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Yearly Archives: 2015

ALT Online Winter Conference 2015

I will be presenting at the Association for Learning Technology (ALT) Online Winter Conference 2015. The talk discusses the research into teaching and assessment that has led me to argue that project-based curricula make better use of our time in education than traditional curricula. There are many practitioners who support my argument. Consequently, Finland is moving […]

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Integrating learning tools with our learning platform

The more learning management systems (LMS) are used for assessments, the more the stakes in the system grow and the more security becomes a serious issue. Iframes are an html technology that is frequently used to share learning objects within institutional systems such as LMS but they can represent a security issue. At Sussex we are […]

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The assessment challenge – an end-to-end solution

As some of my last posts have documented, Sussex University has been engaging in the provision of an end-to-end solution for online assessments. Our solution uses Turnitin and GradeMark as the technical infrastructure to support the project. We have presented the project at the Dublin Moodlemoot conference and the Assessment in Higher Education conference and […]

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Project-based learning: the future of teaching and assessment

I am giving a keynote at the Moodlerooms Teaching & Learning Forum branch of the Blackboard Teaching and Learning Conference. Thank you Moodlerooms! Abstract: Content-based curricula which require students to have facts at the tip of the tongue has had its day. Multiplication tables, historical dates, scientific formulae and so on are all important, but […]

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Supporting learning autonomy and curriculum coverage in university teaching: three case studies of formative assessment

My thesis is now available at http://sro.sussex.ac.uk/51389/ Abstract This research investigates formative assessment at a UK research-intensive university, considering the aims and effects of their deployment. The research spans three academic disciplines broadly within the sciences and considers the influence of their history and culture on the approaches taken. It reports on three case studies […]

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