The team at the University of Hull are firm supporters of the Association of Learning Developers (ALDinHE) and as a Steering Group Member it is great to give a shout out for their new work…
The Skills Team at the University of Hull has produced a new guide on ‘remote learning’. The Remote learning SkillsGuide is designed to help support students adapting to the new reality of studying wherever they maybe because of the global pandemic.
As this guide has been contextualised to Hull and our available technology, we have licenced this specific SkillsGuide with the CC-BY-NC-SA licence to allow other institutions to take what we have developed and adapt it to their context. The terms of the licence can be found here on the Creative Commons website. We hope this helps.
We struggled with the name for this guide but resisted reference to learning at home, off-campus or learning online. As many students are geographically ‘stuck’, we did not want a reference to ‘home’, especially as we are supporting students who are still on-campus. While the primary way we are communicating is online, we also did not want to suggest the whole paradigm of learning has shifted online also. Old techniques work fine for study too.
Good morning, Please join us today from 3-4pm BST for today’s LD@3 session with Mark Dawson from the University of Cambridge for his session ‘nevermind the ‘buzz’ quiz’. The link to the session is: https://meet.google.com/xfz-nxqo-rww?hs=122. The chair will be in the meet approximately 10 minutes before the session begins to admit external participants, which will give you the chance to test your audio and video. Today’s session will be the last one before the Easter break, so do join us for one last hurrah before a (hopefully sunny) bank holiday weekend! LD@3 will also not be running next week, but will resume on Monday, 20 April. The full programme, as well as slides from past presentations can be accessed on the ALDinHE events page.
Informed by the conclusion of Ball et al (2012 p8) that assessment practice in most universities has not kept pace with other far-reaching changes in HE and that “a radical rethink of assessment practices and regulations” and a “holistic and proactive approach” is required, the Centre for Excellence in Learning at BU (now FLIE) implemented an evidence-based vision involving radical change to institution-wide assessment policy. By using a collaborative and partnership approach the development of key resources in the form of an Assessment & Feedback Toolkit was made possible. The principles-based and evidence-based strategy focused on a rebalancing of summative and formative assessment tasks; a broader menu of assessment types; and the promotion of technology-enhanced learning strategies facilitated by a new VLE. The CEL team drew on leadership strategies set out in Quinney et al (2017) and invited large-scale engagement through Faculty Fiestas and external events (Quinney et al 2018) to critically inform the process.
Building on the success of the TEL Toolkit (Biggins et al 2017) an online Assessment & Feedback Toolkit was developed to support the changes. We will share critical reflections on our approach to enable others to undertake a similar institution-wide approach to bring about clear benefits for staff and students. The Toolkit includes resources for formative assessment activities; assessment literacy strategies and has help, guidance and suggestions for planning assessments.
The development team: Professor Debbie Holley, (former head of CEL) Anne Quinney (assessment and Feedback Theme leader (pictured); Learning Technologist Vince Clark, sincere thanks to BU Visiting Professor Dai Hounsell for his advice and guidance.
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