SIG event 4th July

Pedagogic Research Forum network day!

4th July 2011 10am-2.00pm Media factory

ME312, ME313, ME314, ME317

To support the development of special interest groups around the PRF

To create a space for exchange and sharing of good practice/ ideas

To support scholarly approaches to developing learning and teaching at Uclan

The PRF SIG (special interest groups) event, we have organised space to enable you to discuss assessment, elearning, employability and delivery methods, with other like minded people.

benefits of not being online!

times higher article
Momentum gathers behind efforts to reduce or ban online access during lectures
http://bit.ly/kDn5xT

how to drive quality teaching

By Craig Mahoney Chief Executive of The Higher Education Academy

http://pearsonblueskies.com/how-to-drive-quality-teaching/

the right way to respond!

when students are asking awkward but insightful questions

Impact of PRF

we are currently researching the impact of the PRF on its members and would be greatful if people could spare the time to fill in this survey

Click here to take survey

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

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.