Examples of previous work

Not just moocin' about from George Roberts

Course details: 'Cultures of Publishing', a 2nd year module on the Publishing undergraduate course. Part of the history and cultures pathway which begins with 'Book History' in year 1 and continues with 'Print and Society' in year 3.

This conference exhibit is presented on Prezi, and examines the use of formative feedback on essay abstracts, and on the final versions of an early-deadline assignment, treated as formative feedback in preparation for a later, more substantial, essay task.

The presentation examines written feedback and face-to-face feedback in tutorials, considers students' and colleagues' responses to my feedback-giving practices, and reassesses them in light of these comments, the literature on assessment and feedback, and the Brookes Assessment Compact. This reflection, evidence and reading contributes to a set of recommendations for improvements I can make to my feedback-giving, starting immediately, with the students' next essay submission, and including more substantial recommended changes to the next run of the module.

http://prezi.com/hvfisbtqwlm8/formative-feedback-on-essay-abstracts-v2/
(Use the 'more' button to display the presentation full screen, then navigate through it using either the onscreen arrow buttons, or the left and right arrows on your keyboard.)

Example 3

Course: BA (hons) Interior Architecture

Module: Design Practice, year 3, Hons level

My role: co teaching on the course with the module leader

Exhibit details: the module runs on the first semester of the third year, and one of its main objectives is to introduce the students a more professional environment including applying theory and practical skills in one project. In order to do so we have decided this year to introduce a new brief which is based on the work the students have carried the previous year. The initial rational was that revisiting a familiar brief from different aspects will encourage deeper learning approach. It is important to note that generally projects in interior run over a period of one semester and never before were they spread over two different academic years. This exhibit will perform as a short pilot for a (potentially) more extensive evaluation of the topic and will aim to highlight potential areas to focus on.

Example 4: 

A critical evaluation of seminar sessions used in an advanced honours module (U24183 - Topics in Social Psychology)

This was my first year teaching on this seminar-based module, so I decided to use Brookfield’s (1995) framework of the “four lenses” to critically evaluate these seminar sessions and to identify ways I might improve the planning and teaching of this module. I reflected on my own experience of the seminars, and asked my students to give anonymous written feedback about their experience of the same sessions. On the basis of this initial reflection, it was evident that there were two significant issues that needed to be addressed: (1) although well-prepared, some students did not feel comfortable contributing to group discussions; and (2) a small number of students consistently failed to read the journal article they were assigned, and as a result were not sufficiently prepared to engage meaningfully with group discussions. I discussed both of these issues with three other colleagues teaching on the same module (running their own separate seminar sessions), as well as consulting with relevant research literature; and as a result I generated a number of workable recommendations that are likely to further enhance my future teaching practices on this module.

Link to File

Last updated January 2015

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