This document describes a module designed to increase student engagement through peer assessment. Students presented their research proposals and anonymously reviewed at least four of their peers' proposals. This allowed students to actively engage with their own and others' work by applying the module's marking criteria. Evaluations found the peer review activity improved students' understanding of the research process and better prepared them for extended independent studies. The reciprocal nature of presenting work and reviewing others' work provided a constructive and social learning experience for students.
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
This is a power point used for the presentation at The Global Educational Conference 2011. In this presentation, I share my experiences and insight on doing action research projects that can promote global connection, global collaboration, as well as cross cultural understanding.
Mentoring Students in Aging Research - Dr. Dan Durkinemergeuwf
This activity utilizes a mentoring model to work with students to develop a research project for presentation at the Southeastern Student Mentoring Conference in Gerontology and Geriatrics. The conference is an annual event that takes place in late March or early April.
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
This is a power point used for the presentation at The Global Educational Conference 2011. In this presentation, I share my experiences and insight on doing action research projects that can promote global connection, global collaboration, as well as cross cultural understanding.
Mentoring Students in Aging Research - Dr. Dan Durkinemergeuwf
This activity utilizes a mentoring model to work with students to develop a research project for presentation at the Southeastern Student Mentoring Conference in Gerontology and Geriatrics. The conference is an annual event that takes place in late March or early April.
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yYJket
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
Moving from Presentations to Presentations of LearningMelinda Kolk
Transform the process by building in feedback and reflection. Read more at: http://creativeeducator.tech4learning.com/2014/articles/PBL-and-Presentations
Action Research for the Reflective TeacherAshley Casey
A presentation to 3rd Year pre-service physical education teachers. It was designed to show why I engaged in action research and pedagogical change when I was considered to be a good and successful teacher. It shows Lewin's original cycle and consdiers it as a fractual process in which multiple cycles can occur in any one intervention. Finally it shows how different types of data can be gathered and analysed.
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yYJket
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
Moving from Presentations to Presentations of LearningMelinda Kolk
Transform the process by building in feedback and reflection. Read more at: http://creativeeducator.tech4learning.com/2014/articles/PBL-and-Presentations
Action Research for the Reflective TeacherAshley Casey
A presentation to 3rd Year pre-service physical education teachers. It was designed to show why I engaged in action research and pedagogical change when I was considered to be a good and successful teacher. It shows Lewin's original cycle and consdiers it as a fractual process in which multiple cycles can occur in any one intervention. Finally it shows how different types of data can be gathered and analysed.
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
EAP practitioner attitudes to collaborative assignments (BALEAP Conference, 2...Peter Levrai
This presentation introduced preliminary findings into practitioner attitudes to collaborative assignments and discussed some of the tensions and opportunities.
The paradigmatic shift from a teacher-centered learning environment to a student-centered one is not an easy transition; and, does not occur effortlessly. What is student-centered learning? Necessary areas of change. Strategies for the shift. Positive outcomes. The paradigm shift. What changed? Teacher-centered vs. learning-centered instruction. 8 steps in the change process. Instructor concerns. Measurable objectives. Agent for change. Action plan.
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...Bart Rienties
To what extent are institutions using insights from NSS and institutional surveys to transform their students’ experience?
What are the key enablers and barriers for integrating student satisfaction data with QA and QE
How are student experiences influencing quality enhancements
What influences students’ perceptions of overall satisfaction the most? Are student characteristics or module/presentation related factors more predictive than satisfaction with other aspects of their learning experience?
Is the student cohort homogenous when considering satisfaction key drivers? For example are there systematic differences depending on the level or programme of study?
Presentation of a Higher Education Academy (HEA) funded teacher education project by Dr Elspeth McCartney (University of Strathclyde) on supporting student teachers to engage with research at a dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
Conference presentation on videos lectures. The paper considers the use of recording lectures and describes a case study in which lectures were recorded for a module. The mean scores and rates of attendance were compared with the same module in previous years. it was found that for the main population the assessment scores did not change,. however the scores for students whose first language was not English did improve. Attenndance was unaffected.
Keynote presentationgiven at the Trail and Error: Journalism and Media Education TWG European Communications Research Association Conference, University of Minho, Braga, Portugal
A lecture on how to do a literature review. Covers what a literature is, journal hierachies, H index, I index, types of lit review - narrative, meta and systematic, search startegies, forest, filtering literature, using databases to search and making a search string
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Eating your neighbour’s cat food: having students provide blind peer review to their colleagues
1. Eating your neighbour’s cat food:
having students provide blind peer
review to their colleagues
Dr. Marcus Leaning
Jane Dipple
School of Media and Film
2. Introduction
• Detail the evolution and design of a
module developed to encourage greater
student engagement with their own and
others’ work.
• The project arose out of a discussion I had
with a student in 2014…
3. Feedback
• Student tutorial following
feedback on an essay he had
submitted for which he got
48.
• Various advice:
– Answer the question;
– Check against marking
criteria;
– Argumentation, referencing,
criticality etc.
– Multiple revisions etc.
• Student response:
4. Student Response
“I don’t read my work once
I’ve written it. It’s like cat
food isn’t it? Once you put
it out you don’t taste it do
you? The cat eats it. The
cat likes cat food.”
5. Multiple issues…
• Aside of the problems of being a
viewed as a cat this statement offered
insight into an the issue of engagement
and why the nature of the assessment
activity plays a large part in student
engagement.
• Poor assessment / module design
design leads to low engagement which
leads to low attainment.
• This was a good example of a lack of
engagement and problematic course
‘design’.
• Poor assessment design.
• Student not engaging with the work.
• Producing it is like putting food out,
something you do but not care about.
= Something wrong with the module.
6. Module / assessment design
• Module had ‘gaps’
between:
• marking criteria,
• subject matter,
• student ‘work’
• feedback.
• Instead they should
overlap.
Marking
criteria
Subject
matter
Feedback
Student
work
Interaction between aspects on the
module but this should be a ven
diagram…
7. Student engagement
• I am interested in engagement to assist the student better
achieve the LOs – different from the HEAs (2013) much
larger meaning.
• Perspective adopted here is that “student engagement
represents the time and effort students devote to activities
that are empirically linked to desired outcomes… and what
institutions do to induce students to participate in these
activities.” (Kuh, 2009: 683) (my bold).
• Engagement is at the “the intersection of student behaviors
and institutional conditions” (Kuh et al., 2006: 8)
• Needed to do things that would drive students to engage
more, these need to be part of the assessment.
• Assessment ought to be engaging.
8. How to make activities engaging…
• Leach and Zepke (2011) identify (amongst 6
aspects in total):
– Activities should be active and constructive - students
should be:
– “doing things and thinking about the things they are doing”.
(Bonwell and Eison, 1991);
– and be “involved in experiences that involve actively constructing
new knowledge and understanding.” (Radloff & Coates, 2009:
17).
– Activities (and lecturers) should be challenging (Kuh,
2006);
– Peer interaction is vital - social activities very
engaging (Lambert, Terenzini, and Lattuca, 2007);
9. Contemporaneously…
• At the time we were developing a level 5 module
for preparing students for the final year Extended
Independent Study.
• Students had already done a research methods
module but we wanted something on
– research design;
– lit searches and reviews;
– research management;
– developing an understanding of academic research
practices.
• Undertaking Media Research.
10. Learning and assessment strategy
• Two parts to the assessment
• 2. a summative report at the end of the module
of a research proposal consisting of various
section:
– Title
– Area of research
– Lit search.
– RQs
– Information needed to answer their question
– Methods.
– Critical issues - ethics and access issues.
11. 1. Formative assessment
• Gateway – not scored but must be
completed.
1. Classroom presentation of their proposal to
determine (fake) if it should proceed – week
7-8; not all sections, work to be revised for
final submission.
2. They must anonymously score at least 4 of
their peers’ presentations.
– Equally and randomly assigned.
12. Student peer-review
• Derived from journal
review and grant
application scoring
forms.
• Revised to measure
the LOs and marking
criteria of the
module.
13. Review feedback reports
• Reviews collated and checked (for problematic
comments).
• A brief feedback report produced summarising
main points of guidance and areas to address.
• Each student gets a report and at least four
peer-reviews of their work.
• More importantly, each student completes
four reviews.
14. Rationale
• The act of reviewing is equally if not more
important / challenging than presenting and
being reviewed.
• Reviewing involves active engagement, critical
evaluation and social engagement.
• It involves the students understanding and
applying the module marking criteria themselves.
• In doing so they gain a deeper understanding of
the practices of evaluating student work (at least
four times) and can use this to enhance their own
work.
15. Evaluation
• Student feedback very positive – lots of
positive comments and students also report
being better prepared for EIS.
• No direct like-for-like comparison possible on
this module to test achievement, however the
approach is being extended across other
modules and a year on year measure should
be possible in future.
16. References
• Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC
Higher Education Report No. 1). Washington, DC: George Washington University.
• Coates, H. 2006. Student engagement in campus-based and online education. London: Routledge.
• Higher Education Academy. 2013. Students as partners. http://www.heacademy.ac.uk/students-as-
partners
• Kuh, G., J. Kinzie, J. Buckley, B. Bridges, and J. Hayek. 2006. What matters to student success: A
review of the literature. http://nces.ed.gov/npec/pdf/kuh_team_report.pdf
• Kuh, G. D. (2009). What student affairs professionals need to know about student engagement.
Journal of College Student Development, 50(6), 683-706.
• Lambert, A., P. Terenzini, and L. Lattuca. 2007. More than meets the eye: Curricular and
programmatic effects on student learning. Research in Higher Education 48, no. 2: 141–68.
• Leach, L., and N. Zepke. 2011. Engaging students in learning: A review of a conceptual organiser.
Higher Education Research and Development 30, no. 2: 193–204.
• Radloff, A., & Coates, H. (2009). Doing more for learning: Enhancing engagement and outcomes –
Australasian Student Engagement Survey. Australian Council for Educational Research (ACER),
Camberwell, Victoria, Australia. http://research.acer.edu.au/ausse/12 viewed 7/6/17.