Assessment Feedback and Course Design
#Take5 # 37: The Best Way to Embed Learning Development?
Creating powerful learning spaces and real learning across a suite of first year Computing modules This #Take5 blogpost is brought to you by Tom Burns and Sandra Sinfield – reflecting on a project that embedded creative learning development practice in an ‘Higher Education Orientation’ module offered to students across a suite of first year Computing, Design and Animation courses. ‘MySpace’ – not In university, students, especially those from non-advantaged backgrounds, can become rendered silent and passive or alienated and disaffected by the very spaces in which we teach and expect them to learn. Students can experience ‘our’ spaces, the lecture […]
#Take5 #27 The Best Way of Blending Learning?
LESSONS FROM A TEACHER DEVELOPMENT PROJECT: One positive instance of using technology for student learning, rather than its own sake. This guest blog explores the authentic embedding of digital practices within our pedagogic toolbox and has been prepared for #Take5 by Dr Paul Breen (@CharltonMen) who also shares, below, a link to his free book: Developing Educators for the Digital Age. Image: Teachers in Paul Breen’s PhD Study using iPads in the classroom The tools for the job “SHOULD teaching take place within an academic bubble detached from the outside world, or should it make use of all that is […]
Take5 #11: What makes a great exam?
CREATING ACTIVE LEARNING IN EXAMS Inspired by October 30, 2015 iad4learnteach blog with permission from Simon Bates. In our last Take5 blog, we looked at what makes a great lecturer – this post explores what makes a great exam. Simon Bates is Senior Advisor for Teaching and Learning and Academic Director for CTLT at UBC Vancouver. He has spent time re-thinking classroom practice – AND he has also designed a new two-stage exam that includes both individual and group elements – and that he argues better models real world issues with which graduates will have to engage – and that in the […]
Take5 – Post7: It’s March – coming in like a lion: designing new assessments and classes!
What do you do when designing a new course or developing a new assessment or assignment? How do you check that you are working with your own education philosophy rather than against it? How do you prevent yourself from trotting down the same old path, not challenging either yourself or your students? How do you offer students assessment choice? As Howard Rheingold said on #ccourses (http://connectedcourses.net/) – if we aren’t falling off – then we’re not dancing on the edge! So, for this post I am mostly re-posting a blog from Jesse Stommel – on Twelve Steps for Creating a […]
Take5: It’s week two, I’m on my knees – but here’s a post on Inquiry Based Learning!
Last week we met our new students – typically faced with lecture theatres full of unknown faces – exuding anxiety – or hiding their stress behind faces of studied nonchalance – or boredom – or both! Adrenalin and cortisol levels were flying high – everybody’s brains shrank to the size of a pea and panic ensues as we realise that we have forgotten everything – remembered nothing – impostors all. So – the Take5 question for us was, could we find a different way to introduce a module that did not involve us telling and the students forgetting everything we […]
