Customisable Online Academic Skills Self-Assessment: Development and Initial Feedback Steve Briggs Nick Collis Nigel Upton.

Slides:



Advertisements
Similar presentations
Effective Practice for e-Learning: A Learning Technologists Perspective Alice Bird Learning Technology Manager Liverpool John Moores University.
Advertisements

Demanding Questions and Difficult Answers Alan Maddocks Carol Newbold Loughborough University.
Refreshing institutional policies around academic integrity: a focus on student training Dr Neil Morris Faculty of Biological Sciences.
LBSS Faculty of Law Business and Social Sciences Law Accountancy Business and Management Central and East European Studies Economics Economic and Social.
Margaret Masson Glasgow Caledonian University BMAF Annual Conference 2009 Workplace mentoring for student support and employer engagement.
PQF Induction: Small group delivery or 1-1 session.
Session title Christopher Murray and Neil Currant, Differences in e-portfolio success!, Starting from scratch versus ready-made materials University of.
Work-Based Learning (WBL) Coordination The Amended Model WORKLIFE COOPERATION PLAN Workplace analysis Workplace database Framework agreement Workplace.
Creating effective partnerships with parents. School demographics Namoi Valley Christian School (NVCS) is an independent primary school situated in Wee.
Placement Workshop Y2, Sem 2 Professional Practice Module (PPM)
Session Outcomes Explain how assessment contributes to the learning process Use a model of feedback to enhance student learning Identify a range of feedback.
Coaching CPD Session Sources: Jason Bangbala and Mike Hughes “The biggest and most underused resource teachers have is each other” (Scottish Consultative.
Graham Nicholson Director Careers Service University of Dundee Assessment of Personal Transferable Skills.
Human Resource Management: A Case Study Approach Training and Development Your title and name Your university‘s name Title course Your University logo.
PRESENTATIONS The whys and hows of including student presentations in a portfolio of learning, teaching and assessment techniques.
Dylan Grace, President ISSU.  Plan for when and how the new Junior Cycle will be introduced has been outlined  Expectation that new senior cycle and.
MOOCs and the Quality Code Ian G. Giles PFHEA Medical Education
Bridging the Gap: Teaching Across Abilities Mandy Atkinson Business School University of Greenwich.
Information Literacy Embedded in the Curriculum: A Collaborative Process or One way to spend your grant money Jennifer Groome, Reference Librarian Jack.
Executive Report to Council
Welcome to LT1H02N Studying Service Sector Management.
Personal Development Planning Margaret Harrison Associate Dean of Academic Frameworks.
E-portfolios for PDP An overview of student and staff perceptions across subject areas Federica Oradini and Gunter Saunders Online Learning Development.
Literature and Law: New English Major Track Proposal Pat Angley FX Gleyzon Farrah Cato Barry Mauer.
Week 2 Standards and evidence Building your professional persona and portfolio.
EPortfolios for PDP An overview of student and staff perceptions across subject areas Federica Oradini and Gunter Saunders Online Learning Development.
Tips for lecturers using communication tools: discussion boards & chat rooms Marga Navarrete August 2007.
Diploma of Project Management Course Outline NSW Course Number Qualification Code BSB51407.
Best Practices in Active Learning “Team Based Learning (TBL)” Ilene Harris, PhD.
The Student Experience Project Overview for Kosovo Higher Education visit Mark Wilkinson October 2014.
Strand 1 Improving the Quality of Teaching with a Focus on English and Maths and Employability Skills Commissioned and funded byOrganised by.
Unit 2: Managing the development of self and others Life Science and Chemical Science Professionals Higher Apprenticeships Unit 2 Managing the development.
How to Use Data to Improve Student Learning Training Conducted at Campus-Based SLO Summit Spring 2014 How to Use Data to Improve Student Learning.
ALERT™ Education Outcomes and Impact on Clinical Practice Chris Parr Senior Information Analyst 1.
ME Assessment Process Presented to the College Advisory Council, Sept. 18, 2003 Overview Overview ME Program Educational Objectives (PEOs) Revision Process.
University of Leeds Academic Services Introducing an Information Literacy Strategy at Leeds University Angela Newton and Hannah Hough, 2004.
Games Technology BSc Multimedia Computing BSc Creative Computing BSc.
What should teachers do in order to maximize learning outcomes for their students?
Diploma of Project Management Course Outline NSW Course Number Qualification Code BSB51407.
School’s Cool in Kindergarten for the Kindergarten Teacher School’s Cool Makes a Difference!
Raising quality and safety awareness: Integration of IHI Open School Online Courses in the Nursing Undergraduate Curriculum Eloise Pearson Sandra Hainey.
IMPRESS Aiding transition into HE through highly specified on-entry skills support David Bowers, Head of Learning Development University Campus Suffolk.
Information Literacy Embedded in the Curriculum: A Collaborative Process or One way to spend your grant money Jenny Groome, Reference Librarian Jack Dougherty,
Enhancing student learning through assessment: a school-wide approach Christine O'Leary, Centre for Promoting Learner Autonomy Sheffield Business School.
ASE Support for Teaching From Beginning Science Teachers through to Heads of Science Adrian Fenton Formerly Curriculum Support Manager, ASE Now Science.
The University for business and the professions Neal Sumner Instructional Designer E Learning Unit City University WebCT Regional Users Group meeting
From an e-portfolio to a PLS: Integrating an e-portfolio into PgC in Learning & Teaching in HE. Sarah Chesney Centre for the Development Of Learning &
Reading Conference March 2009 Destinations ® : Internal & External Collaboration The Irish Journey Mary Sweeney University of Limerick.
The Redesigned Elements of Statistics Course University of West Florida March 2008.
RPPS Education Development Process Debbie Bender.
Professionally Speaking : Qualitative Research and the Professions. Using action research to gauge the quality of feedback given to student teachers while.
Certificate IV in Project Management Certificate IV in Project Management Course Structure Course Number Qualification Code BSB41507.
Afternoon session. Aims  to become familiar with the rationale and structure of the renewed frameworks, including support for planning, teaching and.
Joined up Thinking: Integrating eLearning with QA and Enhancement Emma Rose: Teaching and Learning Office Linda Irish: eLearning Team Cath Dyson : eLearning.
Tutors… in vocational education Jan Dekelver Rob Vierendeels OOF-Project Pal scoort op vele velden Network of centers for training of innovative project.
Buckstone Primary School School Improvement Plan Summary A copy of the full Standards and Quality Report and the full Improvement Plan are available on.
Developing and delivering an online course to support the effective teaching of literacy through braille Rory Cobb, RNIB Dr Steve McCall, University of.
E VALUATING YOUR E - LEARNING COURSE LTU Workshop 11 March 2008.
SLAV Conference Jennifer Hall BSSC Library Coordinator 17 March 2005.
Feedback in University Teaching Prof. Arif Khurshed Division of Accounting and Finance.
De Montfort University Louise Buckingham Richard Fynes Mark Simpson Hannah Swanston.
Select Slides… Spring 2013 Training Strengthening Teaching and Learning through the Results of Your Student Assessment of Instruction (SAI) For Faculty.
Learn Local Quality Preaccredited Teachers Community of Practice Moderation Workshop South East Victoria ACFE Region 5 th August 2015.
Tutors… and their formation Rob Vierendeels OOF-Project Pal scoort op vele velden Grundtvig Blaid Project.
Empowering Teachers: Evidence- based practices to tackle Problem Behavior and Manage the Learning Environment BY MARY BUCCI AND CINDY ELAYOUBI.
Connecting and collaborating with University departments to achieve a more impactful curriculum career education Anna Graves, Kim.
Development of Quality Initiatives on a Less-Travelled Path: The Online Fellows Program Judith A. Giering, Ph.D. Karyn E. Holt, Ph.D. Drexel University.
Effective Practitioner: Getting Started…
School’s Cool Makes a Difference!
Department: Design & Technology HOD: Mr Kent
Presentation transcript:

Customisable Online Academic Skills Self-Assessment: Development and Initial Feedback Steve Briggs Nick Collis Nigel Upton

Session Overview Rationale for developing the resource Demonstration of the resource –Tutor perspective –Student perspective –Running reports Feedback Next steps 2 Customisable academic skills self-assessment

Rationale Historically, the Professional and Academic Development (PAD) Team have provided a self-assessment booklet for students commencing undergraduate study. The booklet focused on key academic skills including: –Writing –ICT –Maths –Time management and organisation 3 Customisable academic skills self-assessment

Rationale II By working through the booklet, students assessed how confident they felt about different aspects of studying Students also completed exercises to provide an insight into their performance related to basic academic skills If students identified areas where they lacked confidence / competence they were encouraged to access online resources / services provided by PAD 4 Customisable academic skills self-assessment

Benefits of the Booklet Encouraged independent learning Introduction to PDP Source of service promotion Could be a scheduled induction exercise However, whilst we found the concept of the booklet to be sound we experienced problems associated with the paper format Customisable academic skills self-assessment 5

Issues with the Paper Format Cost Non-subject specific Distribution time Fixed content once printed Catering for last minute requests from academics Relevance of content to certain courses (e.g. Maths) Self-assessment meant that trends were not identified amongst student groups Customisable academic skills self-assessment 6

An Online Solution Customisable academic skills self-assessment 7 Given the issues associated with a paper self-assessment resource we considered whether a technology based solution could be applied After conversation with our Learning Technology team it was decided that an online version of the self-assessment (delivered through Blackboard and built using learning units) would be developed This would address many of the problems that had previously been encountered It would also enable trends to be identified in academic skill development needs

Demonstration 8 Customisable academic skills self-assessment

Early Adopters Customisable academic skills self-assessment 9 Academics who approached PAD requesting copies of our self- assessment booklet were sent a copy of the online self-assessment package We promoted awareness of the package through arranging departmental demonstrations Details of the package were included in University induction guidelines – as an option that could be used

Initial Dissemination Customisable academic skills self-assessment 10 We were concerned that PAD / Learning Technology could be inundated with ICT requests related to the self-assessment package We therefore made it clear that ownership and responsibility for revising content sat with academic teams PAD would provide limited assistance with content when requested Learning Technology would provide assistance around installation / running of reports

Outcomes – Learning Development Team As anticipated: –Dissemination of the resource to academics has become much more straightforward – forward instructions with attached zip file –Typos have been easily corrected when identified –Significant cost saving –Requests have easily been catered for 11 Customisable academic skills self-assessment

Outcomes - Academics Customisable academic skills self-assessment 12 “The package itself is great - but as usual it [problems] is to do with implementation” (Senior Lecturer – Faculty of Business)

Issues that emerged Lead time needed to implement Staff having the time to customise content Course team engagement / championing within faculty Integration with other systems (such as PebblePad) Student completion not made compulsory 13 Customisable academic skills self-assessment

Moving Forward Increase the range of template questions to make the resource more resistant to non-customised use by academics. This will be done by requesting input from Librarians / Computer Skills Training / Language Centre) The Centre for Learning Excellence will include details of the package in induction guidance that academic departments should follow We plan to work closely with early adopters who in turn we hope will become our ‘champions’ The package will be as a source of evidence for justifying a request for on course academic skills teaching delivered by learning resources teams 14 Customisable academic skills self-assessment

Questions 15 Customisable academic skills self-assessment