1,721,122 research outputs found
Web-based student feedback on large group teaching: how does it compare with traditional paper methods?
No full textQuality assurance is integral to good teaching. It requires a commitment from students to provide regular feedback, and from teachers to analyze and act on information received. The organisation and analysis of student feedback is time-consuming and difficult to co-ordinate for a complex clinical course. Web-based feedback using a dedicated school web-site offers the advantage of ease of collation of student assessment ratings and comments. In Year 4 of the undergraduate course at Guys, Kings and St Thomas’ School of Medicine, Kings College London, web-based student feedback of large group teaching was compared with traditional paper based methods using response rates and quality of assessments. The preference of teachers for both methods was assessed and their comments
sought. The advantages and disadvantages of both methods will be presented
The management of student feedback using the World Wide Web
No full textThis poster will outline the introduction of web-based student feedback for large group clinical teaching to undergraduate medical students. In a pilot study at the GKT School of Medicine, London, a system for implementing web-based feedback to replace traditional paper-based methods was set-up, and the potential for this method explored. The steps taken in this process will be illustrated and explained. These include:
1 The recruitment of teachers and students to an electronic method of student feedback.
2 The briefing of teachers and students in use of the system.
3 The implementation of the pilot study.
4 The evaluation of the method
Alexander Martin S., Graham Helen (eds) The French and Spanish Popular Fronts. Comparative perspectives
No full textSagnes Jean. Alexander Martin S., Graham Helen (eds) The French and Spanish Popular Fronts. Comparative perspectives. In: Vingtième Siècle, revue d'histoire, n°26, avril-juin 1990. Le football, sport du siècle. p. 168
How the tea is made; or, The scaling of 'everyday life' in changing services for 'people with learning disabilities'
Full text linkIn the late 20th century the day services which had been set up for adults defined as having learning disabilities became understood as problematic because of the effects of segregation. The new solution became the adjustment of services in order to support a governmental form of personhood; a model of personhood defined by independence, the ability to make choices and be in control, to exercise rights and to take a place within the community and within society. This article tracks the technical changes to everyday life that underpinned this shift - specifically changes in tea making in Croydon’s day services since the late 1960s and techniques of person-centred planning via widely used policy and guidance documents. Through deploying the analytical lenses of ‘scope’ and ‘scale’, two questions are pursued: What is understood as legitimising a person with learning disabilities’ choice? On what scale does choice have to take place in order to be understood as realising ‘choice’ or ‘control’ as they are imagined in policy documents such as Valuing People
Oral History, "Learning Disability" and Pedagogies of Self
No full textOral history interviews are one form in a wider and changing formation of individualisation, personalisation and self-representation – a formation which is politically volatile. This article explores this volatility through one interview conducted as part of the Heritage Lottery Funded ‘History of Day Centres for People with Learning Disabilities’ project. In his interview Tom Brown mobilises the idea of ‘free will’ to account for changes in his life – an account which both contradicts and challenges the professional assessment procedures and eligibility criteria which are likely to have determined his life course. To help explore the complexities of his account, the article traces the multiple histories of the interview showing the specific meanings of Tom’s claim to ‘free will’. The article concludes by arguing that the oral history interview needs to avoid simply becoming a ‘pedagogy of self’ used to support the production of a model personhood defined by ‘independence’ and ‘choice’. Instead oral history practice needs to retain its critical edge by specifically understanding the models of personhood being articulated through oral histories as not simply reflecting the past and present but creating the future
Policy review: Department of Culture, Media and Sport's peer review pilot
Full text linkApril 2009 saw the publication of the documents generated by the UK Department of Culture, Media and Sport's museum Peer Review Pilot. This Policy Review offers both an overview of the process and a conceptual critique both of the Peer Review Pilot and the McMaster Review criteria on which the pilot was based. It is argued that the McMaster Review is grounded on a reading of excellence as “life-changing experiences” predicated on an imagined transformative aesthetic moment and that it is only by defining excellence in this way that McMaster could secure peer review as a legitimate means of identifying excellence. When transferred for the purposes of the Peer Review Pilot to the museum sector - with its long traditions of pedagogic and civic reform - this narrow reading of “changing lives” is no longer sustainable. The dislodging of the McMaster grounding assumption within the practice of the Peer Review Pilot creates conceptual fissures that can be traced throughout the Pilot's documentation. Specifically, a reading of the Pilot suggests both a need for a more careful reading of “peer”, a recognition of museums' multiple lines of accountability (including to the public) and the ongoing need for methodologies that might allow for an understanding of “life changing” within a much border frame
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