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)”

The Future of Higher Education; what do students think?

The Guild of Students hosted the Big Conversation recently, looking to further understand the future of Higher Education. Students were invited to stretch their minds and offer their inspirational views on the future of the University of Birmingham. What did our students have to say? Who knows how to teach better, the university or you? … Continue reading “The Future of Higher Education; what do students think?”

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)”

Teaching, Assessment and Learning Outcomes (LOs): Put these in the right order!

What do I think education should look like at Birmingham in 2026? I would be very happy if the words in the title were rearranged into the order: 1) Learning outcomes 2) Assessments 3) Teaching. I would be even happier if we had a situation where the students define their own learning outcomes. After their … Continue reading “Teaching, Assessment and Learning Outcomes (LOs): Put these in the right order!”