Monthly Archives: December 2017

#socmedhe17 – what next?

Posted on December 21, 2017 by Andrew Middleton

The third annual Social Media for Learning in Higher Education Conference took place this week at Sheffield Hallam University. I have been involved with it throughout and may claim some responsibility for proposing we run it in the first place … Continue reading →

Posted in Academic Innovation and Possibilities, Learning Space and Place, Media-enhanced feedback, Social Media for Learning | Tagged , | Leave a comment

Twalking as digital placemaking #twalk #socmedhe17

Posted on December 16, 2017 by Andrew Middleton

This 10 minute screencast introduces the key ideas of the twalk concept – learning walks with integrated tweetchats – and the pedagogic rationale underpinning walking, talking, tweeting and thinking. The video is part of the Twalk Toolkit being developed on … Continue reading →

Posted in Active Learning, BYOD, Digital Placemaking, Learning Space and Place, MELSIG, Social Media for Learning, Walking | Tagged , , | Leave a comment

From outside-in to inside-out (and possibly back-to-front) rethinking #feedback

Posted on December 11, 2017 by Andrew Middleton

Back in the 1990s I was a young developer working in the Learning & Teaching Institute at Sheffield Hallam University. One project that I was not directly involved with, but which I was present for, was on developing the use … Continue reading →

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“Things that the mind already knows” – what is an assessment? #assessment #briefing

Posted on December 11, 2017 by Andrew Middleton

The American artist Jasper Johns, whose retrospective exhibition at the Royal Academy closed over the weekend, was fascinated with exploring the theme ‘Things that the Mind Already Knows’. He is perhaps best known for his interest in iconographic images, especially … Continue reading →

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Learning obscured due to overcrowding

Posted on December 9, 2017 by Andrew Middleton

Following on from my previous post on the criticality of students being clear about their assessment, I note that Black & Wiliam (1998, pp. 9-10) make similar points, while talking about self-assessment, about the engagement of students with their assessment. … Continue reading →

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All clear? It’s more than #feedback

Posted on December 9, 2017 by Andrew Middleton

I am in the middle of a large programme of work at my university addressing assessment and feedback. I have always understood that addressing the enhancement of academic practice in this area is more complex than some of the hygiene-focused … Continue reading →

Posted in Assessment & Feedback, BYOD | Tagged , , | 2 Comments