Join members of the Association for Learning Development in Higher Education daily at 3pm! Our wonderful conference go cancelled, and we wanted to share some of the sessions
ALDinHE is committed to representing and supporting all those working in the field of Learning Development in the UK.
We aim to cultivate a community of practice, promote discussion and ideas exchange, and further the professional development of our members by offering training opportunities and quality assurance.
We have two aims:
To represent professionals employed in the field of Learning Development in Higher Education, primarily in the UK and Ireland, and those with an active interest in the field;
To promote discussion about effective models for Learning Development (LD), cultivate a community of practice and act as a support network for the general professional development of staff involved with LD.
And we are guided by five values:
Working alongside students to make sense of and get the most out of HE learning
Making HE inclusive through emancipatory practice, partnership working and collaboration
Adopting and sharing effective Learning Development practice with (and external to) our own institutions
Critical self-reflection, on-going learning and a commitment to professional development
Commitment to a scholarly approach and research related to Learning Development.
We have developed an online toolkit to support staff in updating their assessment and feedback practices with the support of Professor Dai Hounsell
This was part of a far-reaching response to the HEA publication by
Ball et al (2012 p7) that
practices in most universities have not kept pace with the vast changes in the
context, aims and structure of higher education. They can no longer do justice
to the outcomes we expect from a university education in relation to
wide-ranging knowledge, skills and employability ” and the HEA recommendation
of “a radical rethink of assessment practices and regulations” with a “holistic
and proactive approach” (Ball et al 2012 p8).
The material in the Toolkit is evidence-based, builds on
best practice in the Higher Education sector, and forms part of a wide-reaching
project to radically transform staff and student experiences of assessment. The
Toolkit continues to grow as new resources are developed or identified, and
FLIE Blog posts alert staff to new materials or key ideas to support the
development of assignments for the next academic year.
Other dimensions of the project included the redesign of the
university-wide Generic Assessment Criteria with feedback and feedforward
statements for each grade-band and level from Level 3 (used in partner
colleges), and Levels 4 to 7; a radical re-writing of formal assessment
policies; a series of workshops and Masterclasses; a conference on assessment
& feedback; individual, team and programme consultations; and input into
the PGCert/PGDip/MA Academic Practice. In addition to the online materials, pocket
guides for staff on assessment & feedback and on promoting assessment literacy accompanied the Toolkit. In
order to facilitate this complex, multi-layered and inevitably disruptive
change we drew on the leadership strategies presented in our journal paper on
extending academic roles and identities (Quinney et al 2017) and worked in
close collaboration with a stakeholder group, in particular with the Students
Union at BU.
We were fortunate to work closely with Visiting Professor
Dai Hounsell, internationally known for his work on assessment and feedback in
higher education. Dai has developed resources for the Toolkit, shared other
resources he has developed (for example the Wise Assessment series of
‘Briefings’ in conjunction with the University of Hong Kong which you can find
in the Toolkit) and is able to alert us to projects and publications on
assessment and feedback as a result of his global networks.
The team shared aspects of the ongoing work at the ALDinHE
conferences in 2018 and 2019
in the form of interactive workshops and would welcome any
comments, feedback and additional open access resources to continue to build
this valuable resource.
Quinney A, Thompson S, Luce A and Holley D. 2019. From
assessment of learning to assessment for learning; Leading assessment policy
change supported by an Assessment & Feedback Toolkit. ALDinHE Conference,
Anne Quinney, Principal Lecturer and University Lead for
Assessment & Feedback, FLIE
In the last week, National Teaching Fellows Kay Sambell and Sally Brown have been exploring what kinds of alternative assessments can be used by universities when face-to-face attendance for exams and other assessments isn’t possible.
Sally was very grateful to the #LTHEchat in adding to the work with very helpful comments via Thursday night’s additional tweetchat.
Students have not had an easy year, with recruitment fears as they joined our Universities over the impact of Brexit; staff taking industrial action on an unprecedented level, and now Universities closing down, changing study patterns as the Covid-19 virus sweeps through. Responsible educators now need to plan ahead, ensuring that our students have robust, transparent and equitable assessment processes that enable successful progression and exit qualifications.
The challenge is:
How can our
rapidly approaching assessments be fair and equitable to all, yet maintaining
the quality of our degrees, and meeting the standards demanded by professional
bodies and future employers?
Those of us advocating strongly for the ‘digital approach’, will already have the skills to move learning online, to embrace and encompass digital making, align our courses with online digital pedagogies and can work with our learners to motivate and even inspire those we lead through their brave new learning journeys. Institutions need to start realising the huge potential of our Virtual Learning Environments (VLEs), and move from transmissive ways of working – the VLE as repository, to the VLE of inspirational and critical pedagogy. read more in my article in WONKHE today…
I have been thinking back to last year, and these are the most significant reports that made me think about how innovation is scaling and speeding up…what are the education needs we need to fulfil?
Bournemouth University Festival of Learning
The UK Parliamentary Committee of Public Accounts (May 2018) points to skills development lagging behind expectations of the workplace as the pace of technological change accelerates
The adoption of automation and AI technologies will transform the workplace as people increasingly interact with ever-smarter machines. These technologies, and that human-machine interaction, will bring numerous benefits…they will also change the skills required of human workers..accelerate from 2016-2030 (MacKinsey 2018)
‘Despite major investment in TEL, we are not seeing major changes in the way technology is being used to support teaching, learning and assessment’ (UCISA 2018)
Significant challenges impeding Higher education TEL adoption – a ‘wicked’ challenge – complex to define, much less address’ Rethinking the role of educators (NMC Horizon Report 2018)
You can also join Kate Outhwaite this week & next for more webinars on using MyShowcase, Canvas New Quizzes & Using Canvas Quiz Tools to support remote learning. Find dates & times online https://t.co/S7PgElQrTr & email to book on email@example.com @KateO1012@ARU_ITSNews@ARU_AHSS