Bridging the Gap: Insights from the University of Glasgow's Learning and Teaching
Published: 23 April 2024
Following the Learning & Teaching Day 2, the conference has now made its rich reservoir of knowledge accessible to all through the University of Glasgow's ADD YouTube channel
The University of Glasgow’s 17th Annual Learning and Teaching Conference Day Two – took place online on April 9th. The conference theme was Bridging the Gap Between Theory and Practice.
Following a day brimming with insightful discussions and presentations, the conference has now made its rich reservoir of knowledge accessible to all through the University of Glasgow's ADD YouTube channel. Below, we spotlight some standout resources from the event, offering a glimpse into the diverse learning opportunities it unveiled.
The Reflective Writing Survey and Resource
Reflective writing is an important part of contemporary summative assessment in Higher Education which is practised across different disciplines. This video discusses the new Reflective Writing Resource for Students Moodle. It outlines how the resource is structured, what it is based upon, and in which ways it can help students improve the quality of their reflective writing assignments, and eventually, develop their reflective writing skills.
Leveraging Artificial Intelligence in Higher Education
This presentation discusses a new and powerful way of creating teaching content and student assessments through a Generative AI tool called AutoGPT. Contrary to ChatGPT which is more of a conversational AI interface, AutoGPT is a more general-purpose tool suitable for content generation and creative writing.
Enhancing Graduate Skills and Assessment through an Annual Student Conference
Embedding skills development in this way equips our graduates with the with the skills and expertise necessary to thrive within an increasingly competitive job market. This presentation walks us through an example of how the Masters in Public Health (MPH) postgraduate programme at UofG took constructive steps to review the programme and remove all high-stake, tokenistic assessments.
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First published: 23 April 2024