BETT 2017: Learning Design and Technology in HE
It was my pleasure today to present some of my visualisation tools to be used in higher education learning design. […]
Conferences, Toolkit
Academic Professional Development, Assessment, Constructive Alignment, Learning Design, Taxonomy, Theoretical Perspectives
Simplifying the Alignment of Assessment
Some recent work with programme designers in other UK institutions suggests to me that quality assurance and enhancement measures continue
Academic Practice, Spanish
Potential for International Exchange
I am in Mexico City this week sharing ideas around academic good practice with colleagues from the international network to
Conferences, Workshops, Meetings, Learning Analytics, Learning Design, SOLE
Using Learning Design to Unleash the Power of Learning Analytics
Atkinson, S.P. (2015). Using Learning Design to Unleash the Power of Learning Analytics. In T. Reiners, B.R. von Konsky, D.
Academic Professional Development, Higher Education, Learning Design, Taxonomy
Graduate Competencies, Employability and Educational Taxonomies: Critique of Intended Learning Outcomes
[See Courses on Educational Taxonomies] We hear much about the changing world of work and how slow higher and professional
Learning Design, SOLE
Enhancements to the SOLE Tookit – now version 3.5
I have no idea what the protocol is for naming versions of things. I imagine, like me, someone has an
Academic Practice, Toolkit
Rich visualizations and costing in SOLE 3.5
As promised this version of the SOLE Toolkit, 3.5, remain a free, unprotected and macro-free Excel workbook with rich functionality to serve the learning designer. Version 3.5 has two significant enhancements.
Rich visualization of the learning spaces and tools: that students are to engage with in their learning. This provides an alternative, fine-grain, view of the students modes of engagement in their learning.
Faculty-time calculations in design and facilitating: based on the learning spaces and tools to be used
Higher Education, Learning Analytics, Theoretical Perspectives, Thoughts, Idle and otherwise
Why ‘learning analytics’ is like a sewer
Back in the late northern hemisphere summer of 2013 I drafted a background paper on the differences between Educational Data
Epistemology
ePortfolios: for whom and wherefore
(unformed thoughts…) I’m exploring a student e-portfolio solution. I probably didn’t need to install an instance of Moodle (2.5.9) and
Academic Professional Development, Epistemology, Taxonomy
Is Higher Education lacking its affective dimension?
Note: Updated high-quality versions of educational taxonomies are available here Whilst the majority of writings and reflections on the
Academic Practice, Academic Professional Development, Internationalisation, Taxonomy
Paper: Rethinking personal tutoring systems, the need to build on a foundation of epistemological beliefs.
Newly uploaded, here is the final paper that was previewed in blog postings during December 2014. Atkinson, S. P. (2014) Rethinking
Rubrics
Research: Epistemological Beliefs and Ill-structured Problem-solving
Charoula Angeli and Nicos Valanides, both at the University of Cyprus, have recently published a fascinating brief study of research
Academic Professional Development, Epistemology, Taxonomy, Theoretical Perspectives
Adaptation of Dave’s Psychomotor Domain
internasyonal na mga workshop / International Workshops [See Courses on Educational Taxonomies] I have received some interesting feedback and critique
Internationalisation, POISE
Resources: International Student Lifecycle
The Higher Education Academy issues extensive guidance on supporting the International Student Lifecycle. This is the result of The Teaching
Academic Professional Development, Thoughts, Idle and otherwise
An Opinion on a new approach on Personal Tutorial Systems
(Extracted for a draft Working paper) In the previous four posts I have outlined the changing nature of student support
Academic Professional Development, Epistemology, POISE, Research Projects, Theoretical Perspectives
POISE Project: an institutional response to epistemological beliefs
(Extracted from a Draft Working Paper) In the belief that student success in learning requires an awareness of one’s own
Academic Professional Development, Epistemology, POISE, Theoretical Perspectives
Starting with Epistemological Foundations
(Extracted for a Draft Working paper) Distributed institutions face an increasing challenge to be able to afford, or deliver efficiently,
Academic Professional Development, Epistemology, Internationalisation, POISE
The research basis on which institutions respond to the case for learning support
(extracts from a draft Working Paper) Following a review of institutional websites in October 2014 it is clear that the