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Reflective, formative spaces for learning, teaching and assessment using Campus Pack Learning Objects

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Reflective, formative spaces for learning, teaching and assessment using Campus Pack Learning Objects

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This slideshare describes some of the ways the University for the Creative Arts (UCA) uses Campus Pack Learning Objects to build reflective, formative spaces for learning, teaching and assessment which moulds around each course's pedagogy.

By integrating the student’s private feedback areas within the university’s virtual learning environment (VLE), staff and students can access a ‘trail’ of feedback - all in one online area thus ensuring all the teaching support teams have 24/7 remote access.

This student-centred place also becomes a deeper space for autonomous learning and continuing dialogue between students and staff, thus creating an ‘inside-out’ (Higgins, Hartley and Skelton, 2001) approach to assessment feedback, which embraces reflection, criticality and student ownership to learning.

Alongside benefits to the student, university and course team, this learning and teaching intervention has greatly increased student satisfaction, there is less dependency on the face to face tutorial, course organisation and management from the student perspective has greatly improved and admin time has reduced: this provides students and staff with a far richer model of teaching, learning and assessment.

This slideshare describes some of the ways the University for the Creative Arts (UCA) uses Campus Pack Learning Objects to build reflective, formative spaces for learning, teaching and assessment which moulds around each course's pedagogy.

By integrating the student’s private feedback areas within the university’s virtual learning environment (VLE), staff and students can access a ‘trail’ of feedback - all in one online area thus ensuring all the teaching support teams have 24/7 remote access.

This student-centred place also becomes a deeper space for autonomous learning and continuing dialogue between students and staff, thus creating an ‘inside-out’ (Higgins, Hartley and Skelton, 2001) approach to assessment feedback, which embraces reflection, criticality and student ownership to learning.

Alongside benefits to the student, university and course team, this learning and teaching intervention has greatly increased student satisfaction, there is less dependency on the face to face tutorial, course organisation and management from the student perspective has greatly improved and admin time has reduced: this provides students and staff with a far richer model of teaching, learning and assessment.

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Reflective, formative spaces for learning, teaching and assessment using Campus Pack Learning Objects

  1. 1. REFLECTIVE FORMATIVE SPACES moulded around course pedagogy
  2. 2. - Guild HE university - Specialist art and design education - 4 southeast campus locations - 7000 students - 90 courses - Art, Design, Architecture, Media & Communication Campuses: Canterbury, Epsom, Farnham & Rochester MARIA TANNANT Programme Manager in Digital Pedagogy mtannant@ucreative.ac.uk UNIVERSITY FOR THE CREATIVE ARTS
  3. 3. - Flexible learning spaces - Technology employed - Development history - Learning spaces: …unit feedback …tutorial log …personal development …work placement blog - Sustainability - Who benefits? - Staff & student feedback - Staff training & roll-out PRESENTATION - overview
  4. 4. REQUIREMENTS – for flexible learning spaces - Secure and private - University owned - Managed at course level - Works with existing UCA systems and process - Moulds with the course program and beyond - Provides flexible modes of delivery - Retained throughout the student’s lifecycle
  5. 5. TECHNOLOGY - employed - Campus Pack (by Learning Objects) - LMS integration (Blackboard) “Our wikis, blogs, journals, podcasts and templates help instructors and students create, present, and evaluate interactive learning activities”. (Campus Pack, 2015)
  6. 6. DEVELOPMENT HISTORY – pilots to roll-out - Unit Feedback space – year 3 - Personal Development space – year 2 - Tutorial Log – year 1 - Work Placement Blog – year 5 - Modified the rollover process for courses - Faculty Management support - Registry now on-board
  7. 7. LEARNING SPACES – unit feedback - Assessment feedback repository - 24/7 remote access - Centrally held - Holistic teaching & support - Reflective and dialogic
  8. 8. LEARNING SPACES – tutorial log - Tutorial notes held centrally - Aide memoire - Recording mechanism - Joined-up approach
  9. 9. LEARNING SPACES – personal development - Independent learning - Reflective self-evaluation tool - Articulates professional goals - Develops criticality - Fosters personal development planning
  10. 10. LEARNING SPACES – work placement blog - Sharing experience - Staying in touch - Learning about industry - Creating networks - Reflective and evidence based - Measures contributions
  11. 11. LEARNING SPACES – activity dashboard - Monitor engagement - Measure contribution - Evidence tool for assessment
  12. 12. SUSTAINABLE and transportable - Learning spaces reside in course area - CP integrates with most LMSs
  13. 13. CUSTOMISATION – learning spaces
  14. 14. WHO benefits?
  15. 15. COURSE performance
  16. 16. COURSE performance
  17. 17. STUDENT feedback Post-pilot student feedback revealed the project had been a huge success. It identified the need for feedback to be uploaded in a timely manner and be constructive and feed-forward - not retrospective. Students felt the 2-way dialogue needed to be a mandatory requirement otherwise very few would bother. “The online space helped me keep track of my feedback and how I was improving over the units. I think being able to set your own goals and highlighting the main points of improvement is a good idea and would help more”
  18. 18. COURSE LEADER feedback Course teams spend a lot of time giving feedback to students, but students do not always remember or understand their feedback, making tutorials difficult and ineffective. Sessional staff also presented concerns as many arrived ‘out of the loop’ in terms of the feedback chain and methods, which can result in a disjointed student experience. “It’s a great way of seeing the student’s learning over time, it’s going to be of even more value now we are moving into the second year – we can start to pick up on comments from the previous year.”
  19. 19. CAMPUS REGISTY feedback - Easy to upload - Great improvement on the old printed method - Beats using pigeonholes or posted during summer break “A simple cost effective system allowing students easy access to their present/past feedback and saves a vast amount of photocopying, paper and time.”
  20. 20. STAFF TRAINING and roll-out - Work with course teams - Tailoring learning spaces - Create templates to spec - Workshops - to campus registry - Demos – to Faculty Management
  21. 21. Thanks for your time! View this presentation at: http://goo.gl/evB4xi MARIA TANNANT mtannant@ucreative.ac.uk UNIVERSITY FOR THE CREATIVE ARTS

Editor's Notes

  • Image Credit: Joshua Holt BA (Hons) Graphic Design New Media, UCA Epsom
  • Image Credit: Tavis Murray, BA (Hons) Graphic Design New Media, UCA Epsom
  • Blackboard’s own products did not adequately provide this level of flexibility and customisation
  • CP Introduced in 2008
    Costing around 10k per year which includes 500GB storage and 1TB Bandwidth
    UK clients are hosted by Amazon’s Web Services in Dublin, Ireland
    CP Source: http://campuspack.net/solutions.html
    JISC Showcase: http://www.rsc-scotland.org/?p=5475
  • https://ucreative-ac-uk-prod.campuspack.eu/Groups/RFDN5002_13
  • https://ucreative-ac-uk-prod.campuspack.eu/Groups/RFDN5002_13
  • Direct access to Campus Pack site
    Students can export their LO via zip
    Archived in LMS/CP space
    Cheap option
  • Blackboard’s own products did not adequately provide this level of flexibility and customisation
  • Terminology is very important

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