Registration for the
third Active Learning Network conference is now open. It takes place here at
Sussex on 11 June and is free to all.
Dr Wendy Garnham from
the School of Psychology has been instrumental in setting up this network which
now boasts satellite groups and an increasing range of educators who are
contributing to and accessing its resources through the website and events.
LEGO® SERIOUS PLAY® (referred to as LSP for the rest of the
article) is a methodology to facilitate workshops where participants
respond to tasks by building symbolic and metaphorical models with LEGO bricks
and present them to the other participants (Kristiansen, Hansen & Nielsen,
When students embark on academic life at university, they have lots of new things to deal with. For many students, it may be the first time they’ve been asked to write a substantial piece of work using academic sources. For some, this is likely to be at best daunting and possibly overwhelming. So, how can the Library help you to develop the information literacy skills of your students?
We are inviting submissions for the two-day Foundation Year Network Annual Conference, hosted by the University of Sussex on the 10th and 11th July 2019.
Much recent research in transitional pedagogies has sought to critique the ‘deficit model’ of learning which begins from the assumption that students lack certain skills, proficiencies, knowledge, and/or cultural capital, and that the task of educators is to remedy that deficit.Read more ›
Submit a workshop, research paper, PechaKucha presentation, poster or roundtable for LTSE 2019
Learning, Teaching & Student Experience (LTSE) is the UK’s leading conference on business and management education. The collegiate atmosphere makes it an ideal opportunity for learning, idea-sharing, personal development and networking.
We are now accepting submissions for the 2019 conference and encourage all members of the Chartered ABS to get involved. Read more ›
What do you do when you detect 16% of your cohort engaged in academic misconduct? Besides a lot of paperwork and administration (250 hours worth), I was surprised by students’ reasons for cheating – and it was mostly driven by a lack of understanding of how to study with integrity. Students cheat for many complicated reasons, and often rationalise away the act of cheating with the misconception that it is a victimless crime. Thus began my search to try and find a way to help my students understand what academic integrity meant and how to avoid misconduct. Read more ›
Teaching Fellow in Teaching, Learning and Assessment in Higher Education
Department of Education
University of Sussex
During the ten years I’ve been teaching at Sussex, I’ve taught in some pretty varied contexts. Freshly-built lecture theatres and porta-cabin classrooms that tremble as people walk past. Seminar rooms full of light and up-to-date AV equipment and rooms where the projector screen comes down across the only whiteboard in the room. Rooms where I’ve had space to be inventive and spaces where the number of students we can accommodate according to the room listings has been ambitious to say the least. Read more ›
Let me say at the outset that in many disciplines, there are few problems caused by assessed essays – they may not even be used at all. Before 1791 when it is said that the University of Cambridge introduced the first unseen written examinations to Britain, assessment used to be mostly oral, with face-to-face questioning of students about what they knew and didn’t know. There are many advantages of oral assessment – not least the ability to use ‘probing’ questions to delve deeper into what students can do. Questions such as the following can give us far deeper information about the student’s knowledge status:
Why do you think this is the strongest reason?
What else could cause this?
What do you think is the main weakness of Blogg’s theorem?