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The National Student Survey 2015 ASKe - Centre for Excellence in Teaching and Learning - Oxford Brookes University* The work of the centre has been organised into 4 strands of activity, click on them to find out more. Contact us ASKe Pedagogy Research Centre Faculty of Business, Oxford Brookes University, Wheatley Campus, Wheatley, Oxford OX33 1HX Tel: +44 (0)1865 485673, Fax: +44 (0)1865 485830 Email: aske@brookes.ac.uk ASKe Pedagogy Research Centre ASKe, the Assessment Standards Knowledge exchange, was established as a Centre for Excellence in Teaching and Learning (CETL) based at Oxford Brookes University Business School. ASKe's work continues at the ASKe Pedagogy Research Centre (led by Professor Margaret Price) based in the Faculty of Business at Oxford Brookes. Keynotes and Publications are found on the left-hand menu but for further information regarding our research please visit our pages on the University's Faculty of Business website here. What makes good feedback good? Read more about our collaborative research project with Cardiff University including the Final Report. External Examiner project

Frameworks for Higher Education Qualifications - England, Wales and Northern Ireland This guidance is about the implementation of The framework for higher education qualifications in England, Wales and Northern Ireland It applies to degrees, diplomas, certificates and other academic awards granted by a higher education. FHEQ, framework, higher education qualifications, England, Wales, Northern Ireland, Publication date:Aug-2008ISBN/ISSN:ISBN 978 1 84482 871 5Size:247KBDescription​This guidance is about the implementation of The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ). It applies to degrees, diplomas, certificates and other academic awards (other than honorary degrees and higher doctorates) granted by a higher education provider in the exercise of its degree awarding powers.

A SoTL Primer | Nancy L. Chick How many times did you introduce SoTL to someone new in the last year, and what did that introduction look like: a definition, a description, a metaphor, a citation, a workshop, a book, a website? I dream of a SoTL primer, a little anthology of key readings that would together provide some coverage, depth, and range of the field. I imagine a simple cover, a size that fits comfortably in my hands and lightly in my bookbag, lovingly worn pages with dog-eared corners and post-it notes throughout, and oh that book smell. On a whim one day, I emailed the following question to an unscientific sampling of friends and colleagues: If you were putting together a SoTL primer of 1 to 10 titles to introduce colleagues to the field, what would you include? I’ll put the full list on my SoTL Guide once it’s ready, but for now, here are a few highlights: So far, I’ve received 22 additional lists (plus mine). Compiling all 23 lists into a single bibliography, there are 112 citations. What’s your list?

International Journal for Students as Partners Vision The International Journal for Students as Partners (IJSaP) is a new journal about learning and teaching together in higher education. IJSaP explores new perspectives, practices, and policies regarding how students and staff (used here and subsequently to refer to academic staff/faculty, professional staff, and other stakeholders) are working in partnership to enhance learning and teaching in higher education. Shared responsibility for teaching and learning is the underlying premise of students as partners, and IJSaP is produced using a student-staff partnership approach. IJSaP is designed to appeal to a wide audience of readers and potential authors in the higher education community. About IJSaP IJSaP is an open access, online, English-language, peer-reviewed journal which is committed to enacting the principles of partnership in the way it operates. The distinctive features of IJSaP:

"The flipped classroom will redefine the role of educators" | Harvard John A. Paulson School of Engineering and Applied Sciences The following interview is excerpted from an article published this month on the website EvoLLLution—"illuminating the lifelong learning movement." Eric Mazur is area dean of Applied Physics at Harvard University and Balkanski professor of physics and applied physics. Since introducing the flipped model to his classroom, Mazur has seen a great response from his students, both in their attitudes and in their grades. In this interview, Mazur explains the benefits of this approach, and how it will redefine the role of post secondary educators in 10 years’ time. 1. Well, it's been quite a while. In fact, whenever I lecture for professional reasons, at a conference or anything else, and I don’t have an ability to get immediate feedback from my audience as I get from my students, I feel totally lost. 2. I used the greatest invention in information technology, called the book. When I started doing what I did, I didn’t call it the flipped classroom. Read the entire interview here

digitalstorytellingsynthesis / Digital storytelling in higher education McLellan (2006: 73), while recognising that digital storytelling has applications in a range of disciplines, prioritises its use for personal stories, digital story archives, memorial stories, avocational stories, educational stories and stories in medicine and health. This usage can be said to reflect the agentive nature of storytelling. Oppermann (2008), Coventry (2008), Jenkins & Lonsdale (2008) Olney et al (2009) all provide examples of how digital storytelling use within higher education is broadening out beyond the priority areas identified by McLellan. Behind this increased use, both in frequency and spread is an understanding of the impact that this approach can have on the student learning experience that draws upon the pedagogy of storytelling but also recognises the affordances provided through the use of technology. Benmayor (2008: 198) identifies digital storytelling as a social pedagogy, approaching learning as a collaborative process.

Anderson and Krathwohl - Bloom's Taxonomy Revised - The Second Principle Understanding the New Version of Bloom’s Taxonomy ©Leslie Owen Wilson (2016, 2013, 2005, 2001) Contact Leslie A succinct discussion of the revisions to Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively Background: Who are Anderson and Krathwohl? Here in the United States, from the late 1950s into the early 1970s, there were attempts to dissect and classify the varied domains of human learning – cognitive (knowing, or head), affective (emotions, feelings, or heart) and psychomotor (doing, or kinesthetic, tactile, haptic or hand/body). While all of the taxonomies above have been defined and used for many years, there came about at the beginning of the 21st century in a new version of the cognitive taxonomy, known commonly before as Bloom’s Taxonomy. The Cognitive Domain: The following chart includes the two primary existing taxonomies of cognition. Taxonomies of the Cognitive Domain Table 1.1 – Bloom vs. (Diagram 1.1, Wilson, Leslie O. 2001) Sources:

Home Fellowship Category Tool | Advance HE The Fellowship Category Tool has been designed to assist you in selecting the category of Fellowship that is the closest match to your current practice. The tool consists of a set of statements that are aligned to the UK Professional Standards Framework (UK PSF) and its different Descriptors and Dimensions. This self-analysis tool will ask about your professional activities in teaching and/or supporting learning in higher education. You will be asked about the range of activities you undertake in your practice. By using the tool to consider your current practice, your choice of statements should help to inform which category of Fellowship is most appropriate for you. When you have completed all of the sections which usually takes 10-20 minutes, you will be shown your results and a PDF report summarising your responses will be sent to the email address you provide.

Learning Outcomes: Constructive Alignment | CELT . Manchester Metropolitan University At this point, it may be helpful have a better understanding of constructive alignment as a curriculum design process."Constructive alignment has two aspects. The 'constructive' aspect refers to what the learner does, which is to construct meaning through relevant learning activities. The learner is in a sense 'trapped', and finds it difficult to escape without learning what is intended should be learned." Biggs (2003) In principle, constructive alignment describes the relationship between three elements. The intentions of the teacher expressed as learning outcomes (what the teacher intends the students will be able to do because of their learning). In practice, when designing new units, it has become common among many colleagues to start by writing aims and intended learning outcomes. Figure 1 - An overview of constructive alignment and factors (at MMU) influencing curriculum design: next: Learning outcomes and assessment »

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