Chris Rust and Mandy Jack initiated an exchange about assessment volume, kind and equivalence on the SEDA maillist. Hours are most easily countable (and even that is not easy). There are also the number of assessment points and the "weight" given to each assessed point. Chris asserted that: the only meaningful comparison is student hours … Continue reading How much of what kind of assessment?
Teachers professional development as an NSS action?
I read our recently issued NSS action table in the context of preparation guidance for staff annual Performance and Development Review (PDR): For academic and other student facing staff, are they adhering to the Brookes Charter (Regulation E3) and the 8 NSS Principles. One of the NSS actions (dressed up as principles) and echoing the UK PFS … Continue reading Teachers professional development as an NSS action?
Flipping icebergs: a neo-liberal curriculum?
It feels to me like an iceberg about to tip. Ultimately this is an argument for qualitative research into the so-called subjective realms of values, beliefs and feelings. Because, in part, I suggest it is the enclosure of the subject for the reward of a few, which is at the root of the general mess … Continue reading Flipping icebergs: a neo-liberal curriculum?
A hidden curriculum
Published on: Jan 18, 2018 I examine two related concepts: hierarchised identity formation and the enclosure of desire as a hidden curriculum. A hidden curriculum is, I suggest the collection of assumptions, often about power (Brookfield 2017, chapter 2) that is communicated alongside and through the practice of overt curricula. A hidden curriculum is conveyed … Continue reading A hidden curriculum
Where risk lies for HEIs: the conflation of regulation, reputation and enhancement
I had a conversation with our head of QA about the consultations current in HE regulation. Her pragmatic approach is refreshing. I thought I might share the gist of my side of the conversation. I am working through documents at a more leisurely pace than the folk at Wonkhe. And I did read David kernohan's A game of … Continue reading Where risk lies for HEIs: the conflation of regulation, reputation and enhancement
Tinkering with algorithms
I read Franklin Foer's Facebook's War on Free Will the Guardian's "Long read" for Tuesday 19 September 2017. He recapped a familiar argument: you are Facebook's product. But when he hit "data science" I turned up my sensors. He says, "There’s a whole discipline, data science, to guide the writing and revision of algorithms". Then he … Continue reading Tinkering with algorithms
Back to the really hard stuff
I am doing, in a way, what I have always wanted to do: teaching in a university, running an academic conference, editing a journal, supervising dissertations, some consultancy. And now I seem to have found the time and space to develop the two items that have been hardest for me to achieve and for which … Continue reading Back to the really hard stuff
Lots to do: thoughts on the task ahead
The task, for me, the lots to-do is to transform theory to practice. That is, education development aims not just to bring about correct understanding but to create social and political conditions (that is, community) more conducive to human flourishing than the present ones. I became a Football Coach last winter and now help run … Continue reading Lots to do: thoughts on the task ahead
Learning design: heroic goal in a held space
What was I trying to do in my talk to the Solstice conference 2016? In the talk, I analysed learning using metaphors of “Held space” (Plett 2015), The romantic or heroic quest (Wikipedia for summaries) And “heartwork” (Hogan 2011) or the concept of “emotional labour” (Koster2011). I wanted these to be seen in the light … Continue reading Learning design: heroic goal in a held space
Backpacks, badges and epistemology: an interesting conversation that leads to happily ever after
Grant (2014) asks in the title to her book about digital badges, "What Counts as Learning?" This succinctly expresses the question of higher education and explains the continuing interest in badges, and in learning technologies in general. The fact this is less explored, gives me an opportunity to explore both learning technology and epistemology. I have developed … Continue reading Backpacks, badges and epistemology: an interesting conversation that leads to happily ever after