Professor Leanne de Main

and you have to be clear on what it is you are trying to improve. Block is one of many modes of teaching, essentially, it is just a scheduling tool,

Thanks everyone! #LTHEchat

* crawls back to business safe space *

Do you have any suggestions on other modes of learning?

I can introduce you to FT campus science academics who have made it a success!

If anyone is interested in joining our Block community to learn more, we do have a JISCMail. Join here: www.jiscmail.ac.uk/cgi-bin/weba...

#LTHEchat

How can we call ourselves academics if we cannot be provocative? And I think sarcasm is in the job description!

In all seriousness, any institution considering block needs to decide what problem they are trying to 'fix', because block may not be for everyone.

What is block teaching? Whether it’s called block teaching, block scheduling, block planning or simply the block model, this mode of instruction is intense, immersive and sometimes divisive. But is it more effective than tra...

A6 There are some good resources here: www.timeshighereducation.com/campus/colle...

Here: learninblock.dmu.ac.uk/welcome-to-l...

#lthechat

I prefer the second part of your answer!!

We redesigned for block. We used sprint design methodology which involved whole teams planning whole programmes together. THis made a big difference is designing for whole programme curricula and assessment.

And here for a list of resources: learninblock.dmu.ac.uk/welcome-to-l...

What is block teaching? Whether it’s called block teaching, block scheduling, block planning or simply the block model, this mode of instruction is intense, immersive and sometimes divisive. But is it more effective than traditional university semesters? This collection of resources from academics around the world looks at how it works, its capacity to support diverse student cohorts across higher education, and its drawbacks and challenges.

Have a look here for some interesting accounts: www.timeshighereducation.com/campus/colle...

It varies from 10 to 1000! But when teaching large cohorts we team teach so marking is distributed.

We have an enhancement week between blocks for marking, preparation and the students can go on trips, have career support etc. The resit happens after Easter so b1 and b2 are completed. The fact that Easter moves each year does cause a few problems when planning the academic calendar!

A4 one of the myths I have encountered is that university regulations do not allow it. But who writes the regulations? ....... the university! #LTHEchat

Absolutely this, having worked in QA and working with many QA teams, I have found very little resistance to innovation and change. It is often an imagined barrier.

It varies from each institution. At DMU we have a reassessment period after block 2 for either block 1 or 2 resits, then the same after block 4. Then a second summer resit.

I believe programmes need to be designed FOR block.

Yes, important indeed, we work to 15 working days for feedback turnaround.

A very good point, too much variety isn't always a good thing. Students need to practice assessment types over time so they don't spend all of their time learning the method, not the knowledge.

It also helps that we completely redesigned all programmes FOR block. 'lift and shift' is not recommended!

This is a good point Sue, we did consider this. Missing one week due to illness is essentially 20% of module 'content'. We try to alleviate this somewhat by ensuring lectures are recorded and there are additional online support materials.

How do you define narrow learning?

A2 Transitions into block are vital, especially if students join from A Levels. It can be a bit of a shock hearing your first assessment is due in 7 weeks and it counts for 25% of your yearly grade! We have found that giving students a road map, or yearly overview is helpful.

Good idea if it is self/auto marked, like an MCQ. But marking mid-block whilst also teaching can make an academics' workload a bit of a tricky balance!

Yes, the contact time is no different to other modes of delivery. Students tend to build stronger bonds with peers and on campus as they spend more time together in the same groups.

The contact time is no different to non-block. It is just all centred on one module.

Very big :)

I often say that it is 'block design, not block thinking'. Ideas, concepts and activities can move through blocks and be applied and revisited. We have generally seen better retention in block.