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Yearly Archives: 2014

Reducing paperwork: Electronic Submission of Written Coursework

Giving teachers more time for teaching and students more time for learning Life just improved for our tutors and our first year students. Sussex University has introduced the policy and technology for online submission of essays and return of feedback, removing administrative tasks and making time for value-added activities such as teaching and learning. This […]

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Where is my feedback?

Tutors give feedback to formal assessments via our student administrative system. Up until March this year the students accessed this feedback through the same system. Now we have now added a new view of the data through our learning system (Moodle). Why did we bother? We feel assessments are core to students’ learning. They’re often the motivation […]

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A new Moodle home page: “I am studying towards a degree, not a group of related courses”

At Sussex University we have taken steps to reconceptualise our learning space from the point of view of the students. Students understand their educational journey to be one towards accreditation in a degree programme, but in the past our online space only reflected the compartmentalised courses (modules *) that made up their studies. As of March 2014 […]

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Recommendations for Moodle HQ

This blog post comes on the back of the Moodle moot conference we attended in Edinburgh this month. As in most conferences we received many comments from the Moodle community such as this one by Mark Andrews, University of Cambridge: “Sussex University seems to have sorted out all the problems we have with Moodle“ Well […]

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Recommendations for Moodle use based on three case studies of University teaching

I have been doing a Doctorate in Education part time. At the Moodlemoot 2014 I used my results to make recommendations for users and in some cases developers using Moodle. In summary: Use multiple choice questions, but follow it up with a reflective or discursive task relating to the knowledge it is testing Use peer review […]

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