I want to change my programme structure…
I want to include a placement / work-based learning / a Changemaker challenge…
I want to use a particular assessment or technology…
I want to ensure an equivalent experience for students at other sites…
What do I need to do?
The Learning Design team have collated a document listing the most frequently asked questions from CAIeROs and consultations over the past two years, along with answers provided by the appropriate support teams. Hopefully the guidance here can help you identify the processes and teams that are in place to support you with a range of course design issues including quality assurance, assessment, distance learning and technology issues.
The list has been added to the Sharing Higher Education Design (S.H.E.D.) site on NILE. You can access the site at http://bit.ly/SHED-NILE, but you will need to be enrolled to view the document.
We’ll keep this document updated as new questions and answers come up. Want to submit a question that we haven’t covered? Just email it to the Learning Design team at LD@northampton.ac.uk.
As part of the recent S.H.E.D. roadshow, we invited teaching staff to share their successful practice. The example below could be a useful approach for anyone looking to encourage their students to research and understand their subject, and to share that understanding with their peers.
In a third year module on Biodiversity and Conservation, Professor Jeff Ollerton asks his students to engage with a range of scientific writing published around the subject. This includes articles from peer-reviewed journals, UK Parliamentary briefings, scientific journalism, and more. In this part of the module, students are initially provided with recommended articles, and asked to read them critically, attending to the aims, message and methods, and considering whether the conclusions are justified. They then discuss their views in class, where their contributions are assessed using a rubric that is made available to all students in advance. The students are then asked to identify a paper of their choice and deliver a 5 minute verbal presentation to the class. The grade for this is combined with the contribution grade to make up 30% of the total module grade (other parts of the module are assessed using a report and a group debate).
These tasks not only help to ensure that students engage with research and develop their understanding, but they also build confidence and presentation skills. The attached Assessment Brief gives more detail about the assessment structure.
George Dimmock talks about the ways in which Academic Librarians can support University of Northampton staff.
In this video Sylvie talks about how she has been changing the delivery of academic skills to develop the the level of integration between generic academic skills and subject specific skills. In addition, she explains the process of integrating blended approaches into CfAP’s (Centre for Achievement and Performance) delivery.
In this video Tanya and Claire talk about their work developing e-tivities for their education students in order to provide a pre-sessional activity and inter-sessional activity and a post-sessional activity for students. They share the strengths of the approach including flexibility and accessibility for the students, sharing of staff expertise and the things they have learnt about best practice.
Teaching Students at University of Northampton, along with Helen Caldwell (Senior Lecturer in Education) describe how well and how effectively they feel blogging has become a way to record and assess their work.
A short film edited together for Northampton University School of Education.
To watch the video, please click the image below:
In this podcast, Jean Edwards (Senior Lecturer in Education) talks to Jim Harris (Learning Designer) about the module PDT3003 Educational Debates in Learning and Teaching, part of the BA Learning and Teaching, which includes assessed Online Debates using discussion boards in NILE
In this podcast, Jim Harris (Learning Designer) speaks to Jean Edwards (Senior Lecturer in Education) about the project which aims to investigate the use of mobile technologies in innovative assessment design and guidance, broadening the range of assessment practice to enhance tutors’ and students’ digital literacy.
The objectives of the project are:
- To map the current use of mobile technologies in assessment by staff and explore student perceptions.
- To explore and evaluate three case studies of digitally based assignments across the School of Education.
- To design a digital toolkit to support staff in devising assignments and assignment guidance.
To find out more about the project, please visit the project website by clicking here.
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