Step 1: Explore the problem – Make sure your group has a common understanding of what the problem is and any ambiguous terms.Step 2: Discover knowns and unknowns, plan your approach – What does your group already know, what do you need to find out (e.g. what literature are you going to consult, will you need to survey students / colleagues?), plan how you are going to manage the work between the group and how you are going to report back.Step 3: Carry out your research and share with your group – It is likely that each member of your group will carry out their own research after the face to face session and then you will need to organise how you will share the information. You will need to use a wiki or collaborative document tool to compile your work. You might also want to meet on a regular basis to keep a check on progress.Step 4: Apply – The research that you do is then applied to the problem and your own practice. From what you have found out how will you tackle the problem? What is your solution?Step 5: Present – You will present your work in a wiki or a collaborative document. You are free to use multimedia to present as long as it is captured online so that the tutor and your peers can access.
Advantages and disadvantages of each:Google Docs – easy to set-up, works like a word processorBB wiki – doesn’t look good, already have access to it.Other wiki – more flexible than BB, requires separate account.
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Assessment & feedback for learning module induction
Assessment & Feedback for Learning Module<br />Induction<br />
Learning Outcomes Summary<br />evaluate and apply theories of assessment and feedback<br />formative and summative approaches to assessment<br />assessment policies and practice in HE: QA & QE<br />peer- and self-assessment approaches to feedback<br />tools and technologies available for assessment and feedback <br />
Delivery<br />Problem Based Learning (PBL) scenarios<br />Tutor facilitates groups and guides reading<br />3 PBL introduction sessions: Weeks 3, 6, 9 (13th Oct, 3rd Nov, 24th Nov)<br />3 weeks between sessions to complete scenarios.<br />
PBL Approach<br />Step 1: Explore the problem<br />Step 2: Discover knowns and unknowns, plan your approach<br />Step 3: Carry out your research and share with your group<br />Step 4: Apply – The research that you do is then applied to the problem and your own practice. <br />Step 5: Present<br />
Structure of a Scenario<br />Introduction to Scenario in F2F session<br />Complete steps 1 & 2<br />Check with tutor<br />3 weeks (suggest at least a weekly meeting)<br />Complete steps 3 – 5<br />Review other groups report<br />
Report<br />Can be in any electronic format<br />How easy is it for groups members to use / edit?<br />Can you share with peers for review?<br />Basic structure<br />outline the potential issues<br />summarise the literature <br />propose possible solutions<br />
Approach<br />Clarify your understanding of this scenario with your group (and the tutor if necessary). <br />Explore the issues as a group.<br />Indentify what you know about this from your own experience and any reading that you have done.<br />Indentify something you don’t know and find one piece of relevant literature. Class number – 378.16 (and variations e.g. 378.1664) Other class marks in the 370-379 range may also be useful.<br />From what you know, discuss possible solutions.<br />Prepare a ‘presentation’ on your possible solutions.<br />Pair up with another group to ‘present’ your solutions.<br />
Mini - PBL<br />A first year ‘long-thin’ module was assessed by four 15 min summative practical assessments throughout the year; two end of semester summative practical exams lasting 30 mins each and a summative assignment. As this course leads to a professional qualification every component has to be passed. In this format the following issues arose, many students were trailing failure from early in the first semester, the ability to catch up marred the students ability to keep up with the new information and skills, students became disillusioned with themselves and the module. High stress levels for students on an ongoing basis and for staff the ongoing summative assessments were extremely time-consuming. <br />