Healthpunk Filip Maric and colleagues from UiT The Arctic University of Norway are asking for story submissions for the second volume of the Healthpunk project. The future is yours to imagine. Today’s world is marked by highly interconnected environmental, social and health challenges. To ensure that we don’t just recreate the same patterns of thinking…
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The one about Ungrading
Published June 1, 2022 by Michael Rowe
It can be easy to perceive grades as both fixed and inevitable—without origin or evolution … Yet grades have not always been a part of education… Schneider and Hutt (2013) Introduction In the previous post I made the point that some of the dissatisfaction with rubrics – even thoughtful, well-designed rubrics – is linked to the fact…
Leave a CommentThe one about Rubrics
Published May 2, 2022 by Michael Rowe
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…
1 CommentThe one about Portfolios
Published April 8, 2022 by Michael Rowe
…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…
Leave a CommentWhat’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…
Leave a CommentThe one about Remote Proctoring
Published February 1, 2022 by Michael Rowe
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…
Leave a CommentThe one about 2022
Published December 31, 2021 by Michael Rowe
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…
Leave a CommentThe One about Learning to Learn
Published August 1, 2021 by Michael Rowe
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…
Leave a CommentThe One about Feedback Literacy
Published July 1, 2021 by Michael Rowe
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.…
Leave a CommentThe One about Personal Learning
Published June 1, 2021 by Michael Rowe
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…
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