Category Archives: Learning to learn (meta-learning)

Towards Inclusivity

A recent HEFCE blog post reminds of the need to continually consider inclusive practice in HE. Many universities are responding to the need for inclusivity with a range of policy approaches, guidance documents, suggestions for best practice and the internal … Continue reading

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Living scholarship

During a workshop on teaching recognition at Harper Adams University, I was involved in discussion with colleagues about ‘what is scholarship in the context of teaching and supporting learning?’ This discussion is not new of course. Boyer’s four types of … Continue reading

Posted in Academic Practice (PgC Teaching & Supporting Learning), Action-Research, critical thinking, HE, Learning to learn (meta-learning), Uncategorized | Leave a comment

Course level assessment – nice idea, but what does it really mean?

It is increasingly clear that thinking about curriculum in the unit of ‘the course’ rather than the unit of ‘the module is conducive to cohesive course design. It avoids repetition, ensures the assessment journey makes sense to the student and … Continue reading

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Viva preparation

Having survived my doctoral viva on the EdD programme at the University of LiverpooI, I wanted to share some of my own experiences in the hope that they might be useful to others. To prepare for my viva the first … Continue reading

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Action research for higher education practitioners: Booklet

I have formed a short guide to action research particularly to support colleagues in higher education who may be undertaking action research for the first time. This is absolutely not intended to be a substitute for literature but it is … Continue reading

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Five quick ways to write reflectively

Imagine an audience for your musings. It’s hard to write without an audience. Write like you are talking to someone that you trust and connect with, and to extend your thoughts imagine their probing questions when you hit natural pauses. … Continue reading

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5 reasons why giving pass/fail marks, as opposed to percentage grades, might not be a bad idea

1. Grades may be an inhibitor of deeper self-reflection, which is in turn linked to self-regulated learning (White and Fantone 2010). Grade chasing distracts from meaningful learning review (see also Dweck 2010). For real examples of this, some student views … Continue reading

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