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Link Recording to DAPs? Language

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Recordings – flipped classroom – In class activities

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What makes sessions if value to attend?

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What makes it worthwhile to engage

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Cultural issues – education is “done” to students. At school -> transition to HE

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Greater student ownership

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Mentoring more involved ‘All years’?

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“Vertically”

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In-person attendance vs Panopto recorded culture

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Interactive lectures

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Mentimeter

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Attendance/ engagement – different but linked

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Remote / In person

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More distraction in the “environment” –

·       Working

·       COVID

·       Financial

·       Social

·       Places / laptops in lectures

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Many students like being in-person with “enthusiastic staff”

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Make recordings available for limited time (16days?) and revision period – SoM

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Make on-campus sessions more interactive so its worth coming to campus

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Acknowledge student contribution

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How do we measure engagement?

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Create a sense of belonging – staff responsibility to make students have a sense of responsibility (Project Management example)

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Registration

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How do we define ‘engagement’

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School of Management recording lecture policy – lectures only available for 6 days. Nudging behaviour change.

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Encourage good study habits

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2nd year survey. Student choice whether to attend, missing university community / connection

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‘labs compulsory’ message

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Clearer expectations. Cultural shift

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Address What the value of being in person is

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Remote Monitoring of student – “optics”

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No Exams?

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Questions – open ended, no right answer.

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Synthesis questions

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Unique Data and Numbers?

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Using real data set non-googleable

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Cheating yourself – “honour code”

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Students as co-partners

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Clearer idea of inflating

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In exam Hall? Or Digital constrained environment

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Proctored / In person but online

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Raise profile of necessity for academic integrity

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Better understanding of what is “CHEATING” (for staff and Students)

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Randomisation of “Variables”, exam Questions

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More “Critical thinking” questions – case studies

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Infrastructure to have on-campus digital exams (invigilation) + closed book exam

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Still important in some disciplines to test recall. Especially How to do stuff

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Closed book exams are an important skill to master in any professional accreditation discipline

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Could we consider our definition of academic integrity – include some forms of collaboration as plagiarism (e.g shared assessment preparation)

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Put lecture transcripts into Urkund

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School of Management trialling invigilated in person Inspera exams

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Open book approach, better questions

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Avoiding collusion, doesn’t happen with coursework

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No exams in final year

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Drawing / Upload issues for some subjects

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Students preparing own notes for in person open book exams

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Change in assessment approach for online exams

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Learning how to revise. When to work as a group.

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Question design so revision can’t be copied and pasted in exam

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Make Feedback a “course-wide” thing

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Feedback vs feedforward

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Improve quality and manage quantity

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Exemplars of “good feedback”

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Feedback literacy

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Changing culture around feedback

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Technology

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Peer / self-feedback

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Feedback literacy

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Ownership from students

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Consistency between units

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Greater DoS Agency required

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Merging units to bigger units = fewer assessments & feedback

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Consistency of feedback

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Peer feedback

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Un-grading

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Equip students better to make the most of assessment and feedback, and manage their wellbeing

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Address student expectations

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Is it the type of students, privileged students expect more?

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Spot marking

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Timing- look at type of assessment – give time for the 5-week turnaround to ensure feedback received

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Less assessment

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Quality of feedback & consistency

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What do students expect feedback to be?

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Communication and Assessment Literacy

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‘Feedback’ training for all students

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Feedback on small summative work which links to larger summative tasks

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Tutorials not recognised as feedback

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Acting on feedback

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Mock exams, learning from feedback

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Transition – learning new skills, value of feedback

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Transition to university

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Dialogue ‘opportunity for feedback’

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Students learning from each other (PAL/peer mentor)

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Clearer expectation of Workload

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Enhanced role of PTs

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Cohort identity and consistency

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Knowing students

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Staff Mental Health training – pre-emptive identifications

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Self-reporting / mentoring for students to spot signs (In themselves and Others)

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Curriculum – handling stress / deadlines/ issues

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Communication what to expect

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Build student resilience