Blog Archives

LD@3


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.

These emerged from our Learning Development Manifesto.


Assessment & Feedback Toolkit: Promoting Assessment Literacy

Photograph shared by Anne Quinney

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.

The external  link to the toolkit can be found here https://www.cemp.ac.uk/projects/AFT/index.php

If you would like to learn more about the other dimensions of the work on transforming assessment and feedback at BU please contact Anne Quinney.

If you would like to subscribe to the FLIE blog please follow this link https://microsites.bournemouth.ac.uk/flie/

References

Quinney A, Thompson S, Luce A and Holley D. (2018)  Assessment and Feedback Fiesta: ALDinHE Conference, Leicester University

Quinney A, Lamont C, Biggins D and Holley D. 2017. Optimising disruptive approaches: extending academic roles and identities in higher education. Journal of Learning Development in Higher Education Issue 10

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

aquinney@bournemouth.ac.uk

Debbie Holley, Professor of Learning Innovation and National Teaching Fellow

dholley@bournemouth.ac.uk

Being in Bremen!


I have spent the last four days at the EU LearningLayers, hosted by Bau ABC, a technical training college specialising I the building trades. A very different model to the UK, in that the training is completely embedded within the workplace, and funded by large employers paying a ‘training levy’. In the first year apprentices ‘live’ in at the colleges for 12 weeks, then 6 weeks in year 2 and then specialist weeks in year 3.

For advanced training

For advanced training

Thanks to Melanie Campbell for an amazing tour. We also had a BBQ and watched the German football match with the apprentices – a fun evening for all!

Pekka Kamarainen, an wonderful EU colleague and linguist in 17 languages! Explains here what the aims of the Bremen meeting are:usingheavyequipment

http://www.pontydysgu.org/2014/06/learning-layers-goes-to-bau-abc-rostrup-part-4-how-are-we-trying-to-develop-our-work-further/

and post meeting has written an overview of the day 2 learning café conversations here:

http://www.pontydysgu.org/2014/06/what-has-learning-layers-experienced-in-bau-abc-part-2-workshops-to-create-medium-term-roadmaps-in-topic-tables

I really enjoyed facilitating the workshop about new partners and scaling, with @grahamattwell; the consortium are starting to gear up for the middle-to-long-term, and the tools are being embedded in very different ways and contexts.

myworkshop4The Help-Seeking tool project I am working on has its third co-design workshop in September, looking forward to keeping up with this tool, even when I get back to the ‘day job’. Scaling of technology is really complex, and the Layers project is starting to unpack some of the key issues.  I am working with colleagues to produce a ‘Diffusion of Innovation’ internal report , and this will feed into our ALT-C conference talk : “Bridging the ‘missing middle’: a design based approach to scaling” ALT information available www.alt.ac.uk. In the meantime I need to prepare my return to my ‘day’ job…

More about MOOCs


More about MOOC s @ALDinHE

I went to the talk by the innovative team at the University of Northampton who are working on a combination of a MOOC/SOOC (small online open access course!)! Launching for 13,500 potential students this summer so no pressure there then!…..and one iteration will link to a 10 credit module, be facilitated/ peer reviewed by student ambassadors- a study skills for academic success. Other talks re ‘things MOOC’ various snippets caught my attention –
the difference between “C” constructivist MOOCs and ‘X’ MOOCs which are more structured and directive. Suggested ways forward is a hybrid MOOC
Platforms – Coursera, Udacity, Futurelearn, EdX
Badges are of interest
Pilot MOOCs with sixth forms students

Ones people have tried and liked

http://octel.alt.ac.uk/ just started, on coursera and run by the ALT C crew

Sian Baynes digital cultures one starts again Nov 2014

And was fascinated by this Shakespeare one

http://www.shakespeare.org.uk/visit-the-houses/whats-on.html/mooc.html

already run but resources are there

some excellent links to MOOC papers here:

http://www.icde.org/en/icde_news/news_archive/2013/Recent+reports+and+papers+on+MOOCs+and+Online+education.b7C_wRfSYa.ip

And the UK policy document on MOOCs here: ‘maturing the MOOC’

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf

 

Educause special editions on MOOCs:

www.educause.edu/discuss/teaching-and-learning/blended-and-online-learning-constituent-group/vol-9-no-3-merlot-journal-online-learning-and-tea

 

http://www.educause.edu/discuss/teaching-and-learning/blended-and-online-learning-constituent-group/vol-9-no-2-special-issue-moocs-merlot-journal-onl

And an excellent blog posting:

I recently added an extended blog post looking at the issues of MOOC pedagogy and the difficulties in defining and evaluating it.  It is hopefully a thought provoking piece that challenges some of the orthodoxies and assumptions around the MOOC-steria that has enveloped the sector over the last few years.

http://bit.ly/1oIknNi

As always, the opinions in my blog are my own J

Cheers Peter Peter Bryant

Head of Learning Technology and Innovation/Centre for Learning Technology

London School of Economics and Political Science

 

 

ALDinHE Conference 2014


ALDinHE Conference 2014

So busy Easter – went to the ever fantastic ALDinHE conference, warmly welcomed by University of Huddersfield – #aldcon for the conference tweets and all abstracts here:  http://www.aldinhe.ac.uk/huddersfield14

My own talk (with the virtual Helen Webster (@schloristic_rat) was a workshop on how to put together a flipped classroom- the key principles, some theory, hands on ideas and what worked for me – the online resources and what we changed in the classroom. presentation here on slide-share:http://www.slideshare.net/debbieholley1/al-din-he-flipped-classroom

Then it was over to Bradford to work with colleagues from Leeds University: Leeds Medical School on the EU Learning Layers project….