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Summary and reflection

In this week of the course we looked at issues in learning and teaching with a focus on assessment. In the discussions on blended learning there was quite a variation in your experiences of this mode of learning and teaching but one common theme was how rapidly blended learning is growing. At UNSW the institutional focus on blended learning really began in 2013.

Thank you to all those that shared links to technologies and resources and described examples of how they use technology in their teaching in Step 3.2. One of the themes in the discussions on blended learning Step 3.3 picked up on the examples of curating resources and teaching materials that were discussed by some of the UNSW teachers in the video. Some of you shared your own examples of pre-class activities and offered strategies for getting students to come to class prepared.

In Step 3.4 some of the assessments that people proposed to try out in their own discipline were peer feedback, presentations, simulation, group projects and scenario-based role play. A few people talked about the value of continual assessment for engaging and motivating students. Many of you talked about the role of formative assessment in providing students with feedback on their progress during the course. This picks up on the comments from students in Step 3.8 about feedback needing to be timely, relevant and regular.

At the end of the Week 3 we invite you to share Activity (1b) from your ePortfolio with others in Step 3.12. We encourage you to take this opportunity to provide feedback to each other that is supportive and developmental.

Thank you for all your wonderful participation in this first course in the Foundations of University Learning and Teaching program. We look forward to seeing you in the next course, Introduction to Educational Design in Higher Education.

Bob, Kristin and Martin.

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This article is from the free online course:

Introduction to Learning and Teaching in Higher Education

UNSW Sydney