MöbiusLab – Thomas Murphy

Various forms of automated assessment including the familiar MCQs are available through systems such as Canvas and are used daily across the STEM subjects. Up to 40% of assessed work in a given year of a STEM degree is laboratory based, and existing automated assessment systems require correct answers to be pre-determined and therefore can’t … Continue reading “MöbiusLab – Thomas Murphy”

Learning and teaching in a digitally connected world: Connectivism – Adam Matthews (External Relations)

In a digital world, information is everywhere, in a mobile phone, a fitness tracker and our brains. Not a science fiction film but the learning theory of connectivism. The HEFi19 conference looks to the 4th Industrial Revolution and how the development of artificial intelligence and automation continues to take advantage of big data to change … Continue reading “Learning and teaching in a digitally connected world: Connectivism – Adam Matthews (External Relations)”

Let’s talk about assessment…

Alison Broad (Primary Education and Early Years), Tom Harrison (Education), Duc Pham (Mechanical Engineering), Clare Ray (Institute of Clinical Sciences), Chris Ribchester (Academic Practice Advisor/Geography), Nicola Taylor (Academic Writing Advisor/College of Arts and Law) The recent Distinguished Fellows Think Tank provided an all too rare opportunity for colleagues from across the University to share their … Continue reading “Let’s talk about assessment…”

A Personalised Feedback Cycle (By Caroline Hetherington and Louise Fearn)

When we talk about ‘Assessment and feedback’ we are often linking a set of feedback to an individual assessment. By doing this we create a separate feedback cycle for each piece of work, or taught module. This opens up the student journey to inconsistency in advice, experience and therefore progress across the different modules in … Continue reading “A Personalised Feedback Cycle (By Caroline Hetherington and Louise Fearn)”

Driving Feedback Forward. Nicki Smith (POLSIS) & Sarah King (CLAD)

Picture the scene. You want to learn how to drive, and so you sign up for a course. Except it’s not what you expected – no-one sits in the car with you. Instead, you’re shown photographs of people driving, and given books on clutch use. You start to feel anxious. ‘This is all very helpful,’ … Continue reading “Driving Feedback Forward. Nicki Smith (POLSIS) & Sarah King (CLAD)”

How will students need/want to be assessed? (Institute of Clinical Sciences led workshop: discussion responses)

Students increasingly come from primary/secondary school settings where they undergo continual testing and will arrive here with different expectations from previous generations. We need to look at what schools are doing and ensure a smooth transition to HE Feedback from current students is that they value frequent assessment: to reduce assessment overload, yet meet this … Continue reading “How will students need/want to be assessed? (Institute of Clinical Sciences led workshop: discussion responses)”