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Photo credit: Beth Macdonald CC0 Unsplash In this extra post, Avita Rath shares her experience with using technology positively to improve her assessment and feedback practices in a way that is interactive, agentic and empowering for students. Such formats aid student motivation and are suitable for a large cohort (Ryan, 2018).
Photo credit: unsplash, @roman_lazygeek, CC0 It has long been one of the toughest technological nuts to crack: How to successfully capture chalkboard surfaces in lecture recording. There is no need for them to adjust their teaching style to suit the technology. Simple, but ingenious.
The large scale rollout of the technology to our centrally managed teaching rooms has been designed to provide support to as many courses as possible. The microphone in the room is linked to the induction loop which is essential for students with hearing loss and is the best way to capture high quality audio as you talk.
But thanks to technological limitations and prohibitive costs, it didn’t. Now, 20 years after that breathless article, VR technology is finally catching up with its promise. Meanwhile, the University of Chicago debuted a massive, elaborate mixed-reality game for its 2018 freshman class orientation. Not for years. .
So, as part of the process of moving content from the Phase 1 Schools’ 2018/19 courses to the new Learn Foundations template ready for the start of the 2019/20 academic year, I was keen to take the opportunity to explore the kinds of questions above. Any time of change is a good point to take stock and analyse what we’re doing.
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