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 is how rapidly this mode of 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 3.5 about feedback needing to be timely, relevant and regular.

In Step 3.5 we heard from students at UNSW talking about their experiences of assessment and what works for them. Some of the students talked about the benefits of group work and others about the importance of clear assessment task guidelines. In your comments there were a few points made about the value of embedding assessments throughout a course rather than adding them on at the end. In Step 3.8 some of you mentioned prompt and regular feedback as valuable to student learning but acknowledged that a lack of time to do so is a challenge for markers. Turnitin was mentioned as an effective tool for providing detailed feedback in a range of formats.

In Step 3.10 we ask you to complete the second ePortfolio activity. We encourage you to use the opportunity to get feedback from your peers on your ePortfolio activity.

Now that we are at the end of the course we’d like to thank you for all your participation. We look forward to seeing you in the next course, Introduction to Educational Design in Higher Education.

Share this article:

This article is from the free online course:

Introduction to Learning and Teaching in Higher Education

UNSW Sydney