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Mark Schofield is Professor of Learning and Teaching at Edge Hill University and leads on strategy and policy development in teaching, learning and associated research. He contributes to teaching and curriculum design in undergraduate and postgraduate programs in Education, Health, and Teaching and Learning in Clinical Practice. He provides external consultancy in learning and teaching, with an increasing focus on technology enhanced learning which is the prime focus of the visiting professorship at Leeds Metropolitan University. His interests include constructivism and learning, pedagogy, widening participation, academic writing, critical thinking and complex problem solving and institutional research focused on enhancing learning. He is currently leading the University practice based research initiative for education and health professionals. In addition to his Dean's role he is Academic Director of the SOLSTICE Centre for Excellence in Teaching and Learning. He is a Fellow of the UK Higher Education Academy. |
July 21, 2011
Much has been said about assessment, yet it seems to be one of the most persistent challenges in higher education. Student success, profiles of good degrees, retention statistics, student satisfaction, workload and timing are all aspects that we may, sometimes, feel ‘saddled with.'
Nonetheless, it is important to recognise that there is a lot of good practice and embodied knowledge in practitioners, perhaps waiting to be raised higher in the consciousness of busy minds through creative means and into practices on ‘Monday morning'. These aspects may be released through addressing some hard questions about ‘what really matters' in assessment practices in relation to students' learning and success.
This session will attempt to raise issues, provoke discussion, and to seek and share solutions related to our experiences of assessment ‘that works'. No matter how often you weigh the donkey, it won't get fatter as a result, unless it is coupled with nourishing processes. If assessment doesn't lead to enhanced learning, then it is indeed little more than donkey-work for both students and teachers. Let's stretch the metaphor and look at taking the ‘Ass' out of the ‘Assessment' donkey, as a vehicle to stimulate our interactions, and to hopefully have a little fun along the way.
July 21, 2011
This workshop and discussion session will explore some of the key aspects of assessment that we pay a lot of attention to and expend a lot of energy on in universities. A big question is whether what we do makes as much difference to student learning and achievement as we may sometimes think. We will work together to elicit and share ideas about our marking, grading and feedback practices that may, as in the accompanying seminar/keynote, take the ‘Ass' out of ‘Assessment' and reduce some of the donkey work. It may be helpful to consider, in preparation, the following questions:
It is important to recognise that there is a lot of good practice and embodied knowledge in practitioners, perhaps waiting to be raised higher in the consciousness of busy minds and fed into practices on ‘Monday morning' through creative means. Let's work together to consider doing things better and doing better things!
Friday 22nd July
Teaching well with technology is something that we all aspire to and yet is not that straightforward. The complexities of face to face teaching are still part of our scholarly quest for understanding and our commitment to doing things better and doing better things. Technology Enhanced Learning (TEL) is a term we use a lot and this workshop will focus on the sometimes elusive ‘E' dimension.
To this end we will consider:
The session will also provide an opportunity to address some common challenges we face in the TEL arena and to explore potential solutions.
Some of these are available from the library (see details below)
Education Department of Western Australia (1994) First Steps, Reading Resource Book. Longman, London. Call number: 428.4 345/2004 http://library-resources.cqu.edu.au/cro/protected/edcu13016/edcu13016_cro1826.pdf (These also exist for writing and spelling - ideal for elementary and early high school - many adaptable strategies for all ages on a ‘developmental continuum design)
Lewis, M and Wray, D. (1997) Extending Literacy: Children Reading and Writing Non-fiction, Routledge, London Call Number: 372.64044 13 (Excellent for active reading and writing strategies)
CQUniversity CRICOS Provider Codes: QLD-00219C; NSW-01315F; VIC-01624D
