Members of IfMC are committed to research-based education and actively promote teaching psychology as real world enquiry
Innovation in Education
Members of the Institute for Multimodal Communication have developed and implemented modules employing active learning methods and research-based education at all stages of UCL’s taught curriculum.
Daniel developed a new introductory module, Psych 1107: Evidence and Enquiry in Psychology, with colleagues Jorina von Zimmermann and Stephanie Lazzaro. Their goal was to bring the process of scientific research into the centre of the undergraduate programme from the outset. Rather than reviewing topics by discipline or textbook chapter, the class was structured around simple, real-world questions, derived from students’ curiosity about how people think and behave, and cut across traditional disciplines looking for answers. For example, to answer the question ‘Do we all see the same blue?’, the class looked at textual evidence from Homeric Greek, the biology of mammalian and arthropod retina, experiments in infant word learning, cross cultural experiments on cognition. Students were placed at both ends of the microscope, as subjects and scientists, participating in live demonstrations and real experiments mid-lecture, reflecting upon their own data, generating their own hypotheses and designing their own follow up experiments in laboratory sessions. For a short overview of the class see http://eyethink.org/1107.
Jeremy and David jointly developed, convene and teach the student-led discussion modules Multimodal Communication and Cognition (postgraduate, see complete syllabus here) and Language in Context (final year BSc Psychology). Students in these innovative modules study current theoretical and empirical approaches to understanding communication and cognition in context, through reading and active discussion of research articles. The aim is to encourage critical and analytic approaches to the scientific literature, ranging from gaining a deeper understanding of specific methods employed, to drawing theoretical conclusions from diverse data, to building linking hypotheses relating theory to brain basis of behaviour. The use of a combination of online forum discussions and guided student-led discussions in the classroom encourages not only scholarly understanding of a subject but also the collaborative process to achieve collective understanding. They also developed integrated marking guidelines to assess student participation in active learning settings, including advance submission of discussion questions, leading classroom discussion and participating in discussion (PDF)
Recognition of excellence in Education
Daniel has received a UCL Early Career Provost’s Teaching award, a UCL Provost’s Team Collaboration and Achievement in Teaching award, and a UCL School of Life and Medical Sciences Education Award (both with Stephanie Lazzaro and Jorina von Zimmermann).
David and Jeremy were nominated for a UCL Provost’s Team Teaching award for their work on the student-led discussion modules Language in Context and Multimodal Communication and Cognition.
Leadership in Education
Gabriella is Vice Dean Education for the Faculty of Brain Sciences. In this role she oversees the education strategy for the faculty. Daniel convenes the first-year Psychology module Evidence & Enquiry in Psychology; David convenes first-year Psychology & Language Sciences academic tutorials and second-year Psychology module Language & Cognition, as well as serving as Admissions Tutor for BSc Psychology and MSci Psychology; David and Jeremy jointly convene the third-year Psychology module Language in Context.