Basic Stats From Study Day Evaluation
View more presentations from James Atherton.
Comments welcome
Wednesday, 18 November 2009
Tuesday, 17 November 2009
Year 2--first Study Day
The first Study Day of the year took place last Saturday. Thanks to everyone who put in so much effort to ensure that everyone could take something useful away.
The Interest Groups spent the morning concluding the work started on Threshold Concepts at the second Study Day of last year, and illustrated some of their work through posters which could be viewed and discussed over the lunch break. There were some fascinating visualisations: click on the picture below to go to the web album.
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| Study day 141109 |
On the evidence of the posters, and also of participants' own views as reflected in the evaluations, there was quite a lot of variation in how people approached, understood and valued TCs. (Based on 105 returns only, 26.7% rated the work done on them "Very Useful", 55.2% "Quite Useful", and 15.2% "Not Useful at all".)
As you know, TCs are themselves TCs, so we didn't expect everyone would get them at once (or even after a while). But assessing TCs is an interesting task in its own right, so;
Looking at the posters, which of the groups do you think really got the idea? And how can you tell?Feel free to post your reactions and comments, via BREO if you prefer. This is not intended to pass judgement on any group or individual--the task is not a summative assessment. But it may help me and anyone else who is interested to evaluate whether there are any links perhaps between disciplines or areas of practice, and the usefulness or nature of TCs. For example the Special Needs group in photo 9 draws attention to the fact that the "irreversibility" criterion just does not work for people with learning disabilities (pretty well by definition). One of their major problems is that learning does not "stick". But in photo 25, another Special Needs group takes a very specific bit of learning (the concept of "knife") and shows how it leads on into other areas...
Neither is right or wrong, better or worse, but both are ways into the discussion, and everyone has contributed to that. Long may it continue.
I'll post more from processing the evaluations and from Peter's presentation as soon as I can.
Friday, 6 November 2009
Wrestling with writing?
If academic writing is a new game for you, how about making use of this facility? :-)
Thursday, 29 October 2009
Graduation 2009
Congratulations to all of you who graduated yesterday, whether you were at the ceremonies in person or not. Very well done, and we hope your learning continues to bear fruit even after the course.
The Programme put on a terrific showing at the Bedford Graduation Ceremonies. There were far too many of you for us to get a shot of you all, but after some lobbying this was the first year that your tutors from the college centres as well as the university have joined the platform party, so I thought you might like to see some of us in our academic finery.
Unfortunately, Peter H contrived to hide himself at the back. Typical! (Jane, if your pics came out better, please let me have them and I'll update this post.)
Study Day information now downloadable from here
The programmes and briefing papers for both the Year 1 (28 November) and Year 2 (14 November) Study Days can now be downloaded from http://www.bedspce.org.uk/downloads/index.htm#Programmes as well as from BREO.
Looking forward to seeing you there.
Wednesday, 14 October 2009
Avoiding plagiarism
Arising from the preceding post on referencing, some people have asked me for succinct guidance on avoiding plagiarism in general. The link from the heading is to a 7-minute video by Jude Carroll of Oxford Brookes University, probably the foremost expert on detecting and avoiding plagiarism anywhere, who offers practical guidance on making sure that your work is original. (The full transcript of the video is further down the same page.)
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