‘Technology, assessment and feedback’ ‘InCurriculum’ Further outcomes of a National Teaching Fellowship Project 2007-2010-2016

Introduction The rationale for the Project The Purpose Overview of the Project Key points Findings Concluding comments

Rationale & technology Changing practice for differentiated learning Retention of students Student attainment Student-centred and expectation managed Active-independent learners Critical thinkers Contextualised assessment

The purpose of this discussion The notion that the student experience can be enhanced by appropriate technologies. If negotiated between the tutor and the student To produce a learning strategy bridging the learning and activity

Overview InCurriculum ~ National Teaching Fellowship Project ~ 3 years Participating institutions -10 staff Lead: Norwich University of the Arts University of Westminster (London) De Montford University (Midlands) 400 students from UG courses

Overview- Aims Testing the transferability of practice from arts-based courses To modify 3 modules at each institution, deliver and evaluate Dissemination of inclusive practice in delivery and assessment TECHNOLOGY - underpinned the approach to changing practice

The negotiation Based upon the art & design ‘studio critique’ model Student-led discussion groups Focus on learning strategies and behaviours Emphasise diversity of approaches Share good (best) practice - externalised learning Develop reflective practice - deep learning Capture/articulate student voice

Key points Online resources used to free-up time in tutorials Students engagement in a virtual learning and feedback environments Tutor time to prepare/reasonably adjust assessment Implications for quality management

Findings Student co-ownership of assessment methods Students as co-producers and experts Students as strategic planners/learners Reconnecting the disengaged with their student experience Technology for active learning Use of visual and discourse based exchange as assessment tools Peer student feedback for formative assessment Learning spaces for reflection and feedback

Talking Heads - Vimeo Use of technology for student centred approach to learning. - MP3 -Camtasia/Jing -Flip Cams -Wiki- web sites -Prezi – For the holistic view

Concluding comments Reconfirm learning styles approach on the VLE MP3 for group discussion – peer observation- formative and summative assessment Use of video for critiques Virtual marking and MP3 for reconfirmation and reflection

Assessment and Feedback Framed by QA and Framework for Higher Education Qualifications (FHEQ) Internal quality processes A range of assessment methods Formative assessment Feedback Summative Reflection

Concluding comments 2016 And if you thought that this was all historical – think about the developing Teaching Excellence Framework Reaching Quality Learning Environment Student outcomes and learning gain

Online feedback and assessment at NUA

The tutor and student voice InCurriculum www.incurriculum.org.uk