Jim Turner, E- learner: March 2011

Thursday 31 March 2011

Use of Blogs in Fine Art LJMU

Students: approx 60 level 2 {fine art}

Aims:

· Encourage independence in writing and reflection – take control and ownership

· Connect holistic view of the course for students

· Create area for sharing between staff and students

· Connect students with external audience/real world

Technology:

Year 1 – use of internal VLE based individual blogs, both private and public

Year 2 – students choice of internal or external blog sites

Results:

High levels of engagement and independence for the majority of students

Link to RSS frees for all sites

http://pipes.yahoo.com/pipes/pipe.info?_id=c22ef30039e8be5ca2d1ec4e2c6ee50f

Metaphors and why they are important - useful references

I'm doing some research on metaphors in understanding, here are a couple of good references Lakoff and johnson 2003 metaphors we live by, chicago , university of chicago press

P3 we think in metaphors Ortony 1975 why metaphors are necessary and not just nice, educational theory vol24, no1, p45-53

They are concise

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Wednesday 23 March 2011

Level 1, catch'm early with technology - notes

From First year student experience - through the use of learning technology.2011
Anagnostopoulou and parmar

Clickers
Brander 2010 = student engagement
Chickering and ehrmann 1996 = help staff to develop practice Vle data to see student experience Russell and bullen - using vle hits across a programme to measure engagement managing transition into uni
Alsford 2010 for overview 'Bridging the gap' at sunderland 'stepping stones' at bournemouth
Currant 2010 'develop me' - this includes blogs and discussion boards
Garvey 2010 uses ning to foster belonging Russell and bullen 2010 - virtual induction for late starters

Retention Parmar and trotter 2005 - first experiences make big impact. Patterson 2010 and cole 2010 show the benefit of spreading induction and academic skills across the year

Support for diverse cohort
Mann, usher and devlin 2010 turnitin as introduction to plagairism
Innes 2010 help with ict skills pre enrollment on nursing Independent learners
Across the institution
Haines et al 2010 uses pdp portfolios Forder and vernon-parry 2010 uses online diaries

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Monday 14 March 2011

Great ref for visual thinking and using images in the design, thinking and learning process

This is from P. Jacksons research into curriculum design. Imagery provides;
Rich alternatives to constraints imposed by language Displays relationships and dynamics that are difficult to perceive by other means
Easy to manipulate logically or intuitively
More likely to engage affective and motivational systems than language only
The search for structure and pattern is easier

Shepard, R N [1978] externalisations of mental images and the art of creation. In B S Randhowa & W E Coffnand [eds] Visual learning thinking and communication p133, 189 New York Press

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Good references for issues that surround curriculum design, and thedifferent methods used.

Jackson, N J (1997) managing flexible curricula in higher education; the acrhitecture of modularity. Higher education quality council london

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Tuesday 1 March 2011

Recordings of David Nicol's Seminar - Enhancing assessment and feedback in higher education: principles and practice

Expert Seminar on ‘Enhancing assessment and feedback in higher education: principles and practice’ held on Wednesday 9 February, 4.30-6.00pm.

The seminar was hosted by the Academic Enhancement Unit and presented by Professor David Nicol, Professor of Higher Education, University of Strathclyde and Director of the Scottish Re-engineering Assessment Practices (REAP) project.

David Nicol is Professor of Higher Education at the University of Strathclyde. He was previously Deputy Director of the Centre for Academic Practice and Learning Enhancement at Strathclyde and Director of the Re-engineering Assessment Practices (REAP) project (www.reap.ac.uk ), a £1m project examining how new technologies could support improved assessment and feedback practices David is currently employed by the QAA Scotland as Assessment and Feedback facilitator for the Scottish higher education sector and is leading a project on student peer review and feedback funded by JISC. He is also collaborating with partners in Spain, Australia and the UK on assessment and feedback projects. David’s research publications are in assessment and feedback, e-learning developments and change management in HE. David’s thinking and output on assessment and feedback can be seen at www.reap.ac.uk

http://blackboard.ljmu.ac.uk/webapps/blackboard/content/listContentEditable.j...

Graham Gibbs video lecture - conclusion have less variety of assessment and get staff to go on a curry night

This lecture is part of the TESTA project. http://www.testa.ac.uk/

I have 'short changed' it a bit here. He is taking a pan institutional viewpoint of issues with assessment. Why is there such a range in behaviour e.g. one programme hand only 1 instance of formative assessment and another had 130.

There are some nice examples of things that work eg http://www.testa.ac.uk/assessment-that-improves-learning-the-case-of-the-engineer. Peer marking of problem based activity.

http://www.testa.ac.uk/assessment-that-improves-learning-the-case-of-the-psyc... putting the most common mistakes on the submission sheets the students have to use when writing their essay

The suprise for me is how disconcerting students find a large range of assessment activities. It is far better to limit these so students get better at using the feedback to improve performance.

But the key outcomes are successful courses have, "lots of formative only, more oral and prompt" http://www.testa.ac.uk/range-of-characteristics-of-programme-level-environments
Meaning courses that have

* highly engaged students,
* that put time in across all the topics,
* understand what they are doing
* and use the feedback

have a design that

* use a lot of formative assessment only (meaning no marks)
* that the feedback is oral
* and given as quickly as possible

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