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Towards more authentic learning-oriented assessments 

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Towards more authentic learning-oriented assessments 

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https://sally-brown.net/kay-sambell-and-sally-brown-covid-19-assessment-collection/

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Kay Sambell and Sally Brown: Covid-19 Assessment Collection - Sally Brown

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This page collects together the various posts and downloads published on this website since March 2020, about how university assessment may be adjusted and reimagined in the context of the pandemic affecting much of the world. We posted them on our websites so they would be immediately accessible and usable. However, some people told us […]

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As a disabled academic (including being a wheelchair user) and thinking back to when I was a disabled student, that multi use building looks completely unsuitable for me.
How are individual needs accommodated in this setting? It strikes me that any perceived "perks" that a staff member or student needs will single out the disabled person even more...

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the pondlife will rise up and change the world - KtS

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the pondlife will rise up and change the world - KtS

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In response to Q8 - is the best way to make sure academic colleagues keep listening is to give them / provide them with workloaded time to engage with those that can support them? Otherwise I'm conscious that they will not be able to. Even sharing things that are important won't be recognised as important if colleagues don't have time to read your email/messages/events.

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In response to Q8 - is the best way to make sure academic colleagues keep listening is to give them / provide them with workloaded time to engage with those that can support them? Otherwise I'm conscious that they will not be able to. Even sharing things that are important won't be recognised as important if colleagues don't have time to read your email/messages/events.

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Lots of resources by Sally Brown and Kay Sambell and examples from colleagues right across the globe in different disciplines can be found at https://sally-brown.net/kay-sambell-and-sally-brown-covid-19-assessment-collection/. Lots of freely downloadable practical resources!

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Kay Sambell and Sally Brown: Covid-19 Assessment Collection - Sally Brown

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This page collects together the various posts and downloads published on this website since March 2020, about how university assessment may be adjusted and reimagined in the context of the pandemic affecting much of the world. We posted them on our websites so they would be immediately accessible and usable. However, some people told us […]

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Some useful resources relating to Students As Partners in Assessment https://www.dcu.ie/teu/sapia

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Students as Partners in Assessment (SaPiA) | Teaching Enhancement Unit

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Students as Partners in Assessment (SaPiA)

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·         Healey HE Consultants Website: www.healeyheconsultants.co.uk

·         Healey, M and Healey, R. (2021) Promoting Pandemic Partnerships. RAISE Partnership SiG 2020 Presentation: https://vimeo.com/467401583. Handout (updated Sept 21): https://docs.google.com/document/d/16U5FtsOs1yAT_Sw2-z1zdokPRTX46ZBd/edit?usp=sharing&ouid=114813578284768904067&rtpof=true&sd=true - Includes case studies of developing partnerships in an online environment and the impact of COVID-19, and an updated list of references.

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We use so much technology for education that has been designed for another purpose, but there is very little technology (outside the big VLEs) that is actually designed FOR teaching and learning. When will we stop adapting and start creating?

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Give space and grace to students who don't want to put cameras on, fire immediate questions in the chat etc

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Give space and grace to students who don't want to put cameras on, fire immediate questions in the chat etc

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The Active Learning Network members are also writing an open access book: its now 100+ ideas for active learning - watch this space

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The Active Learning Network members are also writing an open access book: its now 100+ ideas for active learning - watch this space

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Online, Blended, Hybrid / HyFlex / Dual Mode can be as rich and as awesome as In-Person teaching (or as bad)

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Online, Blended, Hybrid / HyFlex / Dual Mode can be as rich and as awesome as In-Person teaching (or as bad)

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- In-Person teaching isn't automatically magical
- A switched on, passionate, compassionate and scholarly based teacher is magical (in whatever mode of delivery)

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Download this free HD photo of magic, woman, magical and mystical by Almos Bechtold (@almosbech)

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"those who can - teach, those who can't deliver content" 

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"those who can - teach, those who can't deliver content" 

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create the social dynamic before creating the social activities - so obvious once it is said outloud but really worth remembering 

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create the social dynamic before creating the social activities - so obvious once it is said outloud but really worth remembering 

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Needing to do this, to support an encouraging social dynamic before trying to get social engagement via on-line facilities such as Teams

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That made me chuckle - it isn't a dream and we need to continue to use creative ways of engaging students in teaching and learning 

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That made me chuckle - it isn't a dream and we need to continue to use creative ways of engaging students in teaching and learning 

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Supporting Active Learning in Large Group Teaching at Birmingham

| Starters Activities you could use relatively quickly at the start of a session: an ice-breaker, a progress check, setting the tone and expectations of the session.
| Mains Activities that could be the main or significant focus of the session: structuring learning, testing knowledge, discussing and debating - peer-to-peer or with the tutor.
| Desserts Activities that could be used to conclude a session: promoting reflection, checking understanding, highlighting difficulties, agreeing next steps.

https://canvas.bham.ac.uk/courses/52821

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https://learning-management-system-europe.educationtechnologyinsights.com/cxoinsights/do-t-just-deliver-teach-nid-1542.html

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Alejandro Armellini, Professor and Dean of Digital and Distributed Learning at the University of Portsmouth

Alejandro Armellini, Professor and Dean of Digital and Distributed Learning at the University of Portsmouth

Confusions between "teaching" and "content delivery" are not new in higher education (HE) settings, particularly among those who have not studied or researched learning and teaching as a discipline. I have heard statements like "we should be able to find effective and efficient ways to deliver content" many times. I have a number of concerns about that view and its implications.

The phrase "deliver content", often as a substitute for "teaching", is problematic on a number of levels. It conveys a sense of transmission, of shifting information (not knowledge) from teacher to students. This view of learning and teaching in HE must be challenged at every opportunity. Content delivery devalues teaching. Incidentally, there are many things we can do with, in, on and about learning. "Deliver" is not one of them. To be clear: you cannot "deliver learning".

For Netflix, Disney or indeed for a big publisher, probably content is seen as king. A University, however, should enable successful learning through quality teaching. In HE, content is not king. Context is. What matters is what students and tutors do with that content, why they do it, how they do it and who they do it with. Designing effective scaffolds to enable learners to make sense of, critique and apply that content is key to successful learning experiences across different modes of study. We should spend more time designing such scaffolds, central to good teaching, and less on content - much of which is already available and up to date. It can be identified and curated from a wide range of sources under suitable licences. Delivering content is one thing. Teaching well, in its many forms and guises, is another. We should steer clear of devaluing the latter into the former.

The quality of pedagogic design and teaching practice is central to a successful learning experience. Good teaching practice can often rescue poor design, but no design, however good, will compensate for bad teaching practice. A proven way to design for effective learning is to redesign - regularly, iteratively and in teams. Expertly facilitated Learning Design workshops provide an opportunity to model teaching practice. The evidence suggests that such workshops, involving the course team, learning designers, learning technologists, students and employers, constitute time well invested and enable academics to plan and design for student-centred learning.

Finally, the term "blended learning" traditionally suggests the combination of face-to-face teaching with online learning, usually supported by a range of digital technologies. Current campus-based university provision is de facto blended. However, the integration of face-to-face and online components is just one dimension of pedagogic design. In other words, "face-to-faceness" and "onlineness" offer a narrow perspective on what blended learning is and entails. At the University of Portsmouth, we use the term "blended and connected learning" to describe our institutional approach to learning and teaching. We expect our students to engage with their studies

* through activities that enable them to take ownership of and critique new concepts, ideas and feedback;

* in and outside the classroom, synchronously and asynchronously, individually and in teams;

* for the development and application of subject knowledge, professional and digital skills.

Bombarding students with content without context-sensitive scaffolds is not conducive to successful blended and connected learning experiences. "Read this, watch that and come back with three key points" will not cut it. If we are to excel in pedagogic design and teaching practice, we need to be far more creative than that.

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Alejandro Armellini, Professor and Dean of Digital and Distributed Learning at the University of Portsmouth Confusions between "teaching" and "content delivery" are not new in higher education (HE) settings, particularly among those who have not studied or researched learning and teaching as a discipline.

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Q3 - do you think that all the activities that have 'replaced' f-2-f teaching have/will improve engagement from traditionally disadvantaged groups? Or not? @Sally @Theo

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Q3 - do you think that all the activities that have 'replaced' f-2-f teaching have/will improve engagement from traditionally disadvantaged groups? Or not? @Sally @Theo

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I love the idea of compassion being built into all of the work we do. Being authentic, and caring, is so very important. Thank you Theo Gilbert. 

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I love the idea of compassion being built into all of the work we do. Being authentic, and caring, is so very important. Thank you Theo Gilbert. 

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"Compassion is a purposeful vigilance"

That's a quote that will stick with me,Theo Gilbert.

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https://twitter.com/glynnmark/status/1437381689081217028?s=20

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#PracticalPedagogy1 some of the #UDL resources that I referred to in the session with the wonderful @ProfSallyBrown https://t.co/GoKfQQXn6Q

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#PracticalPedagogy1 some of the #UDL resources that I referred to in the session with the wonderful @ProfSallyBrown https://t.co/GoKfQQXn6Q

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#PracticalPedagogy1 some of the #UDL resources that I referred to in the session with the wonderful @ProfSallyBrown https://t.co/GoKfQQXn6Q
— Mark Glynn PFHEA (@glynnmark) September 13, 2021

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#PracticalPedagogy1 some of the #UDL resources that I referred to in the session with the wonderful @ProfSallyBrown https://t.co/GoKfQQXn6Q

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#PracticalPedagogy1 some of the #UDL resources that I referred to in the session with the wonderful @ProfSallyBrown https://t.co/GoKfQQXn6Q

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#PracticalPedagogy1 some of the #UDL resources that I referred to in the session with the wonderful @ProfSallyBrown https://t.co/GoKfQQXn6Q

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Role modelling mastery of the subject (and also approachability, listening, probing, gentle questioning,

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Lots of great ideas for UDL aligned teaching strategies here:
https://goalbookapp.com/toolkit/v/strategies

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Such an important point re continued availability of student services online.

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Peter Hartley. The recent special issue of JPAAP has a selection of case studies and discussion of how staff and institutions have used/developed/used technology. This includes the work with Westminster that I was involved in -
https://jpaap.napier.ac.uk/index.php/JPAAP

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The Journal of Perspectives in Applied Academic Practice aims to provide a supportive publishing outlet to allow established and particularly new authors to contribute to the scholarly discourse of academic practice (both generally and in their discipline area) through the publication of papers that are theory-based and supported by evidence, as well as through the publication of Opinion Pieces and 'On the Horizon' papers on emerging work.

The Submissions and Author Guidelines provide further guidance on the thematic areas covered by the journal, and the format for submissions to the journal.

In relation to the general ethos of the Journal of Perspectives in Applied Academic Practice, the journal exists not only for the publication of papers within our thematic scope but also as a collegiate and developmental platform for new authors, those new to journal reviewing, and for scholars who are seeking to gain experience in journal editing and publishing.

This developmental ethos manifests itself in a range of activities and opportunities that currently include the following:

Direct support for authors who are seeking to publish their first paper in one or more of the thematic areas of the journal, through assigning 'critical friends' from within the editorial team who will be happy to advise on the development of initial ideas for the formats of paper we publish. Prospective authors should consult the Submissions and Author Guidelines.

Peer support for those new to reviewing The Journal of Perspectives in Applied Academic Practice welcomes academics with experience in the thematic areas of the journal, but who are new to the journal submission reviewing process, to become involved as reviewers for the journal. This will include an opportunity to work for an initial period of reviewing with a colleague who is already experienced as a reviewer.

Editorial internships The journal will soon be offering editorial internships, normally two a year, for academics who are experienced in the thematic areas of the journal, have some publications of their own and experience as a reviewer, and who wish to develop knowledge and experience on the editorial side of journal publishing. Further information on our first round of editorial internships will be forthcoming.

Special issues The Journal of Perspectives in Applied Academic Practice welcomes the opportunity to work alongside colleagues in the field to develop Special Issues of the journal dedicated to particular themes or emerging areas of work. Having a good idea for a special issue, and being willing to take on Guest Editor responsibilities for the special issue (with support provided from the regular Editorial Team for the journal), is much more important than prior editing experience.

Vol 9 No 2 (2021): JPAAP Vol 9, No 2 (2021) - Special Issue, Transitions to Remote and Blended Learning
View All Issues

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Journal of Perspectives in Applied Academic Practice

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The Journal of Perspectives in Applied Academic Practice aims to provide a supportive publishing outlet to allow established and particularly new authors to contribute to the scholarly discourse of academic practice (both generally and in their discipline area) through the publication of papers that are theory-based and supported by evidence, as well as through the publication of Opinion Pieces and 'On the Horizon' papers on emerging work.

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Join a wider conversation on Twitter by including the hashtag #PracticalPedagogy1 and the session ID (you'll find this under the title of this Padlet!)

#PracticalPedagogy1

More instructions here:
https://chrisheadleand.com/practical-pedagogy/

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Something went wrong, but don’t fret — let’s give it another shot.

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You are welcome to add questions for this session in advance or during the session, or upvote questions of other participants.

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You are welcome to add questions for this session in advance or during the session, or upvote questions of other participants.

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Share your key takeaways from the session!

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Share your key takeaways from the session!

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