I attended UEAs Learning and Teaching day yesterday, and thought I’d make a few observations based on some the of the sessions I attended. However, these observations are from the perspective of what can Learning Services, at UCS take from proceedings.
Impact of Peer-Assisted Learning
This session outlined a statistically approach to evaluating the impact of PAL schemes on assessment performance. I’d not suggest we’d follow a similar technique, and our PAL schemes are set up differently. However, we would need to develop a robust evaluation framework for our schemes (more qualitative than quantitative). The emerging results tended to support the general literature, those who attend PAL sessions tend to be better.
This session complemented the PAL session nicely, as it looked at a specific case of Maths support for Economists. The reason I say it complements is, I’d suggest / argue the PAL scheme should be central to the delivery of this support at UCS.
A suggested action would be to follow up with Robert Jenkins to discuss the support model. They appear to support the way we support social work, ie., lots of conversations, and planning, then run a set of developmental sessions parallel (not within) the timetabled slots. I’d be very interested to look at effectiveness (given experiences of social work) and a more in-curriculum design.
Student peer assessment: case studies from HUM
What I particularly liked about this approach was the strategic lead by the Faculty / School, where they would role out 12 pilot projects around the broad theme of peer assessment. The outcome was an excellent 6 side PDF on experiences (case by case). This approach would add value to UCS developments, as it would help develop the critical mass for an effective community of practice. There is a time a place for broad and shallow, and I think we need to encourage our Faculties and Departments to follow suit.
Ploughing the Pluralist pedagogues
Based around: Watson, Duncan, Cook, Steve and Arico, Fabio (2014) Death of the pedagogue: pluralism and non-didacticism. International Journal of Pluralism and Economics Education, 5 (3). pp. 242-255. ISSN 1757-5648
Interesting use of student generated content / ideas and sharing within the student cohort. They appeared to go down quite a labour intensive route using app.gosoapbox.com, and pasting into Blackboard. I thinking, as we have Blackboard Mobile, it would be simpler for students to comment on an in module blog post. However, putting that aside, a transferable learning model for students generating content which would transfer nicely to delivering academic writing sessions. I could see this working for generic and discipline specific sessions.
So, a few things we could potentially transfer across to our practice.
Finally, thanks to UEA for a thought provoking day 🙂