Teaching Matters Online Learning
MARCH 6, 2018
A screenshot of Chenée Psaros’ lifestream blog When it comes to assessment, students are challenged to think critically about the changing nature of authorship and scholarship within digital environments (see for instance Bayne 2006; Lea 2013). Hounsell et al. Balancing Assessment of and Assessment for Learning. Keppell, M., & Carless, D.
Teaching Matters Experiential Learning
NOVEMBER 17, 2022
Fieldwork does you” (2006, p.219). For students, field courses are often highlights of their degree and important experiences for making friends and memories. The anthropologist Bob Simpson makes the point pithily: “You don’t do fieldwork. There’s a risk that we take field experiences for granted. Simpson, B. Hobbs, & R.
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Teaching Matters Student Engagement
MARCH 7, 2019
In the Professionalism 4 course, approximately four students are allocated to each study circle. Allocation by the course organiser is intended to replicate the work context where employees have to work with people beyond their immediate social group. References Francis, R. The Stationary Office: London. McLean, (2014). APS Group: Scotland.
Teaching Matters Student Employment
MARCH 27, 2018
Gibbs (2006) discusses the importance of feedback in the learning process and I felt this was particularly relevant here as there is no one right way to approach career planning and the concept of “career” is so subjective. 2006): How assessment frames student learning in C. References: Brophy, J. Bryan and K.
Teaching Matters Online Learning
MARCH 9, 2017
Zuzanna demonstrates how to use a UV-vis spectrophotometer Peer feedback means that students get a chance to review their work, there is a possibility to review work in situ, making changes based on suggestions before submitting the final video for assessment (see Hendry (2013) and Sander and Good (2006). and Taras M. (ed.), and Good E.,
Teaching Matters Academic Support
OCTOBER 30, 2018
Research has shown that anxiety associated with learning maths on these mostly humanities/social science-based degrees may not be uncommon (Macheski et al, 2006; Brush, 1978). This can be seen through initiatives like Q-step (Nuffield Foundation) and many others, including in PPLS here in Edinburgh. So what can we do about this?
Teaching Matters Student Engagement
OCTOBER 5, 2017
Other lecturers are using electronic voting systems (Bates, Howie & Murphy, 2006), social media (Ross, 2016) and ‘technology enhanced active learning spaces’ (Roger, Ney & Liote, 2016) to enhance the level of engagement in the subject and to promote paired and small group working in large classes. References Bates, S.P., Howie, K. &
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