student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
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Student Feedback & Leadership<br />
––<br />
Design of multimedia exercises to make course content more relevant<br />
to the <strong>student</strong>s.<br />
––<br />
Review of course material to link lectures <strong>and</strong> tutorials more succinctly.<br />
––<br />
Additional <strong>for</strong>mative assessment in the <strong>for</strong>m of multimedia exercises;<br />
mid-semester tests, online tests, assignments <strong>and</strong> reflection papers.<br />
––<br />
Adoption of a more relevant textbook supported by a DVD series.<br />
––<br />
Short overview of material h<strong>and</strong>led in the previous lecture presented<br />
at the commencement of each lecture <strong>and</strong> a final Review lecture.<br />
––<br />
Increased, <strong>and</strong> faster <strong>feedback</strong> to <strong>student</strong>s on per<strong>for</strong>mance in tests,<br />
with email utilised to monitor <strong>student</strong> progress.<br />
––<br />
Reduction of class numbers in lectures.<br />
––<br />
Course redesign to update material.<br />
Although each of the ARTs recognised the need <strong>for</strong> more longitudinal studies<br />
of <strong>student</strong> <strong>feedback</strong> on the changes introduced, all documented improvements<br />
in <strong>student</strong> <strong>feedback</strong> as follows:<br />
––<br />
Favourable <strong>student</strong> attitude towards the use of classroom technology<br />
although the broad effectiveness was debated.<br />
––<br />
Participation in ‘drop-in’ sessions.<br />
––<br />
Improvement in the GTS, although the reasons <strong>for</strong> this need further<br />
investigation.<br />
––<br />
Positive <strong>student</strong> <strong>feedback</strong> to the additional <strong>for</strong>mative assessment tasks<br />
<strong>and</strong> <strong>feedback</strong> on their progress to <strong>student</strong>s.<br />
––<br />
Positive <strong>student</strong> <strong>feedback</strong> to course support changes (text <strong>and</strong> DVD).<br />
Recommendations arising from the ART projects include:<br />
––<br />
Continuation of support <strong>for</strong> staff engaged in seeking to improve the<br />
<strong>student</strong> learning <strong>and</strong> teaching experience.<br />
––<br />
Ongoing provision of appropriate infrastructure.<br />
– – Development of a transition program to prepare <strong>student</strong>s <strong>for</strong><br />
a <strong>student</strong>-centered higher education engagement.<br />
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