On April 27th I had the pleasure of sharing a virtual platform with Alan Tait (Open University UK), hosted by Tim Read (UNED, Spain), for a webinar entitled ‘How to Engage and Support Students Online’. This is the EDEN (European
I believe it is important to design learning from the learners perspective. That means learning that is both relevant, meaningful and motivating but also that is realistic and feasible within an agreed timeframe. This is a very brief explanation for
In this short video (5’52”), Simon touches on three basic principles of programming assessments. The first is that it should be programme wide, the second that assessing outcomes not content provides future flexibility, and the third that summative (or credit-bearing)
This short lecture (10’22”) presents the fundamentals of assessment for learning. Often referred to as formative assessment, I prefer to use the terms ‘assessment for learning’ and ‘assessment of learning’ instead of formative and summative. This is because ‘summative
This short lecture covers the essential details of deep, surface and strategic learning as described by Marton & Säljö. (1976). It invites the watcher to reflect on their own strategies (as a learner) and those of their students. Simon then
This excerpt (8’30”) is from the ‘wrap-up closing keynote delivered by Simon Atkinson at the Estonian e-Universities Conference held in April 2009 in Tartu, Estonia. Simon builds on comments made by conference contributors to reflect on issues such as media
In this short lecture (9’38”), Simon outlines the basic structure of sound assessment. Describing reliability, validity, and fairness in assessment and exploring a range of different assessment forms. These range from diagnostic to synoptic (capstone), to formative and summative. Being
Lesson planning is more structured in K-12 and professional contexts than in most higher education institutions. This is disappointing because planning sessions, adjusting to context and level, duration of session, and cohorts, provide the basis for ongoing reflection. This video
While many of us cringe at the sound of our own voice and hate seeing ourselves on film, witnessing, and reflecting upon, your own teaching performance is invaluable as a teaching enhancement technique. This brief video (1’20”) introduces the concept
One element in any teacher’s enhancement toolkit is the evaluative comments provided to you from your students. Usually, these are captured at the end of a module, far too late to benefit your current students. This short video (2’18”) links