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Uclan PRF (Pedagogic Research Forum) A Higher Education blog linked to the PRF at the University of Central Lancashire.
Monday, 21 March 2011
Wednesday, 16 February 2011
open access university courses
Universities in Australia, Canada and New Zealand are hoping to achieve "a quantum shift" in open educational resources (OERs) by launching an "OER university".
A group of universities plans to draw together existing free online learning materials from around the world and develop new OERs to create whole degree programmes that can be studied via the internet for free.
The project will focus on how to offer students using OERs the opportunity to earn academic credit and have their work assessed at a significantly reduced cost.
It is hoped that these degrees could cost up to 90 per cent less than a traditional qualification gained through on-campus study.
full story:
http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=415127&c=1
A group of universities plans to draw together existing free online learning materials from around the world and develop new OERs to create whole degree programmes that can be studied via the internet for free.
The project will focus on how to offer students using OERs the opportunity to earn academic credit and have their work assessed at a significantly reduced cost.
It is hoped that these degrees could cost up to 90 per cent less than a traditional qualification gained through on-campus study.
full story:
http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=415127&c=1
Wednesday, 2 February 2011
Reconceptualising assessment feedback: a key to improving student learning?
Beaumont, C., O’Doherty, M. & Shannon, L. (2011). Reconceptualising assessment feedback: a key to improving student learning?. Studies in Higher Education, doi:10.1080/03075071003731135
This article reports the findings of research into the student experience of assessment in school/college and higher education, and the impact of transition upon student perceptions of feedback quality. It involved a qualitative study of 23 staff and 145 students in six schools/colleges and three English universities across three disciplines. Results show that students experience a radically different culture of feedback in schools/colleges and higher education, with the former providing extensive formative feedback and guidance, while the latter focuses upon independent learning judged summatively. Students perceived quality feedback as part of a dialogic guidance process rather than a summative event. A model is proposed, the Dialogic Feedback Cycle, to describe student experiences at school/college, and suggestions are made as to how it can be used as a tool to scaffold the development of independent learning throughout the first year of university study.
This article reports the findings of research into the student experience of assessment in school/college and higher education, and the impact of transition upon student perceptions of feedback quality. It involved a qualitative study of 23 staff and 145 students in six schools/colleges and three English universities across three disciplines. Results show that students experience a radically different culture of feedback in schools/colleges and higher education, with the former providing extensive formative feedback and guidance, while the latter focuses upon independent learning judged summatively. Students perceived quality feedback as part of a dialogic guidance process rather than a summative event. A model is proposed, the Dialogic Feedback Cycle, to describe student experiences at school/college, and suggestions are made as to how it can be used as a tool to scaffold the development of independent learning throughout the first year of university study.
Friday, 14 January 2011
prf meeting february 3rd
We have an intruiging PRF presentation on 3rd feb from Val Lawrenson on Enhancing formative feedback from the students perspective!
This will be held in the LDU meeting room at the usual time 12-1.30
In this uncertain climate it is immensely important that we make time and space for reflection and discussion around teaching and learning and sharing practice. The PRF offers space for this with excellent speakers talking about their work, and lots of opportunity for exploration, exchange and discussion. Do please attend and bring along colleagues. We always welcome new members.
This will be held in the LDU meeting room at the usual time 12-1.30
In this uncertain climate it is immensely important that we make time and space for reflection and discussion around teaching and learning and sharing practice. The PRF offers space for this with excellent speakers talking about their work, and lots of opportunity for exploration, exchange and discussion. Do please attend and bring along colleagues. We always welcome new members.
Monday, 20 December 2010
Wednesday, 8 December 2010
PRF December meeting
The December meeting had the usual networking opportunities and sharing of good news. We shared some ideas for the impact guide to pedagigic research. We also had an interesting presentation:
"PBL in Cross/Inter- discipline Teaching and Learning. Two studies and a dialogue.
delivered by Helena Knapton (Edge-Hill University) and Jane Griffiths (LBS, UCLAN)
see webct (elearn area)for slides.
In their scenarios PBL is shown to be a really effective learning tool that takes the students and lecturer fascinating places that had not been anticipated.
"PBL in Cross/Inter- discipline Teaching and Learning. Two studies and a dialogue.
delivered by Helena Knapton (Edge-Hill University) and Jane Griffiths (LBS, UCLAN)
see webct (elearn area)for slides.
In their scenarios PBL is shown to be a really effective learning tool that takes the students and lecturer fascinating places that had not been anticipated.
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