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Alas, as I wrote in my last post, as with other good ideas, there has been some stupidification of this tool. Grant Wiggins Introduction I’ve spent most of my academic career thinking that rubrics are a good thing, as they provide a standardised and structured approach to grading, they can help students understand what is…
…employees of the future will be selected based on their portfolio of actual work rather than based on proxies like degrees and certificates. Stephen Downes Introduction Portfolio assessment in health professions education isn’t new, although there seems to be some renewed interest in the form of making more effective use of digital and/or online portfolios…
It’s about not seeing distance learning as being the thing that takes place in front of a laptop. In this episode Ben and I talk about what a remote, online physiotherapy programme might look like, using no notes or any kind of preparation at all. We discuss the progress of universities to date in graduating…
What’s your big takeaway, and how does that connect to what you’re going to be doing in the real world? Stephanie Lancaster (2017) Introduction I’ve been spending quite a bit of time over the past few weeks thinking about simulation as part of a broader clinical education programme and, in particular, the importance of debriefing…
Remote proctoring tools can’t ensure that students will not cheat. Turnitin won’t make students better writers. The LMS can’t ensure that students will learn. All will, however, ensure that students feel more thoroughly policed. All will ensure that students (and teachers) are more compliant. Jesse Stommel Introduction As universities have incorporated remote assessment as a…
In this episode Ben and Michael briefly reflect on the personal and professional challenges of 2021 and how these impacted on the In beta project. They also discuss plans for 2022, including the next iteration of the Unconference, a new student Twitter conference, and the new website.
Introduction Design with care. Imagine activities that your students will enjoy. Build trust where you can. Be present, even in your assignments. Do longer term-style assignments where your formative feedback applies to their work. Talk to them about why you love what you know. Try to encourage them to care about what you know. Hold…
Be so good they can’t ignore you. Steve Martin Introduction As teachers we spend a lot of time thinking about what we need to do to help students learn and often that translates into spending a lot of time thinking about what we’re supposed to do. Which is fine as long as that’s not all…
Feedback can’t provide answers, but it can (and should) generate questions. Naomi Winstone Introduction The traditional narrative in higher and professional education is that feedback is about telling. We make an observation about a student’s performance and then we tell them 1) what was wrong with it, and 2) how they need to correct it.…
It’s when we do stuff that we learn, not when stuff does something for us. Stephen Downes Introduction I’ve noticed that people tend to use the terms personal learning and personalised learning interchangeably. But they’re different concepts and the difference is, I think, important. In personalised learning, a system makes suggestions for how you should…
