Twitter analytics in R...and using Twitter in teaching

For this presentation, Lyndon Walker started by asking the questions who uses Twitter (nearly everyone), and who uses Twitter in their teaching (not many). He then moved on to look at different ways Twitter can be used in teaching starting with 'transmission' (e.g. reminders that appear via Blackboard directly to a student's Twitter feed), and others such as class questioning, microblogging, interaction (such as debate and discussion), and sharing of social media links. Read more....

Supported experiments - Teaching & Learning Symposium 2011

http://supported-experiments.posterous.com/pages/supported-experiments

In our work as academic advisers we are aware that there is a need for ongoing improvement strategies to deliver better teaching and learning.  We have identified a need for leaders to create a culture in which teaching and learning are a priority.  This needs to be a deliberative practice.

 

Reflective practice as part of teacher professional development

Many teachers come from professional backgrounds where reflection on practice is an important part of their work. For example, courses in areas such as building, architecture and civil engineering often include a reflective practice component because it's an important skill for practitioners.

Giving and receiving constructive feedback

From time to time, students will need to give and receive constructive feedback. You can assist them to learn these new skills and practice them so they can improve their own and others performance.

Three reasons to develop reflective practice

Reflection can play an essential role in learning, in learning how to learn and in documenting a learner's experience.

"Learning journals are increasingly used in higher education as means of facilitatingor of assessing learning... Generally speaking, they seem
to be helpful in personalising and deepening the quality of learning
and in helping learners to integrate the material of learning."

-- Learning journals and logs, Reflective Diaries, Jennifer Moon, University of Exeter

 

Indepth reflective practice

This is an online resource for teachers and others who are interested in designing and facilitating learning through reflective practice.

Peer observation of teaching

Do you need some good quality feedback on your teaching for your Teaching Portfolio? The answer is found in your colleagues. We have a very simple structured Peer Observation of Teaching process which is available for you and your colleagues to use. The key to this process is that the teacher is in control of who observes, what they comment on and how the feedback is received.
We suggest you read this very comprehensive explanation of Peer Observation of Teaching before embarking on the process.http://www1.umn.edu/ohr/teachlearn/resources/peer/guidelines/index....

Small group instructional diagnosis (SGID)

A procedure for student evaluation and feedback on faculty instruction was developed at the University of Washington. The system involved the use of faculty members as facilitators in conducting Small Group Instructional Diagnosis (SGID) to generate student feedback to instructors about the courses' strengths, areas needing improvement, and suggestions for bringing about these improvements. The SGID procedure involves a number of steps: contact between the facilitator and instructor; classroom intervention to ascertain student opinions; a feedback session between facilitator and instructor; instructor review of the SGID with the class; and a follow-up session between the facilitator and instructor.

Designing your own student evaluation

What should we ask our students when we create a student evaluation of our teaching?

From time to time we may want to have students evaluate our teaching. It is important that any evaluation you design gives you usefulfeedback to further re-engineer your course, your assessments, your delivery or resources.

The following topics are suggestions; you may have other issues of your own, and you SHOULD tailor each survey to each class. Being specific with questions gets better data, and also shows the students that you are taking the feedback process seriously enough to pay that much time and attention to their learning and their needs.

Are you a good teacher?

How would you like to do some self evaluation of your skills and abilities as a teacher.? Self evaluation and reflection are powerful learning tools for students and teachers.

Here are the Ako Aotearoa national teaching awards criteria for 2010.

Evaluating your programme

Here at Te Puna Ako, we encourage teachers to develop teaching portfolios to demonstrate their competencies, in design, facilitation, assessment and evaluation. We offer a range of support for teachers to build their portfolios for promotion, award and development reasons. For more on teaching portfolios click here....

Are you ready for self evaluation process?

The New Zealand Qualifications Authority is responsible for ensuring tertiary education organisations (TEOs) comply with the policies and criteria for approval and accreditation of programmes and courses of study. In our sector the Institutes of Technology and Polytechnic Quality (ITPQ) is responsible under delegated authority from NZQA for polytechnic sector compliance.

So what is quality in the tertiary education sector of institutes of technology and polytechnics?

Soliciting Student Feedback

Are you interested in getting feedback from students but aren't quite sure what, exactly, to ask them? Are you unsure about how to go about getting anonymous, confidential and honest feedback?

Last updated by Diana Ayling Dec 11, 2012.

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