Well done, enthusiastic group of UWE colleagues for taking part in quite a strenuous day, and making excellent progress towards putting together applications for HEA Fellowships across all the levels. The workshop slides and resources we used are presently on your ‘private’ page of my website, including a revised version of the task we used towards the end of the day. I wish you well in rounding of your applications, and look forward to hearing that they’ve been successful. Don’t leave it for long now, or you’ll lose bits of the thinking you did today.
Sally and I very much enjoyed this year’s ANTF Symposium in the MacDonald Burlington Hotel in Birmingham. Sponsors of the event were Ede and Ravenscroft (who took photos of many of us) and Play-doh (who provided material to help us concentrate during the sessions). It was great to meet up with ANTFs from all over, and in particular with our friends Simon Thomson and Ruth Pickford from Leeds Beckett University, pictured with us here.
Great to be back at Derby after several years. Thanks to so many of you turning up to be with me. Here are the main slides I used (do let me know if I missed anything useful out), minus as always the video clips and pictures. Assessment and feedback (80) As I’m sure you could tell, I’d have loved a whole day at Derby, but hope that I touched on sufficient useful ideas to keep you going. I believe I have now conquered Windows 8 on my new laptop, but not yet microphones and walking about. (As ever, whenever a computer does something really silly, it can be tracked straight back to its user!).
Here are the main slides I used in our day together Newcastle College Masterclass (88). You were a great group to work with, and it was very clear you are really keen that your students succeed. The file was so big I could not get all the slides in the one presentation, so I’m adding those on the literacies here literacies (46).
The National Union of Students has now produced three such tools, on ‘Assessment and Feedback’, ‘Organisation and Management’ and ‘Learning Resources’, all strongly related to aspects of the student experience as gathered annually in the UK in the National Student Survey. These tools provide excellent food for thought and discussion in universities, and can be downloaded from the NUS website, or indeed direct from here: Assessment and feedback (91), Organisation and management (51), Learning resources (59).
Here are the main slides I used today. Thanks for all the Tweets. You were a great group and I hope to see you again before long. Sadly, trains from the South West are awry, and my Edinburgh train is turning round at Birmingham, but I still hope to get home tonight! Enhancement at Bridgwater (89)
I’ve today put together a ‘Digest’ of some quite long extracts from ‘Making Learning Happen’ (3rd edition published May 2014) and the 4th edition of ‘The Lecturer’s Toolkit’ (published this year), from the respective chapters on Assessment. These are the bits focussing on traditional assessment formats such as exams and essays, and I’ve put enough (I hope) of the preceding discussion from each chapter to set the scene. You’ll also be able to see the different styles of the two books, and sometimes compare two different ways of approaching the same topics. (These extracts are of course from my disc versions of the submitted manuscripts, and the published editions have the benefit of copy-editors’ expertise from the respective publishers). If you find this useful, please re-tweet using the button below. Also, any feedback really appreciated – thanks in advance for this. Extracts from 'Making Learning Happen' and 'Lecturer's Toolkit' (259)
Sally and I are delighted to be working in Utrecht again, and are being well looked after on our visit. Here are the main slides I used in my two workshops on feedback, where I have updated the slides to include the differences between the two workshops, where I altered the order to ‘lead the witnesses’ on the 26th, and to ‘start from your experience’ on the 27th. Utrecht2 (87)
There were not enough of you to have a workshop on small-group teaching, but thanks to a few of you for participating in a discussion and a related exercise. The main slides relating to that are here: small groups slides (76), updated now with the three introductory slides I used. I’ve also added the booklet on ‘personal tutoring’ which I wrote with colleagues from Leeds Met some time ago. personal tutoring (78).
Great working with you, and thanks for looking after us so well.
Many colleagues have used our ‘HEA Fellowships-on-one-page’ handout, which is best printed out A3 in colour when working on your applications for Associate Fellowship, Fellowship, Senior Fellowship and Principal Fellowship.
Sally and I have now revised the grid to incorporate updates from the HEA, and would recommend that you use this version rather than the earlier versions. UKPSF summary: update 2015 (166) Note that the ‘2015’ column is current information from the HEA website, which supersedes the job descriptions still present in the 2011 UKPSF document.
We are also pleased to provide the main slides UKPSF slides 2015 (137) we currently use at workshops assisting people to draft their applications, with slides with black headings drawing from resources from the HEA, and those with purple headings consisting of our own thoughts and some we’ve gathered from other sources.
We are happy for both these downloads to be used as Open Educational Resources (Phil Race and Sally Brown)
Here are the main slides I used, and some I did not use, relating to applying to the HEA online for the ‘experience’ route towards Senior and Principal Fellowships. The slides are password-protected, using the word you suggested. UWE 14th January (92) The slides were devised using materials from the HEA website, and from other things we gathered from a number of sources. We haven’t yet made it clear which are our advice and which are ‘official’, but when we’ve finished putting together a working set of slides, we’ll both publish it on our websites.
You were a great group to work with, and well done for completing significant elements of your respective applications. The sooner you finish off the task, the better it will be (while you still recall all the discussions we had). I wish you all the best for now pressing on to get your award – you’re fortunate in the institutional support you have (not least the fee).
Here are the main slides I used in my workshop with you this morning, and a paper I wrote on linking engagement to the factors underpinning successful learning. I really enjoyed working with you all. (But sadly my train to Newcastle is being terminated at Birmingham!!) Oxford Brookes Engagement (87). Getting Students Engaged paper (130)
Here are the main slides I used, minus the pictures and links, and not always in the order in which I used them Central College Nottingham (81). I’ve inserted the QAA B6 slides too. Here also is the great 2004 paper by Geoff Scott on institutional change Geoff Scott's Paper (72). I’ve also added a paper on ‘Getting Students Engaged’ Getting Students Engaged paper (130).
Please use the ‘search’ function at the right hand side of the website using ‘joughin’ to get to Gordon Joughin’s booklet about oral assessment, and ‘NUS’ to get to their benchmarking tool for assessment and feedback, and ‘observation’ to get to my peer observation booklet. Thanks to Simon for lift to the station, where I just caught a train to Chesterfield then onward to Newcastle. You were a great group to work with – hope to see you again.
Great working with you all today. Here are the main slides. RVC keynote (102) RVC workshop (94) Please use the ‘search’ function at the rhs of the site to find ‘Joughin’ for the booklet on oral assessment, and NUS for the benchmarking tool. Wishing you all the best for the Festive Season, and hoping to return to RVC one day.
Small-group learning is really important for students, but often gets eclipsed in the literature by the more ‘public’ aspect of large-group lectures. I’ve written lots about both, in the ‘Lecturer’s Toolkit’ (2006 and 2015) and in ‘Making Learning Happen’ (2014). I often use Chapter 4 of the Toolkit as a handout in my workshops on small-group learning, and this particular chapter remains largely unchanged in the 2015 edition, so I am putting the Chapter up as a download here Making small-group teaching work (152), not least as a response to Twitter requests for help regarding small-group teaching. I hope you find it useful.
Here are the main slides I used in our two workshops today, and the checklist for students to indicate how they use learning outcomes. Learning outcomes Durham (104) Towards assessment as learning (108) Learning outcomes checklist (109) You were a great group to work with, thanks for making me so welcome. Thanks specially to Sam for picking me up and delivering me back to Durham station – where I walked straight onto the train bearing Sally back from London.
Great working with you today. Here are the main slides I used Northumbria slides (110) and Chapter 3 from ‘How to get a good degree’ from which the last half of the session was adapted building on feedback handout (95). Thanks for all the Tweets. The photo shows the astrologically-selected winner of the book, and another photo could be thought to be one theme of the session. Good luck with your studies.
This is much revised and expanded compared to the 2007 version, and now contains the essay marking exercise I often use, and the ‘Statements’ exercise. The following link takes you to a page where the main contents are spelled out in some detail. http://phil-race.co.uk/4th-edition-lecturers-toolkit/
Chapter 1: How students really learn
Chapter 2: Designing assessment and feedback to enhance learning
Chapter 3: Lectures in the digital age
Chapter 4: Making small-group teaching work
Chapter 5: Resource-based learning in the digital age
Chapter 6: Looking after yourself
Chapter 7: Challenges and Reflection