Academic standards: back to the future - Wonkhe. The Minister for Universities and Science, Jo Johnson, writing in The Times on 1 July made a number of observations about quality and standards as part of his introduction to the as yet rather vaguely defined Teaching Excellence Framework or TEF: We need to ensure all students receive excellent teaching that encourages original thinking and prepares them for the world of work.
…Students rightly expect their degrees to hold their value over time. My judgment, as well as that of many in the sector, is that the UK’s traditional approach to degree classification is no longer enough to provide the recognition that hardworking students deserve — or the information that employers require. …Taken together, a sharper focus on teaching, an assessment system that demands consistent engagement from students and a degree classification system that maintains the value of hard-won qualifications will challenge all institutions and all students to reach their full potential.
Assuring standards 80s style. Journal of Pedagogic Development. The Journal of Pedagogic Development (JPD) is developed in the Centre for Learning Excellence at the University of Bedfordshire, England.
It was launched at the University of Bedfordshire Conference in July 2011 and its focus is on teaching, learning and assessment. Journal of Pedagogic Development (Print) ISSN 2047-3257 Journal of Pedagogic Development (Online) ISSN 2047-3265 Call for Contributions Do you have an idea for a paper to disseminate your research or good practice? How E-Reading Threatens Learning in the Humanities - Commentary. Home Page- IRIS Digital Repository. Recomposing Scholarship: The critical ingredients for a more inclusive scholarly communication system. Scholarship is not just about publication, but about interaction, interpretation, exchange, deliberation, discourse, debate, and controversy.
Below is the transcript from Jonathan Gray‘s talk at yesterday’s conference which outlined how at odds the current system of academic publishing, commodification and reward is with the nature of scholarship. I’d like to start off by raising the question: what is research? Perhaps we might be tempted to talk about “increasing the stock of human knowledge” as an influential OECD manual on research statistics puts it. Perhaps we might turn back to the etymology of the word, to the sixteenth century French word recerchier, “to search”: to search for truth, to search for better ways of understanding of the world around us.
But perhaps all of these metaphors of quests for knowledge and scholarly republics sound a bit too grand when it comes to characterising what researchers actually do, what we are actually engaged in on a day to day basis. SMIRK jQuery Mobile Web App Start page. SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.
JOLT - Journal of Online Learning and Teaching. Volume 10, No. 1 (March 2014) Incoporating a special section on "Massive Open Online Courses" Volume 9, No. 4 (December 2013) Volume 9, No. 3 (September 2013) Volume 9, No. 2 (June 2013) Special issue on "Massive Open Online Courses" Volume 9, No. 1 (March 2013) Volume 8, No. 4 (December 2012)
Open University Innovations Report #2. Revision techniques - the good, the OK and the useless. 17 May 2013Last updated at 21:34 ET By Deborah Cohen Health Check, BBC World Service It's the time of year where students are poring over their books, trying to ensure they are prepared for their exams.
Revision charts, highlighter pens and sticky notes around the room are some of the methods people use to ensure information stays in their mind. But now psychologists in the US warn many favourite revision techniques will not lead to exam success. Universities, schools and colleges offer students a variety of ways to help them remember the content of their courses and get good grades. These include re-reading notes, summarising them and highlighting the important points. Others involve testing knowledge and using mnemonics - ways of helping recall facts and lists, or creating visual representations of the knowledge. But teachers do not know enough about how memory works and therefore which techniques are most effective, according to Prof John Dunlovsky, of Kent State University.
Plan ahead. Academic writing: why no 'me' in PhD? The PhD is a lonely pursuit.
Ask anyone who has ever done one and they will tell you that there is a lot of "me time" during your years of research. It requires a lot of reading and writing, critical thinking, coming up with ideas, then throwing those ideas into the trash and coming up with new, and hopefully, better ones. There's no way around it, the process requires isolation. How not to write a PhD thesis. In this guide, Tara Brabazon gives her top ten tips for doctoral failure My teaching break between Christmas and the university’s snowy reopening in January followed in the footsteps of Goldilocks and the three bears.
I examined three PhDs: one was too big; one was too small; one was just right. Put another way, one was as close to a fail as I have ever examined; one passed but required rewriting to strengthen the argument; and the last reminded me why it is such a pleasure to be an academic.