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Jon Guest

This chapter explores different ways of increasing the likelihood of students engaging with the feedback process. It begins by discussing some relatively low-cost ways of improving traditional written feedback comments such as referring to assessment criteria, toning and phrasing and the balance of strengths and weaknesses. It then moves on to consider how the feedback process can successfully develop a shared understanding of the characteristics of high-quality work, identify and clarify the size of any gaps, highlight its usefulness for future work and offer specific guidance on actions to close any gaps. Particular guidance is offered on the use of both pre- and post-submission exemplars. The chapter finishes by discussing a number of more innovative feedback activities. These include peer review, audio comments, demand-led feedback and providing timely feedback in large modules.

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Caroline Elliott and Jon Guest

In this chapter, we explore the advantages as well as some of the potential pitfalls of large group teaching. A number of recommendations are made relating to effective methods for starting and ending the sessions. We discuss different ways of organising large group teaching and suggest various methods to promote a more interactive learning experience for the students. These include the use of games, the flipped classroom approach, the incorporation of media links and the use of breaks to promote note making as opposed to note taking. We also discuss possible uses of learning technologies such as polling software and lecture capture, as well as giving some basic advice on how to produce effective slides.

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Jon Guest, Maria Kozlovskaya and Matthew Olczak

With both the quantity and quality of support material now available, it has never been easier to use simple, short in-class games in your teaching. These are a fun and effective way of creating an environment that encourages active learning. We begin the chapter by discussing the potential benefits from introducing such games and address a number of issues that might potentially deter tutors from using them. We then compare the strengths and weaknesses of paper-based vs online versions and provide several examples of games that can be played using either method. Finally, we summarise research evidence that suggests using games can have a positive impact on student learning.