Digitally enhanced Patchwork Text Assessment workshop
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these slides were prepared as part of a workshop run for the centre for recording Achievement in Novermber 201
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The document summarizes a 4-day workshop on designing blended courses. It provides an overview of the topics that will be covered each day, including blended learning, course redesign, assessment, academic integrity, and creating a high-quality blended learning experience. Examples of blended courses are also presented and participants engaged in activities to map out how their own courses could be redesigned in a blended format.
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Facilitating student-led teaching and content creation through technology: Us...
The document summarizes a presentation on facilitating student-led teaching and content creation through technology at the University of York. It discusses defining active learning, identifying opportunities for student-led activities using technology, and reviewing course design approaches. It also covers instructional responsibilities for facilitating student-led teaching and content creation, highlighting challenges around student acceptance, skills, assessment, and workload. Examples from courses at York illustrate different activity modes that engage students as producers through collaborative research, peer review, and disseminating findings.
Learning networks-2012 griffiths-richards-harrison
This document discusses using feedback to improve instructional design practices. It describes initiatives at Thompson Rivers University to more systematically evaluate and share learning activities. Interviews identified factors for successful activities and feedback desired by designers. Designers deal with many variables intuitively, unaware of implications. The complexity of their work is underrecognized. Providing shared "rules of thumb" documents and distributing the design process could help amplify designers' response to complex problems. Feedback should test hypotheses about what works and inform practice through action research. This closes the loop between feedback, analytics, and design.
Judy Stern
Judy Stern is User Interaction Designer at University of California – Berkeley’s Educational Technology Center.
A study of a multi-discipline built environment project
The document summarizes a study on a multi-discipline built environment project module taken by over 200 final year students from civil engineering, architecture, and building courses. It finds that the module helped students gain professional skills like teamwork, problem solving, and communication. Changes between the first and second years of the study increased student satisfaction and engagement. Repeated experience in such projects best helped students improve their skills. The research used observation, interviews, and surveys, and plans to continue and expand its methods.
Postgraduate students as OER capacitators
This document discusses using postgraduate students to support the sustainability of open educational resources (OER). It argues that students have the time and skills needed to adapt existing materials through tasks like copyright clearance and curation, but may lack the subject knowledge for generating new content. A case study found students effectively adapted materials under lecturer guidance. The document concludes that students are best used as "capacitators" or helping hands in the OER process rather than solely seeking materials, and could also contribute pedagogically if involved in early design. Overall, OER requires more time than closed materials, so sustainability efforts need to acknowledge this cost.
UC&R East Midlands event slides 8th June 2010 'New tricks? librarians teachin...
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E portfolios depta
This document discusses Patchwork Text Assessment (PTA), which involves students completing short writing assignments called "patches" on a topic throughout a learning module. Patches are shared with peers for feedback, and students reflect on their learning journey by stitching the patches together. The document outlines the benefits of PTA, including opportunities for formative feedback, reflection, and seeing peer responses. It also discusses how technology can enhance PTA by facilitating different patch genres and formats, as well as easier sharing and feedback. Finally, it describes a JISC-funded project evaluating the use of digitally supported PTA across different university disciplines.
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Facilitating student-led teaching and content creation through technology: Us...
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Learning networks-2012 griffiths-richards-harrison
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A study of a multi-discipline built environment project
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UC&R East Midlands event slides 8th June 2010 'New tricks? librarians teachin...
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This document provides instructions for an assignment involving creating a patchwork portfolio and engaging in reflective activities. Students are asked to briefly summarize their patchwork content, draw connections between patches, arrange colored paper squares to represent their learning, and discuss their learning process in small groups. They are then to consider key lessons learned through creating the patches and relating this to their practice, professional development, and module learning outcomes. The document also reviews the concepts of reflection and reflexivity and submitting the patchwork assignment.
Reflexivecommentary 2012
This document provides instructions for an assignment involving creating a patchwork portfolio and engaging in reflective activities. Students are asked to briefly summarize their patch content, draw connections between patches, arrange colored paper squares to represent their learning, and discuss their learning process with peers. They are then to consider what they have learned through creating the patches and how this relates to their practice, professional development, and module learning outcomes. The document also reviews the concepts of reflection and reflexivity and submitting the patchwork assignment.
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Reflexivecommentary 2012
This document provides instructions for an assignment involving creating a patchwork portfolio and engaging in reflective activities. Students are asked to briefly summarize their patch content, draw connections between patches, arrange colored paper squares to represent their learning, and discuss their learning process with peers. They are then to consider what they have learned through creating the patches and how this relates to their practice, professional development, and module learning outcomes. The document also reviews the concepts of reflection and reflexivity and submitting the patchwork assignment.
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this slide show is to support your completion of assignment 2 for HEPP7001 Foundations in Academic Practice
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The document provides guidance for students on completing a professional portfolio assignment that demonstrates achievement of professional standards. Students must choose either the UKPSF standards and address 3 of 5 areas of activity, or the NMC standards for Practice Teachers and complete all 8 domains. For each standard area or domain, students must include:
1) A 500-word reflective narrative for UKPSF or 200-word narrative for NMC explaining their professional development and relating activities to the standard.
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The document provides guidance for students on completing a professional portfolio to demonstrate achievement of professional standards. Students must choose either the UKPSF standards or NMC standards for Practice Teachers. For the UKPSF standards, students must demonstrate achievement in 3 of 6 areas of activity. For the NMC standards, students must complete all 8 domains. The portfolio will include a reflective narrative for each area/domain, examples of evidence from the module and practice, and reference to theoretical concepts. Evidence can be used to illustrate multiple areas/domains and should demonstrate the point made in the narrative. The completed portfolio is due by May 9th, 2011.
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The document provides guidance for a patchwork assignment requiring students to summarize and reflect on their learning. It includes instructions to:
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4) Reflect on the key points learned relating to their practice, professional development, meeting learning outcomes, and being reflexive in their thinking.
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Digitally enhanced Patchwork Text Assessment workshop
- 1. Opportunities for PDP through Digitally-enhanced Patchwork Text Assessments
Editor's Notes
- It will be really useful to know peoples prior experience of this form of assessment What level of study What discipline area
- These are key characteristics of PTA and what makes them different from other portfolio-style assessment methods Sharing at an early stage is vital – the dialogue around the patch – both content and style – is an important component of the method Talking about your patch with peers not only means receiving others’ ideas but may also alter yours and develop them This develops skills of communication, of giving and receiving feedback from PEERS as oppose to another
- Patches can be looking at one issue through a number of different lenses – eg. in a case study from the different players using different genres/styles of writing – academic/journalistic/fable You can also choose patches that are a collaborative – eg a wiki or joint research/annotated bibliography The reflective synopsis is the absolute heart of the assessment – this is where students recognise their own learning and development
- The majority of the population of students can manage digital habitats now – and this offers massive opportunity for enriching PTA Taking the T away …. exciting
- This presents its own challenges too Continuous workflow stops the ‘last minute crammers’ – BUT does take an overtly social constructivist approach Different patch formats can be challenging in terms of ‘marking’ Peer feedback and dialogue needs to be scaffolded to get optimum benefit Digital communications can include e-portfolios such as Pebblepad, Blogs, VLE discussion boards etc.
- This mirrors our DePTA project brief 20 mins for this 1 st part of the activity Use coloured card, pens etc.
- Different lenses can be multi-disciplinary, or can be professional/service user; professional/voluntary sector; performer/audience
- 10 minutes
- The workshop doesn’t have enough time for telling you about these as well as our activities, but you can find a full report on either the wordpress site or CRA site – and this has case studies from all the universities in addition to resources and the final JISC report. Please pick a post card for details
- The