Category Archives: Learning to learn (meta-learning)

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

Posted in Learning Journals, Learning to learn (meta-learning), Personal development, Uncategorized | Tagged | 2 Comments

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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PDP vision from LJMU

Thanks to Kath Leigh for forwarding the video on PDP which was shown to me at an event I blogged about in May 11.

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Threshold concepts and troublesome knowledge (a brief introduction)

Troublesome knowledge (Perkins 2006) and threshold concepts (Meyer and Land 2006) help us to understand why learners do not learn at a steady rate. The trajectory of learning is peppered with stormy patches to be navigated. These periods may be … Continue reading

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