This is the second post in a series titled ‘All Things Group Work’. The first is here. Feedback is often cited as a potent means
Category: student voice
Active listening, paraphrasing and academic integrity
Sometimes academic integrity misconduct is not maliciously employed, but stems from an inability to paraphrase. Concomitantly, students who are asked to participate as a group
Face-to-face lectures aren’t dead!
I often hear and read about how essential it is to offer students choice in how they consume lectures. The argument states that in modern
When the exception becomes the rule
An increasing trend, it seems, is a phenomenon of the exception becoming the rule. This is when decisions that affect everyone in a specific context
Peer assessment and pragmatics
Previously, I have written about the ethics of using peer assessment in a summative form, asserting that there is an inherent unfairness in the pedagogy
Information will not write itself on our memories.
Information will not write itself on our memories. In order to illustrate to a student how they should approach learning in order to become independent
LEARNING DESIGN by Paul G Moss 