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Guest Speakers: Prof. David Boud & Prof. Angela Brew
January 11, 2016 @ 9:00 am - 12:00 pm
On Monday 11th Janurary 2016, EDEU is pleased to welcome two internationally renowned external speakers, Professor David Boud and Professor Angela Brew to Lincoln. Over the course of the morning two talks will take place covering redesigning feedback and implementing research-based experiences for students.
Rethinking and redesigning feedback for greater impact on learning
Student opinion surveys typically place feedback as one of the least successful aspects of higher education courses. How can we rethink it so that it can become much more effective without adding to the time it takes us to do it? Feedback is normally thought of as helpful comments provided to students. However, it can be more useful to think of feedback as a process in which students have and active role that leads to improved learning.
The session will explore new ways to think about feedback and will place emphasis on the design and location of student tasks to permit effective feedback to take place and on the nature and type of comments that are likely to have the most impact on students’ subsequent learning.
Implementing research-based experiences for students: challenges and opportunities
There is a wealth of research and literature that examines students’ experiences of research-engaged teaching and learning, but the experiences and perceptions of academics implementing these practices has been given less attention. Semi-structured interviews with twenty academics from different disciplines in a large research-intensive Australian university explore academics’ experiences and perceived challenges. Recognising that decisions are made at a number of different levels, perceptions of senior and more junior faculty have been sought. Interviews have been transcribed and analysed thematically. Findings demonstrate what facilitates change and what constrains or discourages it, offering new insights about the experiences, value, benefits and challenges of implementing research-based experiences for students. Specifically, how time is structured and workloads calculated are important to how teachers respond and adapt to this evolving learning paradigm. Also important is how physical and virtual spaces are arranged. How academics define undergraduate research and their attitudes to its benefits appear to determine what they seek to do. Negative or uninformed attitudes provide the greatest challenge to implementation. Some practices have involved undergraduates engaging in scholarship of teaching and learning projects. The implications of this are also explored.