Using Microsoft Teams to support learning and teaching

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What is Microsoft Teams

Microsoft Teams is an application used for team collaboration in Office 365 that integrates the people, content, and tools your team needs to be more engaged and effective. It can be used either via a web browser or via a desktop or mobile app. Both staff and students can set up ‘Teams’, and invite or enrol staff and students onto their team to enable collaborative work. You can easily share files from your one drive, chat with groups or individuals, facilitate video calls, share links, enable push notifications on activity and many other additional uses depending on the project requirements.

How to access Microsoft Teams

The first time you access it go to and login with your university credentials.

Accessing Microsoft Teams
Accessing Microsoft Teams


Once logged in, click on the Teams icon at the top of the page, you will be prompted to access Teams via a web browser or invited to download the desktop version. If using your work or personal computer we recommend you choose to download the application. Note there are also mobile apps available across all platforms, to use it on a mobile or tablet just search for Microsoft Teams on your app store and once downloaded login using your university credentials.

Comparison chart of Teams features when using the mobile app, desktop app and web browser.

University of Brighton Case Studies

Examples of academic use:


PT512 – Physiotherapy Management in Acute Care Settings

74 students studying PT512 (physiotherapy module). Previously, this module had made extensive use of studentcentral wikis. Students were organised into 9 groups, and the tutor created the groups in Teams and enrolled the students. Each Team had the same format (5 channels) – a General channel, and Case Study 1 -4. Within each Case Study channel there was a document detailing the case study (patient) and a word doc template. Over a number of weeks the students collaboratively completed their responses to the case studies, with designated supervisors commenting on their progress. Overall the feedback was very positive, and now Teams is being rolled out to other modules within physiotherapy. Students also reported that they have been setting up their own teams to support their learning independently.

“The software is easy to use once you start playing around with it.” (Student)

“I really enjoyed the session and think this software will be really useful for group assignments. Much more engaging than using word documents alone and excited to use it!” (Student)

“some really positive feedback about the Microsoft team software to the extent they are setting teams up on this for their research module” (Module Leader)


screenshot of a team
The structure of a team in PT512







CE612 – Design of Steel Structures

41 students have been organised into 11 project teams with the students allocated to their team. The students can use this to enable shared discussions and to share and comment on project drawings. This part of the module was previously facilitated by holding a week-long face to face design week, so this is the first time it has been done virtually. Students had 1 face to face session with the school LTA with an additional follow-up a week later to discuss any issues that may have arisen. Students also set up their own full module teams to discuss ideas across the project teams.

team types
Choosing a Teams type







DB166 – Enterprise Project and Skills

300 students have been organised into 47 Groups on teams created by the module tutors. They will be using their teams sites to support and demonstrate project management skills to deliver a practical and applied business project. Students will create a business plan, a project plan and a marketing plan that includes a digital presence. The Brighton Business School have previously used Base Camp to support their students projects and group work. Students appear to like it well enough when encouraged to use it although it seems they do little beyond the basics at the moment. Very few appear to have explored multiple functions available to them. Tutors ran one session on using teams in week 3 of the module and refer to it during all face to face seminars with the students. Students have adopted it as a standard tool for their studies and have reported it as easy to use.


PHP Cubed

The PHP Cubed group of students are now working and studying elsewhere. A final presentation was needed to end the project with the University of Brighton and the European Space Agency (ESA); Teams was the appropriate choice. The final presentation included presentations from the students on-site and elsewhere (Edinburgh and abroad). Libby Jackson from the UK Space Agency also participated in the talk via Teams. Nic Miche (CEM) began the presentation to an audience in Cockcroft 201. Audience members could ask questions via chat. The PHP Cubed students met using Teams before the presentation to prepare their talk. Libby wrote to me after the talk:

“…Teams worked brilliantly… superb bit of software!  (I’ve never used it before….)”



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Written by:

I am the Learning Technologies Adviser for Brighton Business School; Environment and Technology; PABS; Art, Design and Media. I am based in the Aldrich Library. My role is to to provide research, guidance and support with the use and implementation of technology in teaching and research. My background is in the creative arts, education and technology and I would see myself as a creative technologist. You can follow me on twitter using @mecurdy To find out more about the technologies and services we support visit the elearning blog:

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