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 […]
-, 8-SLDF, Academic Practice, Learning Design
8-SLDF, Academic Practice, Academic Professional Development, Constructive Alignment, Feedback, Learning Design
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
Academic Practice, Academic Professional Development, Constructive Alignment, Higher Education, Learning Design, Taxonomy
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
8-SLDF, Academic Practice, Academic Professional Development, Learning Design, Staff Development, Teaching Practice
Learning & Teaching Activities (6/8-SLDF)
Designing Engaging Learning Opportunities Workshop aligned to UKPSF A1-A2, K1-K4, V1 The third element in a constructively aligned course design
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Developing a Meaningful Assessment Strategy (5/8-SLDF)
Student expectations are serious constraints on imaginative assessment processes. Students are taught through their educational experience that ‘final grades matter’
8-SLDF, Academic Practice, Academic Professional Development, Learning Design
Developing Effective Learning Outcomes 4/8-SLDF
Courses available here Workshop available aligned to UKPSF A1, A4, A5, K2, K3, K6, V1-V4 This post is a shortened
8-SLDF, Academic Practice, Academic Professional Development, Higher Education, Learning Design
Media Choices Informing Design: 3/8-SLDF
There are five key considerations we should take into account as we either work with media in our learning
Academic Practice, Academic Professional Development, Higher Education, Learning Design, POISE, Teaching Practice
From Walled Garden to Open Jungle (33′ 30″)
This 33-minute presentation is from a session delivered to an internal audience of colleagues on my final day at BPP University
8-SLDF, Academic Practice, Conferences, Workshops, Meetings, Learning Design
Learning Design for Professional or Discipline Contexts 2/8-SLDF
Workshop aligned to UKPSF A5, K1-K3, V4 Tertiary providers are increasingly expected to deliver ‘work-ready’ graduates. This is a challenge
8-SLDF, Academic Practice, Academic Professional Development, Higher Education, Learning Design
Student Profiles – 1/8-Stage Learning Design Framework
Our learning programmes are designed to reflect our institutional specialisms and priorities, to play to our strengths. Sometimes we risk forgetting that
8-SLDF, Academic Practice, Academic Professional Development, Conferences, Workshops, Meetings, Constructive Alignment, Learning Design
Overview of the 8-Stage Learning Design Framework (11’48”)
This an introduction to a new resource being shared on this website, the 8-Stage Learning Design Framework, or 8-SLDF for short.
Academic Practice, Academic Professional Development, Teaching Practice
Coffee Notes: Enhancement Circles (3’12”)
This morning’s short coffee note identifies some of the functions, and their advantages, in establishing ‘enhancement circles’. For faculty working in a less
Academic Practice, Academic Professional Development, Higher Education, Staff Development, Thoughts, Idle and otherwise
Coffee Notes: Personal Reflection and Evaluation (5’8″)
I thought I would share some cross-platform videos which reflect whatever is on my mind professionally each morning. Shot in
Academic Practice, Academic Professional Development, Assessment, Feedback, Higher Education, Learning Design
What are four reasons for providing feedback to students? (3’59”)
There is a wealth of literature that describes the purposes of providing feedback as part of the learning process in
Academic Practice, Academic Professional Development, Assessment, Constructive Alignment, Feedback, Higher Education, Learning Design
Four contractual agreements to make with your students about feedback (3’30”)
There are social conventions, unwritten rules, around feedback in a formal education setting. Most students associate feedback as coming from
Academic Professional Development, Assessment, Learning Design
Four Types of Assessment (Video 4’42”)
In response to a question from a client, I put together this short video outlining four types of assessment used
Academic Practice, Academic Professional Development, Epistemology, Higher Education, Internationalisation, Theoretical Perspectives
What is missing from the UKPSF?
(Coaching is available for direct entries for Fellowship. Contact me to discuss) The majority of academic staff in the United
Constructive Alignment, Higher Education, Learning Design, Taxonomy
Designing with all 5 Educational Domains
[See Courses on Using Educational Taxonomies] I believe a sound learning design process should ensure students experience all five domains