Hack assessment al_din_he2015
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ALDinHE 2015 Learning Development Conference presentation: Assessment provokes complex debate - from the moral panics surrounding the inevitable dumbing down of HE due to widening particpation - to necessary adjustments for SpLD to acknowledging the multimodal present... So why does the essay still reign supreme. This presn offers alternative assessments that provoke engagement, creativity, voice and choice... With links to website displaying student Poster Exhibition and 'Develop a Digital Me' artefacts.
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Hack assessment al_din_he2015
- 1. Hacking Assessment: what can happen in the fissures and cracks of LTA Tom Burns and Sandra Sinfield ALDinHE 2015
- 2. Discourses of Assessment • Complex and contradictory
- 3. Crème 2003: • De-stabilise the essay’s monolithic power
- 4. Moral panic #1 Plagiarism • Design out: • Staff Guides & resources… • Take5: http://learning.londonmet.ac.uk/epacks/take 5/ • The essay remains!
- 5. Tackling disability • ‘Reasonable adjustment’ ... • (For all…Ingle 2013a, Ingle 2013b) • And the major adjustment is ... • More time for traditional written assignments.
- 6. Multi-modal age… • Multi-modal assignments? (Abegglen, Burns & Sinfield 2014; Burns, Sinfield and Holley 2009, 2012)... • We get… • MCQ or online submission…
- 7. • Especially in the new two-tier HE (Thomson 2010) ...
- 8. We assess … • MORE… • And more harshly
- 9. Paradigm Shift As with Internationalising the curriculum?
- 10. Or: • There are Mickey Mouse students for whom Mickey Mouse degrees are quite appropriate
- 11. Our Module • #becomingeducational • Rhizomatic • Fissures & cracks • Nomads & streetfighters! • https://becomingeducational.wordpress.com/
- 12. PBL: • Reading strategies • Blogs • Digital Me • Performance • Games • Drawings • Artefacts… Submit 3: 30%
- 13. Develop a Digital Me • http:// learning.londonmet.ac.uk/epacks/posters -digital/
- 14. We think we cover: • Belonging • Self-efficacy/Self-esteem • Academic Writing • Group work • Digital stuff • Drawing to Learn • Blogging to Learn • Critical thinking • Notes/reading • Active learning • QBL • Object Based Learning • Project Based Learning • Inquiry Based Learning • Research Based Learning • Student as Producer • Creativity in Learning • Heutagogy
- 15. Think/Write • What one activity have you enjoyed the best? Why • What one ethos has stood out for you so far? Why?
- 16. Make a Game • To teach that activity to others • To reinforce that activity in others • To revise the point of that activity if taught to others... • Using the resources in the room!!
- 17. The Games • Dan’s Group:
- 18. The Games • Dan’s Group: • Sarah’s group:
- 19. How have you done it?
- 20. Bibliography Abegglen, Burns & Sinfield (2014) ‘Disrupting learning landscapes: Mentoring, engaging, becoming’in Investigations in University Teaching and Learning Vol 9, Spring 2014 pp15-21 Burns, Sinfield & Holley (2012) ‘The Shipwrecked Shore – and other metaphors: what we can learn from occupation of – and representations in – virtual worlds’ In Investigations in University Teaching and Learning Vol8 summer 2012 pp119-126 Crème P (2003) ‘Why can’t we allow students to be more creative?’ in Teaching in Higher Education Vol. 8, No 2 2003 pp 273-277 Deleuze, G. & Guattari, F., 1987/2005. A thousand plateaus: Capitalism and schizophrenia. Minneapolis, London: University of Minnesota Press Hayes (2004) in Satterthwaite, Atkinson and Gale (Eds) Discourse, Power, Resistance: Challenging the Rhetoric of Contemporary Education Stoke on Trent; Trentham Books Ingle J (2013a) ‘Writing as exclusionary practice’ in DISCOURSE, POWER AND RESISTANCE: DISCOURSES OF INCLUSION AND EXCLUSION 2013 Ingle J (2013b) Blog post for DISCOURSE, POWER AND RESISTANCE: DISCOURSES OF INCLUSION AND EXCLUSION (http://www.thinkingwriting.qmul.ac.uk/node/131 ACCESSED 01.12.14) Last Refuge blog (2013): http://lastrefugelmu.blogspot.co.uk/2013/04/discourse-power-and-resistance- 2013.html Noble, C (2014) Week 12 blog: https://becomingeducational.wordpress.com/2015/01/02/week-twelve- learning-log/ Preventing Plagiarism (2008) Staff website: http://learning.londonmet.ac.uk/TLTC/connorj/plagiarism/Staff/ Sentito (2013) Leader of the Symposium Strand: ‘Stimulating or stultifying? Education as if learning matters’ in DISCOURSE, POWER AND RESISTANCE: DISCOURSES OF INCLUSION AND EXCLUSION 2013 Sinfield, Burns & Holley (2009) ‘a Journey into Silence’ in Social Responsibility Journal Vol 5 No 4 2009 pp566- 574