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Should peer review be waited quite highly (some courses as high as 8%) or is it better for it to be 1-2% of the whole module?

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Should peer review be waited quite highly (some courses as high as 8%) or is it better for it to be 1-2% of the whole module?

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As some students may take peer marking more seriously than others and some may not follow the marking criteria properly which is unfair to students who may deserve a higher mark than what was awarded to them. It is also very hard to anonymise work of students who forget to remove their author information so their friends may be more biased towards them if they get their work to peer mark thus gaining a higher score when they may not deserve it. Therefore, instead of the marks counting from peer review should it instead just be assessing the engagement of the student marker with the peer marking process instead?

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Sometimes we only receive one sentence as feedback which means it can be very difficult to improve using this feedback. Is it possible to have feedback length as 10% of the length of the work submitted? For example, if an essay which has 1000 words as the word limit should have feedback which is minimum 100 words for each student?

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Maybe incorporate a formative AND a summative online MCQ/essay type assesment during the mid terms which are representative of the upcoming summative assessments.

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Maybe incorporate a formative AND a summative online MCQ/essay type assesment during the mid terms which are representative of the upcoming summative assessments.

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This will encourage students to learn the content as its taught and therefore students are more likely to be engaged/focused in future lectures as they 'understand' / have gone through previous lectures so everything ties in a bit more and students will not be as lost during lectures. This will also encourage multiple testings on the same topic which will help embed the learning into students minds and so they are less likely to forget it all straight after their exams. This may help students remember the knowledge better for their future years of their degrees for example when transitioning from 1st yr to 2nd yr you still need to remember everything from 1st yr which can be difficult.

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Testing the process as well as an assessment's results.

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Testing the process as well as an assessment's results.

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For example, if you are setting students to do their own mini research project then you should test each stage such as the ethics proposals, any presentations to peers as part of the overall grade instead of the final write up.

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Having set summative assessments which are dedicated to things like CV & cover letter like we did in our first yr ensures that everyone has a decent go at creating a piece of work which is required by nearly every employer during the course of students degrees and afterwards as well.

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How do we teach and assess at scale in a meaningful and engaging way...

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How do we teach and assess at scale in a meaningful and engaging way...

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...whilst reducing the burden on staff and creating positive opportunities for students to learn?

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Drone supported GIS, mapping and surveying - lots of work going on at Portsmouth.

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Using real world scenarios and associated roles and tasks to get students engaging with ideas in a direct and interactive way. Examples include games in Security and Defence, Economics trading model, and the setting up of a new country as part of the Green Living Project in Penryn that sent representatives to the Paris Climate Summit

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Potential to use video interview platforms that replicate the recruitment process that students are likely to experience when applying for graduate positions. And this could be assessed by external coaches or by the Careers Consultants and use a marking criteria for this within tutorials

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Participation, dialogue and discussion is assessed. Students are help to develop their skills and confidence over two terms culminating in an oral exam.

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Linking curriculum to skills developed via Professional Pathways

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Linking curriculum to skills developed via Professional Pathways

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Tying skills developed in Prof Pathways to assessments, making the skills development clear as well as the links to employment

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According to the QAA, “contact” is tutor/student interaction that addresses a specific learning outcome within a specified time limit. It can be online or offline, synchronous or asynchronous. Meaning that it includes a F2F lecture/seminar, a skype call, or a forum-based discussion around a set topic, with direct tutor involvement, over a set period of time (not just slides posted in a VLE!)

Modules are made up of scheduled learning (“contact”) and independent learning (reading, watching video, etc). A 15 credit module has 150 learning hours which are usually split something like 30/120, (contact/independent) but there is no QAA mandate on exactly what the split should be. Some subjects might suit either end of the spectrum, others could be anything in between.

I totally get that students who have signed up to a “traditional” full time programme, would not expect many (if any) online contact hours, although there are advantages in terms of facilitating the provision of cross-campus or inter-disciplinary modules, preparation for an increasingly digital workplace, or just to give more flexibility of timing around students’ other commitments.

It really scores highly for learners who cannot commit to standard university timetables - they may be classed as “WP”, have health issues or caring responsibilities, be already working in busy careers or be geographically located where they cannot physically reach a class.

So a blended approach (where the scheduled learning contains both online and offline contact) can offer at least some added value to existing students, but possibly life-changing value to learners from these other demographic groups that our current offer simply does not reach.

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Is one submission platform for all coursework possible?

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We need to ensure that formative work is returned (with feedback) before the related piece of summative work. This ensures that the formative feedback is impactful.

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Identify outcomes what we want to achieve as well as obstacles?
-risks (staff and students)
- relationship between assessments
- goals?
- educational reputation
- mechanisms to achieve our aims / visions

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Embedding formative feedback in seminar teaching - not necessarily getting students to do more work independently

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Embedding formative feedback in seminar teaching - not necessarily getting students to do more work independently

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Elevating the importance of formative work by having it immediately followed my summative work (not just at the end of term)

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Authentic assessments - relating academic work to 'real life' scenarios

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Authentic assessments - relating academic work to 'real life' scenarios

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Stockholm School of Economics use digi-exams for many assessments. Students type answers - good when not used to handwriting, and for quick easy marking and feedback

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Stockholm School of Economics use digi-exams for many assessments. Students type answers - good when not used to handwriting, and for quick easy marking and feedback

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Are handwritten exams better for students and staff? Or would the use of computers/laptops/technology for exams be better? e.g. faster marking, easier to read, students more comfortable typing than handwriting

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Plymouth Uni has bought into a tool (MARK? FLAG?) that is a n e-portfolio and 

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Plymouth Uni has bought into a tool (MARK? FLAG?) that is a n e-portfolio and 

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Students need to have much more help at the start of University to ensure they are prepared to move to more independent learning.
They need to know that lecturers are different to teachers and they should be encouraged to take control of their destiny!

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Opportunity for students to identify their own development

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Opportunity for students to identify their own development

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In terms of skills, performance and learning gains

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This needs to have a lot more functionality to allow flipped learning. This will increase the quality and interactive nature of contact time.
Contact time should be about applying the knowledge students have leaned from the VLE.

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This framework ensure all use HQ PBL

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Project Based Learning is increasingly recognized as a powerful instructional practice, both in the United States and around the world. More and more educators are using project-based methods to engage their students toward meaningful, deeper learning. However, not all project based experiences are created equal ...

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More support for mature students, particularly in terms of IT skills. There is a massive gap in terms of what we expect and what they can do with no internal support.

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More support for mature students, particularly in terms of IT skills. There is a massive gap in terms of what we expect and what they can do with no internal support.

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The Buck Institute of Education BIE provide a 'Gold Standard PBL' with links to a global network for High Quality PBL. If we all use the same standard for designing and creating PBL modules we will ensure rigour.

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An overview of the 7 Essential Project Design Elements in the PBLWorks model for Gold Standard PBL. Adapted from "Gold Standard PBL: The Essential Project Design Elements" white paper by John Larmer and John Mergendoller (2015).
Gold Standard Project Based Learning

Project Based Learning is a powerful and transformative pedagogy that-when done well-can help all of our students learn and thrive. But what are the features that differentiate Project Based Learning (PBL) from other instructional approaches, and how can teachers ensure that they are implementing PBL in ways that will be most impactful for their students? In order to help teachers do PBL effectively, PBLWorks has developed a comprehensive, research-informed model for PBL - a "gold standard" to help teachers, schools, and organizations to reflect on and grow their practice. Our framework for Gold Standard PBL is designed to meet the needs of all learners, and includes several key components:

Essential Project Design Elements: These seven elements (the focus of this article) are the characteristics that differentiate a Gold Standard project from other forms of instruction- the key features that are evident in the design of an effective project.

Project Based Teaching Practices: These practices are the instructional moves teachers make to bring a project to life in the classroom. Many of them are familiar practices to teachers, but they look different in the context of a project. In addition to focus areas such as scaffolding and assessment, these teaching practices include the intentional practices teachers use to build a culture of interdependence in the classroom. (Learn more.)

An Equity-Centered Vision for PBL: In addition to knowing the nuts and bolts of PBL pedagogy, effective PBL teachers hold a clear vision for how their project design and implementation will meet the needs of all of their learners. This includes attending to four "levers" for equitable PBL- knowledge of students, cognitive demand, literacy, and shared power- and regularly using these levers to reflect on and refine practice. (Learn more.)

Each component of the Gold Standard frameworks is intended to support all students in deep learning of meaningful and relevant learning goals, so let's begin our discussion there.

Student Learning Goals

Student learning of academic content and skill development are at the center of any well-designed project. Like the lens of a camera, our framework puts the focus of PBL on helping students gain the knowledge, understanding, and success skills they need to thrive:

Key Knowledge and Understanding: Gold Standard PBL teaches students the important content standards, concepts, and in-depth understandings that are fundamental to school subject areas and academic disciplines. In good projects, students learn how to apply knowledge to the real world, and use it to solve problems, answer complex questions, and create high-quality products.

Key Success Skills: Content knowledge and conceptual understanding, by themselves, are not enough. In school and college, in the workplace, as community members, and in their lives generally, people need to be able to think critically and solve problems, work well with others, and communicate effectively. They also need to manage projects and approach novel tasks with creativity and innovation. We call these kinds of competencies "success skills." They are also known as "College and Career Readiness Skills" and are often seen in "Graduate Profiles" created by schools and districts.

It's important to note that success skills can only be taught through the acquisition of content knowledge and understanding. For example, students don't learn critical thinking skills in the abstract, isolated from subject matter; they gain them by thinking critically about math, science, history, English, career/tech subjects, the arts, and so on.

We recommend that each project explicitly teach and assess one or two specific success skills, even though students may learn other skills as well. Projects can also help students to develop and strengthen other personal qualities (such as perseverance and compassion), rooted in the needs and values of students and their local community.

Essential Project Design Elements

So what characterizes an effective project? Based on an extensive literature review and the distilled experience of the many educators we have worked with over the past several decades, we believe the following Essential Project Design Elements outline what is necessary for an effective project that maximizes student learning and engagement.

Challenging Problem or Question

The What: The heart of a project - what it is "about" - is a problem to investigate and solve, or a question to explore and answer. This question should be aligned to learning goals and, as much as possible, should connect to students' interests, identities, and communities. The challenge could be concrete (the school needs to do a better job of recycling waste) or abstract (deciding if and when war is justified). When teachers design and conduct a project, we suggest they (sometimes with students) write the central problem or question in the form of an open-ended, student-friendly "driving question" that focuses their task, like a thesis focuses an essay (e.g., "How can we improve our school's recycling system, so we can reduce waste?" or "Should the U.S. have fought the Vietnam War?"). Note that this problem or question should not be simple to answer, but should be cognitively demanding for students and require them to engage in deep and original thought.
The Why: A well-designed problem or question makes learning meaningful for students. They are not just gaining knowledge to remember it; they are learning because they have a real need to know something, so they can use this knowledge to solve a problem or answer a question that matters to them. This also helps students develop a problem-solving disposition, and creates the context for building skills and confidence that students can apply to other challenges in their lives, communities, and work.

Sustained Inquiry

The What: To inquire is to seek information or to investigate - it's a more active, in-depth process than just "looking something up" in a book or online. The inquiry process takes time, which means a Gold Standard project lasts more than a few days. In PBL, inquiry is iterative; when confronted with a challenging problem or question, students ask questions, find and use resources and other learning experiences to help develop answers to those questions, then ask deeper questions - and the process repeats. Projects can incorporate different modes of seeking answers, mixing the traditional idea of "research" - reading a book or searching a website - with other learning experiences such as labs, field trips, or interviews with experts and end-users.

The Why: Learning through sustained inquiry helps students engage with the world from a place of curiosity. Students who do inquiry-based projects develop the capacity to ask meaningful questions and the agency to effectively seek answers to those questions. Sustained inquiry also helps content and skills "stick:" students are not just passively receiving knowledge, they are actively seeking and co-constructing it.

Authenticity

The What: When people say something is authentic, they generally mean it is real or genuine, not fake or contrived. In education, the concept has to do with how "real-world" the learning or the task is. A project can be authentic in several ways, often in combination. It can have an authentic context, such as when students solve problems like those faced by people in the world outside of school (e.g., entrepreneurs developing a business plan, engineers designing a bridge, or advisors to the City Council recommending policy). It can involve the use of real-world processes, tasks and tools, and performance standards, such as when students plan an experimental investigation or use digital editing software to produce professional quality videos. It can have a real impact on others, such as when students address a need in their school or community (e.g., designing and building a school garden, improving a community park, providing support to local immigrant families) or create a product or service that will be used or experienced by others. Finally, a project can have personal authenticity when it speaks to students' own concerns, interests, cultures, identities, and issues in their lives.

The Why: When a project is designed with authenticity in mind, students are engaged in learning for a purpose. Their motivation increases because they see why what they are learning matters. Students also understand how to transfer their learning, as they apply the concepts and skills from the standards to life beyond the classroom. Finally, designing projects with authenticity in mind helps to bridge the gap between school and home, and provides an opportunity for students to use and share the knowledge and skills they bring into the classroom (including cultural competency, community wisdom, place-based knowledge, and language skills).

Student Voice & Choice

The What: Gold Standard projects include opportunities for students to make their voices and perspectives heard, within and beyond the classroom. Students are invited to speak in their own ways and to express their own opinions, rather than speak in ways they think the teacher wants.

Effective projects are also shaped by student choice: students can have input and (some) control over many aspects of a project, from the questions they generate, to the resources they will use to find answers to their questions, to the tasks and roles they will take on as team members, to the products they will create. More advanced students may go even further and select the topic and nature of the project itself; they can write their own driving question and decide how they want to investigate it, demonstrate what they have learned, and how they will share their work.

The Why: Having a say in a project creates a sense of ownership in students; they care more about- and bring more of themselves to- the project. When student voices are centered in projects, they are able to learn from one another, and they learn that their voices and ideas matter.

Creating opportunities for student choice in a project also increases student engagement and ownership. Additionally, students learn how to evaluate options and strategically approach challenges- critical skills that will support their leadership and agency within and well beyond the classroom walls.
Finally, both voice and choice within a project contribute to a culture of shared power- students learn to recognize their own power and that of their peers, and learn to use that power responsibly to benefit each other and the larger community.

Reflection

The What: John Dewey, whose ideas continue to inform our thinking about PBL, pointed out that we do not learn from experience. We learn from reflecting on experience. Throughout a project, students - and the teacher - should reflect on what they're learning, how they're learning, and why they're learning, as well as how they are changing as learners. Reflection can occur informally, as part of classroom culture and dialogue, but should also be an explicit part of project journals, scheduled formative assessment, discussions at project checkpoints, and public presentations of student work.

The Why: Reflection on the content knowledge and understanding gained helps students solidify what they have learned and think about how it might apply elsewhere, beyond the project. Reflection on the project itself - how it was designed and implemented - helps students decide how they might approach their next project, and helps teachers improve the quality of their PBL practice. And reflection on their own growth as learners- including in the area of success skill development- helps students to take ownership of their learning, celebrate success, and identify new goals for continued growth.

Critique & Revision

The What: High quality student work is a hallmark of Gold Standard PBL, and such quality is attained through thoughtful critique and revision. Students should be taught how to give and receive constructive peer feedback that will improve project processes and products, guided by rubrics, models, and formal feedback/critique protocols. In addition to peers and teachers, outside adults and experts can also contribute to the critique process, bringing an authentic, real-world point of view.

The Why: Giving and receiving purposeful feedback helps students build a shared understanding of what quality work looks like with regard to the targeted content and skills. It also expands responsibility for formative assessment and collective learning from the teacher alone to the whole class, helping to create a culture of interdependence and investment in collective learning. Finally, regularly engaging in critique and revision processes helps students to develop a growth mindset- moving from a paradigm in which work is "right or wrong" to a paradigm in which work is always improving.

Public Product

The What: In Gold Standard PBL, students share the work they create with an audience beyond the classroom. This can take many forms: a tangible product that students design or build, or the presentation of a solution to a problem or an answer to a driving question. A public product can be complex- the launch of a large-scale event, website, or change effort in the community- or simple- a video conference with classroom family members or a presentation to another class in the school. What's important is that someone beyond the teacher will see students' work and hear about their learning.

Many PBL schools and districts reinforce this message by repurposing the traditional "open house" into an exhibition of project work, which helps build understanding and support for PBL among stakeholders. When the public sees what high-quality products students can create, they're often surprised - and eager to see more.

The Why: There are three major reasons for creating a public product in Gold Standard PBL. First, like authenticity, a public product adds greatly to PBL's motivating power and encourages high-quality work. When students have to present or display their work to an audience beyond the classroom, the stakes- and the bar for student performance- are raised.

Second, by creating a product, students make what they have learned tangible and thus, when shared publicly, discussible. Instead of only being a private exchange between an individual student and teacher, the social dimension of learning becomes more important. This has an impact on classroom and school culture, helping create a "learning community," where students and teachers discuss what is being learned, how it is learned, what are acceptable standards of performance, and how student performance can be made better.

Finally, making student work public is an effective way to communicate with families, community members, and the wider world about what PBL is and what it does for students. When a classroom, school, or district opens itself up to public scrutiny, the message is, "Here's what our students can do - we're about more than test scores."

The Essential Project Design Elements are designed to serve as guideposts for teachers when planning Gold Standard projects for their classrooms. They are also intended to be developed over time- not all Elements will be strong in a teacher's first project, but they will become more evident as teachers and their students gain experience and confidence with the project process. What's most important as teachers begin to work with the Essential Project Design Elements is that they do so with a focus on the transformative impact that PBL can have for all students.

Yes, we provide PBL training for educators!

PBLWorks offers a variety of PBL workshops, courses and services for teachers, school and district leaders, and instructional coaches - whether you're just getting started or advancing your practice.

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Gold Standard PBL: Essential Project Design Elements

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An overview of the 7 Essential Project Design Elements in the PBLWorks model for Gold Standard PBL. Adapted from "Gold Standard PBL: The Essential Project Design Elements" white paper by John Larmer and John Mergendoller (2015).

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Building in skills to the curriculum  -including support to build those skills as well as assessing them throughout their programme - switching away assessment from content to skills?

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We can learn a lot form MOOC platforms in terms of offering a multi platform mult-device environments. Many MOOC pages follow a similar format to our course structures on ELE but offer a very easy to navigate and interact with platfrom.
Look for examples of C-MOOCs connected learning and constructivism approach engaging 100's to 1000's of students. Avoid looking at X-MOOCs i.e. extended MOOCs which are simply an eXtension of traditional coursse i.e. recorded lecture content.

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Engineering

BIE Gold Standard PBL

Less contact, more independence

Open-ended industry linked projects

Challenging problem or question

Engaging on-site industry focussed project launch day

High quality online resources available to encourage independent work during projects

Modules need to include knowledge, core skills and creative thinking

Encourage facing fears, flexible, resilient, making mistakes, assess process as well as outcome

Authentic experiences that relate to industry

Students learn to link information, use judgement and discard redundant information

Change student expectations from ‘spoon fed’ to ‘independent’ learning, fine line between fear/creativity in open ended projects

No right and wrong

Assessment is authentic for entrepreneurship  in terms of forming companies and voting on marks

The competency-based assessment criteria focuses on the stage gate innovation process, a mid-way storyboard checkpoint for formative assessment as well as a final summative assessment in the form of a short video pitch. This ensured students were pushed to the high order thinking required to develop 21st century skills in problem solving, critical thinking and collaboration required for success as a professional and entrepreneurial engineer.

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Do not release student grades? Only the feedback? Will students then engage more with the feedback to actually identify what they did well not so well and so students engaged with criteria.

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We need to be clear why learning needs to be re-imagined. Suggestions include:
- Lack of flexibility (full-time, on campus, large group sizes, registering for programmes at a time, conservative repertoire of modes of delivery, restricted range of modes of assessment, etc.)
- Need to ensure success for all - making sure learning accessible to all
- Needs to ensure learning and assessment is efficient and effective
-  Encourage staff and students to take risk. Everything is too high stakes. How to mitigate the risk: progression within/between modules and stages; distribution of assessment so it doesn't bunch; distribution of workload for staff and students; use of stage one to experiment; etc.
- Ensure we are clear about the relationship between teaching and assessment; and about the nature and purpose of assessment

- Need to articulate a vision of what we want to achieve in terms of learning and assessment, and then develop a strategic which enables us to achieve it.
- Should our ultimate goal be success for all: removing barriers to success; enabling all to progress and flourish; etc.
- Develop our reputation for educational innovation, including our renowned ways of partnering with students (e.g. Students as Change Agents)
- Develop mechanisms to ascertain whether our ways of (re-)imagining learning have been successful, and whether these get implemented.

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Recognising the requirement for fist years to transition to a new way of learning. Support in place to recognise this.

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Skills support built throughout curriculum

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Skills support built throughout curriculum

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Support built in at every level e.g. library digital skills support in subjects at Loughborough. Academic and Library skills can be planned throughout the programme, not inserted as a 'one shot' solution at the start. This can also lead to increased student satisfaction and better NSS results.

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Engage with alumni to identify the most useful skills and outcomes from their degree, What skills do graduates need now and what will they need in the future?

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Psychology: balance between skills and content

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Psychology: balance between skills and content

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Less delivery of content and increased focus on skills and development.

What are we assessing skills or content? If skills it allows us to assess programme level performance rather than modular.

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INTO support - an example of best practice in terms of support of inbound students. 

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INTO support - an example of best practice in terms of support of inbound students. 

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More support for native speaking students in terms of cultural differences and coming from a different academic background. This can have impact in terms of academic (mis)conduct and assessment.

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More support for native speaking students in terms of cultural differences and coming from a different academic background. This can have impact in terms of academic (mis)conduct and assessment.

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Work with academics to embed the Library Finding Resources tutorial into a core module - this is fully online, tailored and interactive, giving instant feedback to quiz questions. Participation can be monitored - example of building in scaffolded support at the right point to develop key skills. Also working with other disciplines to offer this as flipped learning as well as fully online = more value added in terms of subsequent contact time.

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Dangers in assuming there are solutions for everything. Instead we need to clearly define challenges and outcomes in relation to assessment. E.g open test in your own time versus a standard coursework submission.

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Dangers in assuming there are solutions for everything. Instead we need to clearly define challenges and outcomes in relation to assessment. E.g open test in your own time versus a standard coursework submission.

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Problem: Standardising submission workflow yet having flexibility to include innovative assessment. I.e. ebart and turnitin dual submission isn't working

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Problem: Standardising submission workflow yet having flexibility to include innovative assessment. I.e. ebart and turnitin dual submission isn't working

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Assessment that can be compiled into an online portfolio to showcase student work. In Geography we have assessment that includes creating blogs, story maps, videos, all of which can easily be shared with potential employers.

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The work of Sugata Mitra gives some clear inspiration for how digital tech could influence contact time. His work is with children, but there are certainly some possibly ways that the work could be reimagied for HE.

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There are lessons to be learnt from portfolio type assessment, whereby one piece of 'evidence' can be assessed in different ways and for different purposes - this could be at module or programme level. This would help to reduce duplication of effort both of the student and the marker.

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Assessment support, and follow-ups for additional feedback, from lecturers is very good.

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Truro Medicine - use of iPads to view feedback. 'Much quicker and efficient.'

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Click to explore or download.

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University of Leicester Learning strategy 2016-2020

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University of Leicester Learning strategy 2016-2020

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An example from Leicester - click to explore or download

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University of Leicester Learning Strategy 2016-20

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Here is an example from Bristol - click to view or download

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Virtual engine building: https://g.redditmedia.com/NxzLiAUSwklnp3TkdLQdP6uXhk2ALXMDHro3SQPBvkc.gif?fm=mp4&mp4-fragmented=false&s=6befe54f695c80259953fd791f288eaf