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Simon Varwell, Senior Development Consultant from Student Partnerships in Quality Scotland ( sparqs ), highlights the importance of ‘authentic and constructive dialogue’ in student partnership activities and gives a glimpse into the unfolding future in this area. Scotland’s StudentEngagement Framework.
Running out of blog space now… but it is important to keep in mind that the effects of teaching on learning depend on many other factors than those mentioned here, as can be seen in the mind map, below, while an article covering the same topics is available as complementary to this blog.
Dr Cathy Bovill talks about her CoDI show on studentengagement… How many engagedstudents does it take to change a lightbulb? None, the lightbulb is obsolete when the students question accepted forms of lighting and co-create new more sustainable ways of living. Why do unicorns and engagedstudents differ?…
Additionally, I held consultations with a number of undergraduates who provided feedback on their learning experience in history and were encouraged to nominate staff who they felt had been good tutors, had provided particularly helpful feedback for assessments, and were effective lecturers.
Dr Catherine Bovill is a Senior Lecturer in StudentEngagement, and Celeste McLaughlin is Head of Academic Development for Digital Education, and are both based at the Institute for Academic Development (IAD). Live, online teaching was new for many colleagues.
We were asked to read an article by Anna Sfard on acquisition and participation metaphors in learning, and consider how these apply to our own practice. I am presently enrolled on the Postgraduate Certificate for Academic Practice, and am writing a blog as part of the Designing Courses module.
Running out of blog space now… but it is important to keep in mind that the effects of teaching on learning depend on many other factors than those mentioned here, as can be seen in the mind map, below, while an article covering the same topics is available as complementary to this blog.
Additionally, I held consultations with a number of undergraduates who provided feedback on their learning experience in history and were encouraged to nominate staff who they felt had been good tutors, had provided particularly helpful feedback for assessments, and were effective lecturers.
Something to read: An article, summary or how to guide. The resources chosen are designed to appeal to different learning styles by using a range of media formats, as shown in the image below: Something to look at: An infographic or image. Something to watch: An online tutorial or video.
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