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  1. amiddlet50

    Creative Assessment – what is it?

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    In higher education assessment is recognised as a driving force for student engagement and curriculum design. How does this tally with a desire for active student-centred learning? How can it accommodate the artistry in the academic practitioner who seeks to … Continue reading ?
  2. amiddlet50

    Being smarter than AI – rethinking our assessment design?

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    The discussion channels used by educational developers have been dominated by the topic of ChatGPT since the New Year. There are two dimensions to this: concerns over academic integrity and the opportunity ChatGPT and other AI tools bring to assessment. … Continue reading ?
  3. amiddlet50

    Playing with divergence and convergence: designing #ActiveLearning

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    Active learning is a process of opening up and closing down possibilities. Whether you look at course, module, session or activity design, knowing that your role as an academic is to play with divergence and convergence can be really helpful. … Continue reading ?
  4. amiddlet50

    #Twalk – a new active pedagogy explained

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    This post, and the ones that will follow, reflect on the Twalk as a pedagogy. In particular, I consider how students can draw upon the conversational activity and use the data it generates as the basis for developing and explaining … Continue reading
  5. amiddlet50

    Kitchen and studio-based learning

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    The Great British Menu is back on UK television at the moment. I am not a fan of cooking programmes – though others are in my household – so, it’s on and inevitably I get caught up in it. Assessment … Continue reading
  6. amiddlet50

    Attitudes, dispositions and learner maturity

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    I ran a series of workshops with an academic department last week. One of the key themes was the need to focus more on those learning outcomes that address learning and graduate capability. Our context was the challenge of engaging … Continue reading
  7. amiddlet50

    Enjoyment, anticipation, challenge as factors affecting personal intrinsic investment #heutagogy

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    In our research-informed development activities looking at learner non-engagement with formative assessment, with group work or with engaging in feedback, it is becoming clear that the lack of space given to developing learner ‘buy-in’ or developing ‘want’ is highly significant … Continue reading
  8. amiddlet50

    B plus or A minus? Assessment in the creative disciplines

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    I attended ‘B plus or A minus? Assessment in the creative disciplines’, part of a programme of events being run by the University of the Arts London last week. The venue, Central St Martin’s (CSM) new Granary Wharfe, is a … Continue reading
  9. amiddlet50

    Learning obscured due to overcrowding

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    Following on from my previous post on the criticality of students being clear about their assessment, I note that Black & Wiliam (1998, pp. 9-10) make similar points, while talking about self-assessment, about the engagement of students with their assessment. … Continue reading
  10. @marcuselliott

    11 handy tips for student blogging

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    I received these tweets the other day: Our students might choose to do a law blog for their 1st seminar w me + @MrsGingerLawyer Tips on what makes a good blog? Pls use #lawtalk16 — Dr Steven Vaughan (@lawvaughan) October 1, 2016 @marcuselliott @KerryPinny would love any tips for our law students! New module exploring […]

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