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Blackboard Basics: Marking and Providing Feedback to Online Assignments, see the outcome through the Students’ Eyes (DEO Webinar)
Learn how to make the most of the feedback features in Blackboard inline grading and get an insight into how your students will see their results. As well as talking you through the software we will have time to answer your questions about marking in Blackboard.
Bristol Conversations in Education: Preservice and practising mathematics teachers as learners: From initial and professional development activities to classroom practice
How are different kinds of learning activities in teacher education (initial and professional development activities) reflected in mathematics classroom practice? Different theoretical perspectives, such as enactivism and socio-cultural perspectives, try to explain the shifts between the contexts of prospective/teacher learning. The issues raised in this domain are framed by questions such as “Where, under what conditions and how mathematics teacher learn”. Enactivism helps to...
Learn some quick and easy ways to help your students – and colleagues – to navigate your Blackboard content. During this short webinar we will run through our top tips and answer your questions.
An open space to reflect on what we have discussed throughout the Autumn Event Series and speak to other academic staff working on Engaged Learning across the University.
Undergraduates prize high-quality formative feedback (Hattie & Timperley, 2007). Often these same students lack the range of self-regulatory motivations and skills, including being able to integrate feedback messages (Winstone et al., 2017; 2016). Embedding these incremental gains within an adaptive self-regulatory approach is, therefore, a vital transferable skill. This seminar will report on an intervention to build self-regulatory behaviours and learning, through goal-setting theory and reflection techniques.
Within universities there is a growing trend to apply futures and design thinking to our teaching and learning, often as a way of understanding how digital shifts are affecting education. These initiatives tend to be characterised by their focus on speculative, big ideas, and by collaborative approaches which engage with as wide a group of people as possible...
Reported incidents of ‘contract cheating’ or ghost writing are increasing along with the number of ‘essay mills’ – the providers of bought essays, projects and even dissertations – whose marketing is becoming ever more sophisticated. In this seminar, we will explore the extent, nature and responses to this threat to academic integrity before suggesting ways in which we can alert and inform students and staff, counter the threat, and develop ways of minimising the occurrence of contract cheating in assessment.
Student as Producer was established at the University of Lincoln in 2010 to embed research-engaged teaching as the organising principle for teaching and across the institution. This approach to research-engaged teaching was informed by critical theory, critical pedagogy and popular education. Mike Neary will talk about the practical and conceptual issues involved with implementing Student as Producer at Lincoln. He will go on to discuss the way in the pedagogic model is being used to create a new framework for higher education in the form of a co-operative university.
The student engagement movement has become a worldwide phenomenon and national student engagement surveys are now well-established internationally. Curriculum initiatives closely associated with student engagement policies include compulsory attendance requirements, class contribution grading, group and team working assignments and reflective exercises often linked to professional and experiential learning. These types of initiatives grade students for their ‘time and effort’ and commitment to active and participatory approaches to learning. They are justified...
The Sustainable Futures Theme: what we have learnt about interdisciplinary education so far, and what is next
An Education Excellence seminar from Chris Priest.
This event will be the seventh international Assessment in Higher Education conference. This research and academic development conference is a forum for critical debate of research and innovation focused on assessment and feedback practice and policy. The themes for our 2019 conference will invite a wide range of papers, practice exchanges and posters. Themed poster presentations, accompanied by a short pitch from the authors, have been a particular strength of the conference and have encouraged networking by delegates.