A bit about myself
I am Dr Ruta Furmonaviciene, Senior Lecturer at De Montfort University in Leicester, UK. I am teaching Biomedical Science by using UDL and co-creation.
I base my teaching on teaching theories and methods which encourage deep active learning. I am inspired by educational pedagogy on experiential and problem-based learning, e-learning, teamwork and co-creation, as well as methods for effective provision of student and staff feedback.
Co-creation of textbook
At the start of my teaching, my module has been heavily based on traditional lectures, however large group teaching by just lecturing may encourage passive learning (Cantillon, 2003). To tackle this, in addition to lectures and practicals, I have introduced a number of seminars for co-creating a textbook together.
Cantillon, P. (2003) ABC of learning and teaching in medicine: Teaching large groups BMJ 326(7386):437-445.
Together with my class we had created themed summaries for the book during our revision seminars and a Glossary (pic below) this was all assembled in a e-file (pic on the left).
co creation of assessment
As a results of this co-creation work, we were also able to create a 200-revision question bank as a novel resource for learning and revision.
This question bank was started as list of questions created by individual students and groups, it was then uploaded on Blackboard VLE.
I have received positive student feedback about the experience of discussing and sharing their notes.
During my more than ten years of teaching, my methods progressed to blended learning (Dalton et al., 2019) and methods of collecting student feedback has evolved from just very generic annual surveys to collection of diverse and instant feedback (verbal, written and audio comments, verbal and online surveys and polls delivered before, during and after the teaching sessions, career and wellbeing advice, personal tutor meetings and group discussions, WhatsApp and Twitter messaging), including social and personal support for students (Farquhar et al., 2018)
Dalton, E. M. et al. (2019) Inclusion, universal design and universal design for learning in higher education: South Africa and the United States Afr J Disabil 8: 519.
Farquhar, J. M., Kamei, R. K. and Vidyarthi, A. R. (2018) Strategies for enhancing medical student resilience: student and faculty member perspectives International Journal of Medical Education 9:1-6.
My favourite feedback tools include (click buttons for relevant links):
Created with images by sasint - "students adult asia" • Adam Jang - "We Like You Too :)" • AllClear55 - "thought thoughts think" • Tumisu - "team building work" • 6072518 - "calligraphy pen thanks"