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Chris Hall

Sharing successes and hiding failures: 'reporting bias' in learning and teaching resear... - 0 views

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    "When researchers selectively report significant positive results, and omit non-significant or negative results, the published literature skews in a particular direction. This is called 'reporting bias', and it can cause both casual readers and meta-analysts to develop an inaccurate understanding of the efficacy of an intervention. This paper identifies potential reporting bias in a recent high-profile higher education meta-analysis. It then examines a range of potential factors that may make higher education learning and teaching research particularly susceptible to reporting bias. These include the fuzzy boundaries between learning and teaching research, scholarship and teaching; the positive agendas of 'learning and teaching' funding bodies; methodological issues; and para-academic researchers in roles without tenure or academic freedom. Recommendations are provided for how researchers, journals, funders, ethics committees and universities can reduce reporting bias"
Chris Hall

Tips for Writing a Strong Rubric - Rubric Examples Included! - 0 views

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    "Before jumping into creating a rubric, think carefully about the performance objectives of the assignment. Keep these objectives specific and clear."
Chris Hall

Teaching excellence in the disciplines | Higher Education Academy - 0 views

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    "Based on interviews with deans from a range of UK universities, this report produced by LSE Enterprise for the HEA, provides a snapshot of different conceptions of what constitutes good teaching practice at discipline level and exemplifies the challenges facing the architects of the Teaching Excellence Framework (TEF) and reviews the current literature base."
Chris Hall

Frontiers | The Learning Styles Myth is Thriving in Higher Education | Educational Psyc... - 0 views

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    "The existence of 'Learning Styles' is a common 'neuromyth', and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread. This perspective article is an attempt to understand if and why the myth of Learning Styles persists. I have done this by analyzing the current research literature to capture the picture that an educator would encounter were they to search for "Learning Styles" with the intent of determining whether the research evidence supported their use. The overwhelming majority (89%) of recent research papers, listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education. These papers are dominated by the VAK and Kolb Learning Styles inventories. These presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to education, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and for the field of education research."
Chris Hall

On-Campus Impacts of MOOCs at Duke University (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

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    "In 2012, Duke University began using MOOCs to promote innovation in teaching and learning within the campus community, with the goal of importing successful new pedagogical ideas into Duke classrooms.
    Since that time, 30 instructors from 28 departments have developed 31 MOOCs on Coursera, attracting 2.8 million enrollments and issuing more than 72,000 certificates.
    Various examples show how these instructors changed their teaching approach in both MOOCs and traditional courses, including by improving classroom materials and activities, crafting better measures of student learning, and experimenting with new pedagogies to increase engagement and learning."
Chris Hall

Jisc Digital Media | gamification-home - 0 views

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    "This infokit explores gamification and its application to the field of education, learning and teaching. It is written for instructors such as lecturers and teachers, and is also of interest to learning system developers, education technology organisations, metadata specialists, librarians, and anyone concerned with effective learning either within, or outwith, curriculum requirements"
Chris Hall

Want to raise the quality of teaching? Begin with academic freedom | Times Higher Educa... - 0 views

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    "Politicians who want to improve the quality of teaching through increased competition may ironically simply end up with ever greater systems of centralised control. Following Hayek (the philosopher father of free market economics), I would say this is not the way to make the best of our teachers."
Chris Hall

Focus Group meets Nominal Group Technique: an effective combination for student evaluat... - 0 views

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    "In Higher Education Focus Groups and Nominal Group Technique are two well-established methods for obtaining student feedback about their learning experience. These methods are regularly used for the enhancement and quality assurance. Based on small-scale research of educational developers' practice in curriculum development, this study presents the use of a combined approach that potentially offers more benefits than the use of Focus Groups alone. It proposes a combined method, 'Nominal Focus Group', which includes the benefits of in-depth discussion of a Focus Group and the prioritising of results of Nominal Group Technique. These benefits include questions for further exploration, initial data analysis and increased ownership of the process by students. In practice, the method gave rise to rich data and actionable outcomes that were used to make informed curriculum enhancements for the programme teams."
Chris Hall

Education online en-masse: lessons for teaching and learning through MOOCs | ALT Online... - 0 views

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    "On 24 April 2015 forty educators from 19 institutions discussed key issues in MOOC design and implementation at a one-day workshop hosted and funded by the University of Reading, a leading member of the FutureLearn MOOC consortium. The workshop offered the opportunity to evaluate practical lessons from the design and delivery of MOOCs, particularly those encouraging skills development. The focus was on problem-based discussion of approaches to teaching and learning, and the extent to which MOOC learning outcomes can be defined, measured, or achieved."
Chris Hall

Jisc to retire Jorum and refresh its open educational resources offer | Jisc - 0 views

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    "After 13 years delivering and sharing content to support teaching practitioners across higher education, further education and skills, Jisc will be retiring its Jorum service in September 2016. "
Chris Hall

Review of Research on Online Learning Environments in Higher Education - 0 views

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    "A growing number of studies have been carried out to understand learning and teaching activities in online learning environments (OLEs) and to design effective OLEs for meaningful learning in higher education. Although there were a small number of studies to provide research trends in educational technology in regards to research topics, methods, and researchers, more research is necessary to help educators to understand new trends and issues of OLEs in higher education. This study intends to provide an overview of practical and theoretical issues pertaining to OLEs by analyzing literature recently published in peer-reviewed journals. The present study qualitatively analyzed research questions and purposes to identify themes of OLEs in higher education. The OLE research topics were grouped into three major themes: (1) participants, (2) micro-level environments, and (3) macro-level environments. The findings are followed by discussion of an ecological approach as a new theoretical framework to guide future OLE research and practice."
Chris Hall

Student survey rates teaching qualifications above research activity | Times Higher Edu... - 0 views

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    "Lecturers with formal teaching qualifications are valued by students far more highly than those who are active researchers, says a major survey that is likely to reopen the debate over the need for compulsory teacher training."
Chris Hall

e-Assessment Toolkit | The e-Assessment Association - 0 views

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    "The e-Assessment Toolkit exists to provide clear, current, practical information to e-assessment practitioners, or those thinking of adopting e-assessment. The toolkit offers useful tools and resources, helping users to develop and share their knowledge of e-assessment for effective implementation."
Chris Hall

Wikipedia should be 'better integrated' into teaching | News | Times Higher Education - 0 views

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    ""It's true that a lot of undergrads don't visit physical libraries, but as counter-intuitive as it sounds, we have found that making students do Wikipedia-based assignments is a great way to get students back into the library, looking for sources that they can't find online,""
Chris Hall

Researching and Re-telling the Past: Blogging about Disability History | - 0 views

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    "Providing an innovative, research-focused approach to nineteenth-century disability studies, undergraduate history students at Swansea University combine the use of archival resources with blogging to publicly disseminate their work. Here, Professor David Turner reflects on the multiple teaching and learning approaches to 'Researching and Re-telling the Past'."
Chris Hall

Student-designed feedback software wins share of Jisc funding | News | Times Higher Edu... - 1 views

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    "A digital system designed to help university staff to collect and act on student feedback is one of two student-designed technologies to win £25,000 in funding from higher education technology body Jisc."
Chris Hall

The Journal of Educational Innovation, Partnership and Change - 0 views

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    "The UK Change Agents Network is pleased to announce a call for papers for the inaugural edition of the Journal of Educational Innovation, Partnership & Change. The journal will support research into partnerships between staff and students that identify, lead and deliver change in education across all disciplines. This edition will share and celebrate the outcomes of staff and students working in partnership on innovation and change projects. The project is co-funded by Jisc and the University of Greenwich."
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