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Informal at present. However, tracking the accurate and precise application of diagnosis possibly through online quizzes

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Informal at present. However, tracking the accurate and precise application of diagnosis possibly through online quizzes

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Online/in person questionnaire.
Offer marks, e.g. 1 or 2 out of 100 for submitting the questionnaire, if it is online

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If a patient presented, could you successful apply the theory and justify your differential diagnosis?

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If a patient presented, could you successful apply the theory and justify your differential diagnosis?

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Using data analytic from blackboard (no of views) (how far they viewed the lecture) is good indication for the good flow of the lecture.

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Using data analytic from blackboard (no of views) (how far they viewed the lecture) is good indication for the good flow of the lecture.

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Group 9 - department based feedback, specific data from students, feedback in each session, post session surveys

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Group 9 - department based feedback, specific data from students, feedback in each session, post session surveys

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Group 5
- Tracking students to see how they are getting on throughout the module (not wait until the end of the module)
- Date of collecting data: collect at a early stage
- Asking students' feedback about the course content and lecturer

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Assignment grades

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Survey
From the results obtained by the students
From their employability history after attending the module
Focus groups

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Jam board

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Group 10 - Circulate hard-copy or online feedback forms (mid-term, end-term). 

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Group 10 - Circulate hard-copy or online feedback forms (mid-term, end-term). 

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Mismatch in assessment to professional skill requirements - inability to effectively measure the data

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Mismatch in assessment to professional skill requirements - inability to effectively measure the data

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Group 9 - mid-module survey, online metrics, 1:1 feedback, focus groups

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Group 9 - mid-module survey, online metrics, 1:1 feedback, focus groups

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Why do you want to learn?
How do you want to learn?

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Group 7: Using the comments for lectures in youtube to see what the majority of students likes/disliked.

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Group 7: Using the comments for lectures in youtube to see what the majority of students likes/disliked.

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Group 9 - 1:1 often provides opportunities to clarify and tailor experience, asking about experience of the mix of training needs

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Group 9 - 1:1 often provides opportunities to clarify and tailor experience, asking about experience of the mix of training needs

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Group 5
- Mid and End module evaluation
- Statistic report from BB & Panopto

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Group 12: Is there something that you will still remember after 10 years from what you have learned from this module today?

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Group 12: Is there something that you will still remember after 10 years from what you have learned from this module today?

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Mid term survey, blackboard statistics, in-class polls.

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Blackboard statistics

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Mid-module survey
One-on-one conversations with students
The metrics from panopto

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Continuous assessment of teachers throughout the module

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Group 5 - How do students find the practical activities in terms of relevance? Will changing the practical activities affect their attendance?

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Circulate a survey e.g. via microsoft forms

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Circulate a survey e.g. via microsoft forms

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Do you think this is going to be useful for you?
Is the difficulty of the assignment in line with your expectation given the material and objectives?

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Group 10 - Metrics data from Panopto and Blackboard; alumni survey data; attendance figures.

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Group 10 - Metrics data from Panopto and Blackboard; alumni survey data; attendance figures.

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Group 9 - safety of students, mindset of students low, complete minimal tasks (low expectation and ambition) so formative experiences not engaged with, competing demands

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Group 9 - safety of students, mindset of students low, complete minimal tasks (low expectation and ambition) so formative experiences not engaged with, competing demands

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Surveys from first year statistics course that includes similar LOs?

Empirical data in the pedagogical literature?

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Group 5 - What can be done to increase students' attendance throughout the whole module?

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Mid-module survey

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How do you find it most effective to learn programming? For example, self-study versus groupwork. Problem-based versus working through examples, etc.

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What can be done for student to engage more with material sent in advance?

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Ismaeel: The way we introduce terms/ topic in the lectures. Does the pace really mater or the clarity is more important.

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Ismaeel: The way we introduce terms/ topic in the lectures. Does the pace really mater or the clarity is more important.

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Group 10 - What is the most effective way you learn?

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Group 10 - What is the most effective way you learn?

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Group 5 - Difficulty to understand the teaching material during the lecture sessions & distraction have repercussion in the assignment

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Engagement with different methods
Low attendance
High student numbers
Helping differently abled students

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If they found the teaching engaging and useful for their future career. 

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If they found the teaching engaging and useful for their future career. 

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John: was the (new) summative mid-module assessment a worthwhile learning experience?

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John: was the (new) summative mid-module assessment a worthwhile learning experience?

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Low attendance/engagement with hybrid teaching and recorded lectures (Group 12).

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Group 4 - low engagement, low attendance, difficult to get feedback from the "silent majority" only attending online

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If the content is current
The large size of our cohorts, especially PGT

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Difficult to design learning in a hybrid environment where some students are only attending virtually

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If the students are not understanding the teaching but they do not feel confident in expressing this or asking questions. 

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If the students are not understanding the teaching but they do not feel confident in expressing this or asking questions. 

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Ismaeel: teaching research based topics. very challenging!

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Ismaeel: teaching research based topics. very challenging!

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Group 10 - Assessment (Workload for students and staff)

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Group 10 - Assessment (Workload for students and staff)

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Group 5 - Low engagement with material sent in advance

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Group 5 - Low student attendance

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How can we improve the learning experience for students who choose not to attend any lectures in person?