1. ‘Technology, assessment and feedback’
‘InCurriculum’
Further outcomes of a National Teaching Fellowship Project

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

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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. Online feedback and assessment at NUA

15. The tutor and student voice
InCurriculum