when planning their
teaching.
There has been a move to redesign learning spaces in recent years, for example the
interactive classroom at Strathclyde (see Case study 4). The Centres for Excellence in
Teaching and Learning initiative in England included funding for the provision of new
learning spaces, and for research and evaluation into their use. Some examples relevant
to engineering may be found at the Engineering CETL at Loughborough University
(http://engc4e.lboro.ac.uk/); InQbate at the University of Sussex (www.inqbate.co.uk);
and the Reinvention Centre at the University of Warwick and Oxford Brookes
(www.warwick.ac.uk/go/reinvention).