Group items tagged

"This benchmarking tool is the latest in a series of resources Jisc has produced to help you improve the student experience at your institution. It was produced in collaboration with the National Union of Students (NUS) and The Student Engagement Partnership (TSEP) as part of the Jisc Digital Student Project (digitalstudent.jiscinvolve.org/wp/) and the Jisc Change agents' network (jisc.ac.uk/rd/projects/change-agents-network)"

"This research project explored good examples of how academic and professional staff are working together in new ways to deliver the best possible student experience.The project addressed the question of how and why these models of good working practices seemed to work well. The research investigated how the change management process was perceived and managed by the key stakeholders, as well as the role of the management, leadership and governance arrangements. Key stakeholders included students as well as staff, and the research considered how the student voice was and is heard in the development of these models. "

Whether or not you take a constructivist view of education, feedback on performance is inevitably seen as a crucial component of the process. However, experience shows that students (and academic staff) often struggle with feedback, which all too often fails to translate into feed-forward actions leading to educational gains. Problems get worse as student cohort sizes increase. By building on the well-established principle of separating marks from feedback and by using a social network approach to amplify peer discussion of assessed tasks, this paper describes an efficient system for interactive student feedback. Although the majority of students remain passive recipients in this system, they are still exposed to deeper reflection on assessed tasks than in traditional one-to-one feedback processes.

"The present research assessed the potential effects of expecting to teach on learning. In two experiments, participants studied passages either in preparation for a later test or in preparation for teaching the passage to another student who would then be tested. In reality, all participants were tested, and no one actually engaged in teaching. Participants expecting to teach produced more complete and better organized free recall of the passage (Experiment 1) and, in general, correctly answered more questions about the passage than did participants expecting a test (Experiment 1), particularly questions covering main points (Experiment 2), consistent with their having engaged in more effective learning strategies. Instilling an expectation to teach thus seems to be a simple, inexpensive intervention with the potential to increase learning efficiency at home and in the classroom"

"Findings from the Student Academic Experience Survey 2014 commissioned by the Higher Education Academy and the Higher Education Policy Institute show that while full-time undergraduate students in UK universities have high levels of satisfaction - 86% are fairly or very satisfied with their course - wellbeing among some students is lower than in the general population."

This report analyses the findings of the 2012 survey of various aspects of the student experience, including the amount of contact students have with their staff, the size of teaching groups, and the overall number of hours they devote to their studies. It updates the results of earlier surveys conducted in 2006 and 2007, and reflect on some of policy lessons to be drawn from the results

"During the summer of 2013, George Veletsianos approached the editors of Hybrid Pedagogy about publishing a collection of graduate student essays. The collection focused on these students' experiences in a variety of MOOCs -- from EdX, Udacity, and other xMOOCs, to improvisational MOOCs created by the students themselves using open resources on the web. Sean Michael Morris and Chris Friend assisted with the editing process, and the book was designed using GitHub by Kris Shaffer with help from Barry Peddycord III, Jesse Stommel, and Robin "

"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."

This report summarises the findings from 74 UK institutions who ran the tracker survey with their students collecting 22, 593 student responses on their expectations and experiences of technology. Institutions had the options of running surveys designed specifically for their learner types, HE, FE, adult and community learners, skills learners and those learners studying remotely online.

Webinar Date: February 19, 2013 17:00am - 17:45am While Eastern New Mexico University (ENMU) is the third largest school in the state, it covers more ground than any other university. The entire eastern part of the state, to be exact. In the dean's quest to make education accessible to the region's traditional, non-traditional and dual-enrollment students (high school students taking college courses), she had to think outside the traditional classroom experience.

""..if we want students to develop critical thinking, judgement and autonomy in assignment production they should be provided with high-level evaluative experiences similar to those of experts. Peer review, students evaluating and commenting on each other's work, is one way to achieve this'"

"This document summarises the key findings of a review of the National Student Survey (NSS). The NSS, first launched in 2005 , collects feedback from undergraduate students in the UK, via a survey, on their experiences of various aspects of their courses. The review was commissioned by the UK Higher Education funding bodies, and undertaken by NatCen Social Research in partnership with the Institute of Education and the Institute for Employment Studies."

Featuring four towering limestone columns and classic Flemish-bond brickwork, the century-old Mackay School of Mines Building at the University of Nevada, Reno, has long served as a bastion of Silver State history. Named after Irish immigrant and "Comstock Lode King" John Mackay, notable touches such as a cast bronze statue designed by Mount Rushmore sculptor Gutzon Borglum just outside the building helped it earn a spot in the National Register of Historic Places. Within its oak doors, however, are the makings of an intriguing experiment that's decidedly more new school. Like a mini museum, a collection of 3D-printed models are displayed within the building's sunlit, three-story atrium -- attracting a mix of students and teachers. Even more popular than the displays of plastic gears and molecule models, however, are the two 3D printers that made them: a professional-grade Stratasys uPrint SE Plus and a hobbyist 3DTouch machine by 3D Systems Corporation.

"Welcome to Google's MOOC Kit! We're excited to provide you with a great resource that includes best practices, important tips, technology guidelines, and strategies to help you inspire and motivate students. We hope you find this information helpful when planning and designing your online course. Whether you have experience teaching online or have never taught a course before, these resources here will help guide you through the process."

"The use of technology to maximise the student learning experience is a vibrant area of interest across all tiers of global education. Technology enhanced learning (TEL) is often used as a synonym for e-learning but can also be used to refer to technology enhanced classrooms and learning with technology, rather than just through technology."

"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."

The aim of this study was to evaluate whether mobile access to learning resources would enhance the students' learning experience on a sport science course.

The experience that Assistive Technologists build up in dealing with the use of technology in education is invaluable, but because all students and users are different and use the equipment or software in subtlely different ways there is always more to le

This seems to me to be one of the most significant presentations seen at this year's JISC Innovating e-Learning (online) Conference. It;s particularly relevant as it aligns closely with our own agenda.