Embedded Files
The Improving Student Learning movement was born in the crucible that transformed British polytechnics into independent, degree-awarding institutions of higher education. The dialogue and debate around and through practice, purpose and policy continues now in a moment of change more dynamic and febrile than that of 1992.
Will we achieve expansive collegiality or increased competition?
How might we bring evidence to light about how students can be challenged and supported to achieve their aims?
How might we develop and explain the next curriculum?
Inclusive Curriculum
Inclusive Curriculum
Teaching for the student
Teaching for the student
What does it now mean to be a teacher and learner in higher education? Who are we and what are we for? What it is like to be a student or a teacher striving for confidence, creativity and connection? How do we transition into life-long learning?
Assessment
Assessment
Practice for learning
Practice for learning
There have been great transformations in assessment and feedback practice in recent years. Assessment has a powerful influence on what students pay attention to, how much time and effort they put in, the quality of their engagement with their studies, ... and how much they learn. (TESTA 2009-12)
Employability
Employability
Development for better
Development for better
What do people do now when they leave “uni”? How often, where and when do we return to learn? A wide landscape of employability has changing patterns of work and life courses. We hardly dare call work a career. Patterns of social integration through workforce engagement are dynamic. Migration and inclusion vie with native/immigrant eras of digitised workplaces: are we really “digital by default”?
Page updated
Report abuse