Innovations in Practice (LJMU)
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Pod casting feedback to students: students\u27 perspectives of effectiveness
No full textProviding effective feedback to students has been repeatedly associated as a key strategy in the learning and teaching process (Poulos & Mahony, 2007). However, much of the research on student feedback has focused on timing, content and student interpretation (Knight & Yorke, 2003; Yorke 2002)
What can the coaches learn from the teachers?: an example of model-based instruction in a National Governing of Sport coach education programme
No full textThe purpose of this article is to examine the role and nature of Model Based Instruction (MBI) (Metzler, 2005) and discuss how Instructional Models (IM) such as Sport Education (SE) and Tactical Games Concepts (TGC) have become embedded in the pedagogic delivery of a coach education programme for one particular sports governing body (the Englad and Wales Cricket Board [ECB]). This article will discuss how learning \u27how to coach\u27 principles have elements of MBI and reaffirm a view currently held by coaching scholars, such as Jones (2006) that current coach education discourse and physical education discourse actually contains more similarities than differences. This article concludes by recommending coach education teams engage in greater collaboration with experienced teachers of physical education as well as academics in higher education institutes (HEI\u27s) recognised for their expertise in MBI
The relationship between handout content, student attendance and learning
No full textThe quality of teaching and learning may be directly linked to the class size. Across many universities, traditional didactic lectures are the most economic and convenient way to disseminate information to large numbers of students. However, does this ceom at a cost of poor motivation and learning, and what simple techniques could be employed to maintain deep learning and high level of student interaction during these sessions
Attendance and attainment are they linked: a study in the first-year of a bioscience degree
No full textThere is much evidence in the literature that suggests that student attendance rate is linked with both attainment and retention. Levels of attendance have been shown to be influenced by many factors, such as part-time work and day and time of learning opportunity. The aims of this current study were to investigate the links between a) attendance and attainment b) attendance and day/time of the module in two first-year modules of a bioscience degree. The results confirm the link between attendance and module attainment, but did not find a relationship between attendance and timetabling of the module. Therefore, for any university aiming to increase their overall student attainment the key recommendation would be the introduction of a robust and visible attendance monitoring system
Student views of assessment and feedback
No full textAssessment and feedback have long been recognised as crucial aspects of the student learning experience and occupy much effort on the part of students and tutors alike. The inception of the National Student Survey has exposed the extent to which students are dissastified with assessment and feedback. This paper reports the finding of a major institution-wide survey into students\u27 perceptions and experience of assessment and feedback. Much research on assessment is discipline-specific, but this study surveyed students from all four typrical typologies of university subjects: hard or soft, pure or applied. The findings revealed very little difference between students in terms of what they want from assessment and feedback. Indeed, not only were there few apparent connections between discipline and preference for feedback or assessment style, but this seemed to be unrelated to features such as age, mode of study or level of study. Regardless of any of these factors, students universally preferred timely one-to-one feedbac
Sustainable feedback and academic attainment: exploring the links in the modern higher education student
Full text linkThe expectation of current higher education students is that they are an independent, self-regulated learner who work in partnership with their institution to engender lifelong learning skills that can be applied in both education and employment. Such learners are able to monitor, direct and optimise their own learning by effectively evaluating their progress towards achieving their learning goals, proceeding with confidence, determination and resilience towards their desired outcomes. The central thesis advanced here is that a dialogic, sustainable feedback cycle may be the most valuable mechanism through which to develop such learners. We propose that through dialogue around feedback and effective engagement with the feedback provided, students may develop agency in their studies and improve their mental toughness and academic self-efficacy, enabling them to both set, and evaluate progress towards self-determined learning goals and thus enter into a beneficial learning partnership with agents of their institution
\u27What is wildlife?\u27: the influence of research informed teaching and work-experience on wildlife conservation students
No full textSurvey-based research was conducted into how students taking a BSc degree in Wildlife Conservation perceived the term \u27wildlife\u27, what type of wildlife interested them and what sort of wildlife-related careers they would like. The relationship between these responses and their exposure to research informed teaching, non-HE associated work-experience and hobbies was investigated. Results showed that students tended to perceive \u27wildlife\u27 to be charismatic fauna and their associated habitats, and that students aspired to careers involving such animals, often in exotic, overseas locations. Interests, career aspirations, and perceptions of \u27wildlife\u27 broadened with student age and progression through the degree, and this seemed to be more closely related to their work-experiences than to research informed teaching
a reflection on the pros and cons of the \u27crit\u27 as a method for delivering feedback and conducting assessment: a case study
No full textThe \u27crit\u27 is a feedback and assessment method used in architectural education and many other art and design subjects. It is unquestionably adopted as the singular method for formative feedback and assessment. This paper reflects on the \u27crit\u27 in the light of contemporary teaching theory and identifies a number of its strengths and shortcomings. Reflection on a practice is based on a case-study of the use of this approach in one programme area. Recognising that the \u27crit\u27 is unlikely to be supplanted by any other feedback or assessment method, reflection has generated suggestions as to how it could become a more effective learning tool
Sector reports review: September 2016 to January 2017
Full text linkThis paper provides a summary of key reports and papers published by UK HE sector organisations between September 2016 and January 2017. The organisations and groups covered are: Department for Education (DfE); Disabled Students’ Sector Leadership Group; Higher Education Academy (HEA); Higher Education Funding Council for England (HEFCE); Heads of e-Learning Forum (HeLF); Higher Education Policy Institute (HEPI); Higher Education Statistics Agency (HESA); Institute for Public Policy Research (IPPR); Jisc; jobs.ac.uk; Leadership Foundation for Higher Education (LFHE); New Joint Negotiating Committee for Higher Education Staff; Northern Universities Consortium (NUCCAT); Office for Fair Access (OFFA); Prospects/Association of Graduate Careers Advisory Services (AGCAS); Quality Assurance Agency (QAA); Social Market Foundation; Student and Assessment Classification Working Group (SACWG); Social Mobility Advisory Group (SMAG); Universities and Colleges Admissions Service (UCAS); University and College Union (UCU); Universities and Colleges Information Systems Association (UCISA); and Universities UK (UUK).The themes covered in this paper include: HE participation and enrolments; academic teaching qualifications; recruitment of teaching staff; the Higher Education and Research Bill (including the Teaching Excellence Framework); teaching quality; the Bell Review; re-assessment practice; supporting technology-enhanced learning; learning analytics; learning spaces; student satisfaction; equality and diversity; admissions and unconscious bias; supporting transition (in university and after graduation); student wellbeing; university rankings; partnership in universities; civic engagement; internationalisation; and alternate providers of HE
Reach for the stars! Realising the value of creative arts internships
Full text linkThere is an increasing emphasis on students to improve their own employability. Entering any workplace is competitive and to the student a complex and unknown environment. In recognition of this, there is an influx of ideas to support the transition to employment. In an attempt to demystify the workplace, students are encouraged to gain experience to help reach their potential and reach their career aspiration. This paper reflects on the Career Accelerated Internship Programme as an enrichment of the student experience. It provides an overview of creative arts internships and, in particular, the experiences of dance interns as they engage with LJMU cultural partners
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LJMU Research Online (Liverpool John Moo...PATT40 (LJMU)Biomolecular Research Reports (BRR) (LJM...Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)
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