Reflective practice is essential for continuous improvement in learning design. This article explores the importance of incorporating structured reflection into project scopes to evaluate the
Category: student voice
Making feedback worth everyone’s time
Tutor feedback and student learning should be inseparable. If they become uncoupled, the formative aspect of assessment is lost. (Orsmondet al., 2000) Well-timed and directed
Group formation – the role of gender identity
This is the 16th post in a series titled ‘All Things Group Work’ and written in collaboration with Simon Nagy from the University of Adelaide*.
Why use group member evaluation?
This is the 11th post in a series titled ‘All Things Group Work’. The home page is here. The pedagogical benefits of group member evaluation are
Task distribution scaffolds
This is the 10th post in a series titled ‘All Things Group Work’. The home page is here. There are countless numbers of research papers on
Preparing students for group member evaluation – part 2 – teaching constructive feedback
This is the 4th post in a series titled ‘All Things Group Work’. The home page is here. Teaching constructive feedback skills The writing of
LEARNING DESIGN by Paul G Moss 