Feedback As A Learning Tool & Recent Research In Distance Learning Assessment for Learning (AFL) Mordechai Miron (University of Tel Aviv, Israel) “Assessment for Learning (AFL) ” refers to all those activities undertaken by teachers and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and […]
Engaging Students Online An Act of Juggling: The Challenge of Sustainable Assessment in an Overloaded Academic Role Denise Wood (Charles Sturt University, Australia) Assessment provides evidence of transformative change in student knowledge and skills. Currently, the pressure to design and implement a planned, cohesive approach to assessment across a curriculum is clear. The implementation of […]
Panel Presentation 2: Teaching through an Epidemic: Adaptability, Access, and Creating a Virtual Community Janina Tosic (West Ruhr University of Applied Sciences, Germany) and Anne Tierney (Heriot Watt University, Scotland) The online pivot affected university teachers across the globe. In this interactive presentation, we will share how we have dealt with this challenge and taken […]
Adapting Courses for Online Delivery 2 The Covid 19 Pivot in a Psychology Research Lab Class: A Social Distancing Attitudes Experiment Sandra Webster (Westminster College, USA) The COVID-19 pandemic caused a pivot from face-to-face student research team projects to a unified, team-based remote class experiment. The new experiment tested the effects of priming on college students’ […]
Roundtable 4: Leveraging Internal Feedback through Deploying Deliberate Comparison Processes for Online and Classroom Settings Mairead Brady, Martin Fellenz, and Michelle MacMahon (Trinity College Dublin, Ireland) and David Nicol (University of Glasgow) This roundtable focuses on comparison processes (Butler & Wynne, 1995; Nicol, 2013, 2019) that have a positive impact on self-directed student learning. This […]
Adapting Courses for Online Delivery 1 The Mutual Relations between Evaluation Methods and Learning Outcomes in Academia. Nitza Davidovitch and Ruth Dorot (Ariel University, Israel) This presentation discusses the paradigmatic change in higher education from content-centered to learning-centered academic programs. Motivated by the STEM (Science, Technology, Engineering, and Mathematics) movement, this change imposes new success […]
Engaging Students Online How Students (and Teachers) Can Easily Create Educational Videos Sigal Tifferet (Ruppin Academic Center, Israel) In this paper, I will explain how to make videos using the free version of Biteable. Biteable allows creating professional videos in less than an hour, using existing templates and photos. Thus students are able to make a […]
Roundtable 3: Learning Together through Feedback Elizabeth Black (University of Glasgow, UK) Considering the engagement of both students and teachers as crucial for sustainable feedback, and drawing on the notion of feedback as dialogue (Nicol, 2010), we will lead a discussion based around our work with students and staff in a School of Education within […]
Toward Sustainable Assessment Academic-Industry Collaborative Lifecycle to Support Work-Integrated Learning. Simi Kamini Bajaj (Western Sydney University, Australia) Work-integrated learning (WIL) refers to student learning through industry engagement to bridge the gap between theory and practice-of-work. The aim is to develop professional capabilities to prepare students for professional workplace environment. WIL has its learning benefits apart […]
Roundtable 2: Pivoting Team-Based Learning Online Karen Hayes (Charles Sturt University, Australia) Engaging students with dry, theoretical material is often very challenging. Occupational therapy theory and processes are no different. Team-based learning, however, offers the advantages of engaging students in completing the content pre-work before they come to class, challenging them to apply the knowledge […]
