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
Here is the schedule up to Easter , all links available via the ALDinHE website
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
“assessment
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,
Exeter University.
Anne Quinney, Principal Lecturer and University Lead for
Assessment & Feedback, FLIE
The Association for Learning Technology are sharing a huge range of resources with the wider community. The link below has sections on:
Online Pivot, Courses, Remote conferences, links from partners, playful and creative resource, organisational perspectives and the ‘ALT ‘Know How’ on leading virtual teams
As the pandemic spreads, our wonderful Head of Library and Learning Support here at BU shares the links to all the free resources, for those wanting the evidence base and research. Please share widely…
Well didn’t know you could get dayglo colours! Look forward to comparing lockdown desk experiences in real space soon! twitter.com/emmacrowley1/s…
Love it Deb. As @racbewes knows i have a lurid green exercise ball. I feel inspired to reveal this crime against colour ensemble! 😎🤣 pic.twitter.com/kL5a6tnrGO
And from me too! advance-he.ac.uk/awards/teachin… all our roadshow info here - if you can’t get on for 23.90 today, go onto waiting list and AdvanceHE mail out recording - and we blog on the NTF blog as well ... twitter.com/suebecks/statu…
Second that! Your work has inspired so many and made a huge impact.
