Course: Designing Effective Intended Learning Outcomes (August 2022) I persist in being a fervent advocate for the use of a broader range of domains of learning, other than the cognitive domain (Anderson & Krathwohl, 2001; Bloom, 1956), in course design.
In-course and Post Course Evaluation Strategies (8/8-SLDF)
Workshop aligned to UKPSF A5, K5, K6, V3 It may seem strange to design our evaluation structures before we have even recruited students onto our programmes. We need first to understand the distinction between assessment, feedback and evaluation. It is
Exploring Opportunities for Feedback Throughout (7/8-SLDF)
Workshop aligned to UKPSF A1-A4, K3-K4, V1, V4 This post is a summary of the page for Stage 7 of the 8-SLDF, and the fourth element in a constructively aligned course design approach, which is feedback throughout. Closely reflective of
The Role of the Psychomotor Domain in Higher Education
See Courses “Why do I need to worry about manual skills? I teach history/French/maths…”. My answer is simple. What tools are used in the pursuit of your discipline? Is there not a degree of increasing proficiency in the deployment of these