Friday, 23 March 2012

CAMEL meeting (Coleraine and Bushmills)

The last CAMEL meeting for JISC Curriculum Design Cluster C took place over two days, on the 22nd and 23rd March 2012. This time University of Ulster hosted the meeting, which took place at the Coleraine Campus (day 1) and Bushmills hotel (day 2). Peter Bullen, the Cluster's critical friend, was the chair for the event.

Day 1 – the Viewpoints Project started day 1 by providing an update and sharing experiences. Each of the projects then spend time brainstorming and sharing indirect project benefits at institution, department, process and individual level.

Day 2 - focused on benefits realisation: how we maintain/embed the indirect benefits identified in Day 1.

Camel meeting March 2012, a set on Flickr.

Tuesday, 20 March 2012

Postgraduate Certifciate in Further Education session

Today Alan and Catherine from the Viewpoints project along with a colleague Colette Murphy delivered a session on the Postgraduate Certiciate in Further Education course.

Alan introduced Technology Faciliated Learning (TFL) at Ulster. Catherine provided a walk through of a Viewpoints workshop and Colette provided details of some of the tools TFL are promoting.

Slides will be added soon.

Friday, 9 March 2012

HEA Workshop on Embedding Self and Peer Assessment and Feedback in Practice - A Principle-Based and Technology-Enabled Approach,

Alan, Catherine and a colleague Luke Chen delivered a HEA Workshop on 9 March 2012 from 10.30 a.m. – 2:30 p.m. at Jordanstown Campus, University of Ulster. The event was Sponsored by HEA Workshop and Seminar Series.

The workshop introduced and exemplified a principle-based technology-enabled approach to self and peer assessment and feedback in teaching and learning practice. The approach is based on the recently adopted Ulster Principles of Assessment and Feedback for Learning and is supported by the Blackboard Learn system.
In particular, the workshop presented two case studies detailing the step-by-step implementation of self and peer assessment and feedback in practice. These allowed participants to deconstruct the benefits of the case studies, while considering best practice assessment and feedback principles. Some of the students involved in the case studies were present to ensure an authentic student perspective.
In addition, prominent educators from the UK HE/FE were invited to talk about their studies, findings and experiences on self and peer assessment and feedback in learning practice. Participants were also be given the opportunity to share their practice, and to consider and discuss how the presented approach could be adopted to enhance their own practice.

There were both individual and group activities to encourage participants to establish connections between the principles and practice. Assessment and Feedback resources from the Viewpoints Project (an Ulster JISC-funded Curriculum Design Project) used to support activities for the duration of the session.

Slides and further information will be added soon.