Interesting that time should be one of the key elements in the learning experience, regardless of this experience ‘taking place’ face-to-face or happening remotely.

The synchronous or asynchronous character of the learning and teaching provision is key here, and ultimately relates to the individual’s ability to manage themselves, and their diary…[Read more]

Hi Gary,

really liking your equation-driven assimilation of the scholarship on teaching and learning.

Was actually caught in spreadsheet equations recently, trying to work out a statement of assessment at Pre-Honours level, so students are clearer about the assessment regime.

The good thing about these equations is that they are really concise…[Read more]

Very interesting, thank you Diana.

I did share the same interrogation about the offline/online distinction (‘discrimination’).

Various contributions and my own experience of the course help understand how two different settings would make a difference.

This is a really fascinating question, also in relation to ideas and practice of blended…[Read more]

Interesting research, although graph rather puzzling at first sight. Will need to read the report further.

Coursera courses definitely ask about participants’ motivation at first log-in in the class. If I remember well, there is choice of three different learner profiles.

Thanks for flagging this up.

Seems any online tool which will enable discussion and exchange between individuals, like a discussion board, a chat, a wiki, a blog, is a way to encourage ‘deep learning’ in online contexts.

Indeed the discursive process requires an individual, not only – but necessarily – to organise the information and their knowledge and a topic.

Discussion…[Read more]

(Not sure why Tom’s post won’t appear in the thread) but interesting point about pros and cons.

Tricky situation is when the time of students is balanced with the time of staff. They are equally valuable, ie. no-win situation to decide for or against TEL in assessment marking/moderating.

Thanks for your insights, Rose and Santanu.

Re Santanu’s question, standardisation is the S word in a world of (academic) freedom. In my current project, we’ve decided with colleagues to talk about harmonization so that individual staff are not made to feel like machines but like individuals, who they definitely are, and for the better.

As far…[Read more]

Thanks for your comments, gcujime and Linda.

I am well aware of Grademark, made a point of knowing it well to get colleagues to “meet” the system.

As with meeting someone, and as you point out, the difficulty is in managing change; when people have so other many things to manage anyway…

I suspect moving from hard copy to electronic would only…[Read more]

Been carrying a life size trial of Turnitin to see how the whole marking process can go – at undergraduate level – from first marking/feedback to moderation by the course organiser (CO).

The advantage of the process seems to be that the feedback can be released to students before the moderated mark can, hence providing a prompt feedback…[Read more]