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Teaching toolkit

  • Intended learning outcomes
    • Aims, objectives, outcomes - what's the difference?
    • Learning objectives
    • Student-focused ILOs
    • Bloom's taxonomy
    • ILOs and constructive alignment
    • Designing ILOs
    • Choosing action verbs
    • Activity: SMART ILOs
  • Inclusive learning and teaching
    • What is inclusive learning and teaching and why is it important?
    • Inclusive educational design
    • Preparing students for learning
    • Managing inclusive learning environments
      • Classroom layout
      • Using visual aids
      • Talking and listening for learning
      • Realising the educational value of student and staff diversity
    • Making assessment and feedback inclusive
  • Assessment and feedback
    • Introduction to assessment and feedback
    • What are the qualities of good assessment?
    • Assessment methods
    • What is good feedback?
    • Assessment design
      • Transforming Experience of Students through Assessment (TESTA)
  • Educational research methods
    • The nature of educational research
    • Before you start
      • Rationale and potential impact of your research
      • Your research question
      • Identifying literature
      • Practical considerations
      • Research or evaluation?
    • Methods in educational research
      • Interviews
      • Focus groups
      • Observations
      • Concept maps
      • Questionnaires
    • Analysing and writing up your research
      • Types of data analysis
      • Tools and resources for qualitative data analysis
    • Networks, funding and further resources
      • Networks and events
      • Funding
      • Further resources
  • Remote, online learning and teaching
    • Designing remote online learning experiences
      • Self-directed study using online resources
      • Combining asynchronous resources and interactivity
      • Synchronous live sessions using video conferencing
        • When to choose synchronous video conferencing
        • Setting up and facilitating synchronous group work in Teams
    • Facilitating online learning
    • Assessing and giving feedback remotely
    • Supporting students with online learning
      • Access and motivation
      • Online socialisation
      • Knowledge construction
    • Case studies
      • Facilitating a live remote online session in Teams
      • Synchronous live session using Zoom
      • Converting to online exams
      • Developing online lectures and lab sessions for groups
      • Electronic marking and tests
      • Project presentations to webinars
      • Padlet for assessment
      • Medical consultation skills session using Zoom
      • Supporting online lab-based group work with OneNote
      • Converting face-to-face exams into Timed Remote Assessments (TRAs)
    • Building a sense of belonging and community
    • Digital Education Recording Policy
  • Anatomy of assessment
    • Case Studies
      • Advertisement Video and Group Presentation
      • Approaches to TBL assessment in Medicine
      • Automated formative and summative feedback: Mechanical Engineering problem sets
      • Bioengineering Portfolio
      • Business Simulation
      • Capstone Project
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      • Demo day - portfolio, video and presentation assessment
      • Electronic mid-term exams
      • Embedding AI into assessment
      • Fieldtrips
      • Geology Fieldtrip
      • Group Year 1 project in Physics
      • Infographics
      • Integrating peer and self assessment into group work
      • Journal article
      • Medicinal Chemistry Research Coursework
      • Online Maths low stake quizzes
      • Pre-Class Case Study Quizzes
      • Peer marking on a group-based problem solving assessment
      • Reflective essay
      • Summary volg
      • Two-Part Group Consultancy Project
      • Video and Resource memo
      • Group audio podcast
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    • Submit a new case study
  • Use of generative AI for teaching, learning and assessment
    • AI for teaching
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    • AI for assessment
      • Reflect and examine
      • Assess your assessment
      • Make a decision on how to approach AI on your module
        • Option 1: Wait and see if there is an actual issue
        • Option 2: Assess under invigilation
        • Option 3: Redesign your assessment
          • Remove the assessment altogether
          • Swap summative for the formative
          • Redistribute assessment weighting
          • Redesign the brief to include features that challenges AI
          • Redesign the brief to embed the use of AI into the task
          • Redesign questions
          • Redesign assessment type
          • Redesign the rubric
          • Encourage use of AI for the assessment activity
EDU Teaching toolkit: User experience survey

Contact & Links

Section Information

Imperial College London

Educational Development Unit

Level 5, Sherfield Building
Exhibition Road
South Kensington
LONDON
SW7 2AZ

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We are a small group of academics with experience of teaching and supervision at undergraduate and postgraduate level, with expertise in educational theory and practice. We offer a broad spectrum provision that provides a needs-based and timely approach to the educational development of all who teach Imperial students.

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