"Ipsative assessment is a powerful and under-used approach that provokes a radical rethink of the purposes and methods of assessment. Ipsative assessment means making comparisons with a learner's previous work to mark progress and enable learners from all backgrounds to achieve a personal best. The seminar presents a case for partially replacing competitive assessment with ipsative assessment in a dual systems approach, and it explores the possibilities and the challenges using research evidence and examples from case studies in the recently published book Ipsative Assessment: Motivation through marking progress by Gwyneth Hughes."
(Gwyneth Hughes, 07 October 2014)
"The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in–class time is devoted to exercises, projects, or discussions. The video lecture is often seen as the key ingredient in the flipped approach, such lectures being either created by the instructor and posted online or selected from an online repository. While a prerecorded lecture could certainly be a podcast or other audio format, the ease with which video can be accessed and viewed today has made it so ubiquitous that the flipped model has come to be identified with it.
The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands–on activities. During class sessions, instructors function as coaches or advisors, encouraging students in individual inquiry and collaborative effort."
"The individual elements of the Bauhaus teachings are inscribed in a circular shape. The areas of the preliminary course and building are conspicuously delineated from the core of the instruction–the workshops with their accompanying subjects–by a drawn double ring. This is due to the special position that both of these teaching areas occupied: In order to even be accepted to the study programme at the Bauhaus, it was necessary to successfully complete the preliminary course. And only the most talented students could qualify for participation in the building theory course. The schema also indicates the length of the respective educational units."
Fig.1 Walter Gropius, Schema zum Aufbau der Lehre am Bauhaus, 1922, veröffentlicht in: Staatliches Bauhaus Weimar, 1919–1923 Bauhaus–Archiv / Museum für Gestaltung, Berlin.
"A Domain of One's Own is a project at the University of Mary Washington managed by the Division of Teaching and Learning Technologies. Starting in fall 2013, the project allows UMW students, faculty, and staff to register their own domain name and associate it with a space on a UMW–managed Web server. In that Web space, users will have the opportunity and flexibility to design and create spaces of almost unlimited possibilities. Within the system, they may install LAMP–compatible Web applications, set up subdomains and email addresses, and install databases. In addition, users may choose to 'map' their domain (or a subdomain) to other services, such as a UMW Blogs, Google Sites, or Tumblr."
Friday 31st January 2014 at the London Knowledge Lab: Presentations 1:30–2:30; Demos 2:30–3:30; Discussion and debate: 3:30–4:30.
"Digital media is now ubiquitous and embedded all around us even when we are not connected via our range of devices, so its no surprise that the government sees the creative industries as a priority area for growth. One factor key to its success is that of the so–called 'Fusion Skills': mixes of creative media, STEM and enterprise. The fusion of these three elements is an increasing demand from industry voices and seen as an answer to new digital innovation. In 2012, The Creative Industries Council (that reports to two ministers of state) called Fusion 'the new skills imperative' and one of eight challenges that need to be addressed in order to unlock growth. This 'what the research says' event attempts to unpack and explore Fusion in theory and practice, hearing from industry and educators. It's said that Higher Education faculty and discipline silos necessitate against fusion learning and teaching. ...
How do we co–opt students who are resistant to such abstract ideas, preferring outdated career caricatures from sources of variable quality? Where should interventions be– secondary school? Postgraduate? Is there hard evidence that Fusion skills are needed?"
(London Knowledge Lab)