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Hacking Assessment: what can happen in the fissures and cracks of
LTA
Tom Burns and Sandra SinfieldALDinHE 2015
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Discourses of Assessment
• Complex and contradictory
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Crème 2003:
• De-stabilise the essay’s monolithic power
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Moral panic #1 Plagiarism• Design out:
• Staff Guides & resources…• Take5:
http://learning.londonmet.ac.uk/epacks/take5/
• The essay remains!
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Tackling disability
• ‘Reasonable adjustment’ ...
• (For all…Ingle 2013a, Ingle 2013b)
• And the major adjustment is ...
• More time for traditional written assignments.
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Multi-modal age…• Multi-modal assignments? (Abegglen, Burns &
Sinfield 2014; Burns, Sinfield and Holley 2009, 2012)...
• We get…
• MCQ or online submission…
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• Especially in the new two-tier HE (Thomson 2010) ...
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We assess …
• MORE…
• And more harshly
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Paradigm Shift
As with Internationalising the curriculum?
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Or:
• There are Mickey Mouse students for whom Mickey Mouse degrees are quite appropriate
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Our Module
• #becomingeducational • Rhizomatic• Fissures & cracks• Nomads & streetfighters!
• https://becomingeducational.wordpress.com/
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PBL:
• Reading strategies• Blogs• Digital Me• Performance• Games• Drawings• Artefacts…
Submit 3: 30%
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Develop a Digital Me
• http://learning.londonmet.ac.uk/epacks/posters-digital/
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We think we cover:
• Belonging• Self-efficacy/Self-esteem• Academic Writing• Group work• Digital stuff• Drawing to Learn• Blogging to Learn• Critical thinking• Notes/reading
• Active learning• QBL• Object Based Learning• Project Based Learning• Inquiry Based Learning• Research Based Learning• Student as Producer• Creativity in Learning• Heutagogy
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Think/Write
• What one activity have you enjoyed the best? Why
• What one ethos has stood out for you so far? Why?
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Make a Game
• To teach that activity to others• To reinforce that activity in others• To revise the point of that activity if taught to
others...
• Using the resources in the room!!
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The Games
• Dan’s Group:
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The Games
• Dan’s Group:
• Sarah’s group:
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How have you done it?
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BibliographyAbegglen, Burns & Sinfield (2014) ‘Disrupting learning landscapes: Mentoring, engaging, becoming’in Investigations in University Teaching and Learning Vol 9, Spring 2014 pp15-21Burns, Sinfield & Holley (2012) ‘The Shipwrecked Shore – and other metaphors: what we can learn from occupation of – and representations in – virtual worlds’ In Investigations in University Teaching and Learning Vol8 summer 2012 pp119-126Crème P (2003) ‘Why can’t we allow students to be more creative?’ in Teaching in Higher Education Vol. 8, No 2 2003 pp 273-277Deleuze, G. & Guattari, F., 1987/2005. A thousand plateaus: Capitalism and schizophrenia. Minneapolis, London: University of Minnesota PressHayes (2004) in Satterthwaite, Atkinson and Gale (Eds) Discourse, Power, Resistance: Challenging the Rhetoric of Contemporary Education Stoke on Trent; Trentham BooksIngle J (2013a) ‘Writing as exclusionary practice’ in DISCOURSE, POWER AND RESISTANCE: DISCOURSES OF INCLUSION AND EXCLUSION 2013Ingle J (2013b) Blog post for DISCOURSE, POWER AND RESISTANCE: DISCOURSES OF INCLUSION AND EXCLUSION (http://www.thinkingwriting.qmul.ac.uk/node/131 ACCESSED 01.12.14)Last Refuge blog (2013): http://lastrefugelmu.blogspot.co.uk/2013/04/discourse-power-and-resistance-2013.html Noble, C (2014) Week 12 blog: https://becomingeducational.wordpress.com/2015/01/02/week-twelve-learning-log/ Preventing Plagiarism (2008) Staff website: http://learning.londonmet.ac.uk/TLTC/connorj/plagiarism/Staff/ Sentito (2013) Leader of the Symposium Strand: ‘Stimulating or stultifying? Education as if learning matters’ in DISCOURSE, POWER AND RESISTANCE: DISCOURSES OF INCLUSION AND EXCLUSION 2013Sinfield, Burns & Holley (2009) ‘a Journey into Silence’ in Social Responsibility Journal Vol 5 No 4 2009 pp566-574