CTaLE Working Papers related to Active Learning. If interested, please get in touch with the respective academics of each project.
Case Based Learning
In a third year Competition Economics course we want to help students develop an understanding of technical industrial economics models and provide them with the opportunity to find out how the models are used to analyse competition in real world markets.
For further details please see the Case Based Learning project page.
Group Work in Economics
At CTaLE we value working together on projects and understand that students can learn a lot from each other by working in groups. In our paper, Better Together, we discuss the effectiveness of different approaches to collaborative learning used in the UCL Economics Department. This work was presented at the 2015 AEA Conference on Teaching and Research in Economics Education. Cloda has also worked with the UCL IPAC consortium to develop an approach to assessing individual contributions to group work through peer assessment. Her work was presented at the UCL Education Conference in April 2018 and our May 2018 Economics Education Seminar.
Learning-by-doing in Quantitative Subjects
I experiment with teaching and assessment methods that emphasize learning-by-doing and encourage student creativity. This focuses on teaching in the subject fields of Computational methods in Economics, Environmental Economics and Economics of Science & Technology but also addresses quantitative critical-thinking skills.
Connecting critical thinking skill & Fermi problems
Modifying Teaching and Learning Approaches to Enhance Student Engagement and Empowerment
This work illustrates a number of module modifications Silvia has designed following an open dialogue with students. It focuses on the learner-centred paradigm of education, as well as student-staff partnerships. With respect to the latter aspect, it is worth noting that Silvia has benefited from two layers of partnership: first, her partnership with students enrolled in the module, and second, her partnership with student observers.
Reference: Dal Bianco, S. (2020) “Modifying teaching and learning approaches to enhance student engagement and empowerment”, in Mawani, S. ed. Student Empowerment in Higher Education, Berlin: Logos Verlag, in press.
Teaching with Audience Response Systems
In classes with relatively high enrolment, student participation can be a challenge. This is even more so in a diverse setting like ours, with people from around the world and different parts of society. At the same time, active learning has been shown to significantly improve retention of course material. Armed with this context, we set about looking for an effective way to increase participation in large classes.
For further details please see the Teaching with Audience Response Systems project page.