The Learning Innovation Hub was established in early 2016, after the Learning and Teaching Centre discontinued. The LIH brings to the community many different and diverse skills and resources.
Have you ever wondered what is being covered in other units of study at Macquarie?
You may be a unit convenor looking to incorporate interdisciplinary examples in your unit to help students connect the dots between your and other units. Or you might want to see how your colleagues are designing their online units to get some fresh ideas and inspiration. Continue reading A countdown to Opening iLearn [important]
One of the changes introduced by Macquarie’s new Assessment Policy is assigning at least 50% of groupwork for individual contributions. In other words, students who do groupwork need to get different marks.
This change is motivated by research that shows that giving students the same mark for groupwork considerably increases freeloading.
Macquarie undergraduate student Aprill Miles took to the podium to deliver a keynote at the German Undergraduate Research Conference last month. For Aprill, the experience of working on her own research project has been truly transformational. It also opened her eyes on why many students rarely go ‘outside of the box’ in their university assignments. Continue reading University assignments: why students rarely go ‘outside of the box’
Groupwork is tricky.
On the one hand, literature suggests that groupwork can be very valuable for students. It provides opportunities for deep learning, social support and practicing collaboration. On the other hand, you probably know someone for whom groupwork was potentially ‘the worst’ learning experience at university.
This contradiction made me wonder: why is it that the wonderful promise of ‘enriching collaboration’ just does not happen for many students?
So I decided to look at the current literature, and here are some key points that I thought you may find interesting. Continue reading 5 facts about groupwork that everyone needs to know
The grades vs. marks battle is a hot topic. Some unit convenors only release grades (e.g. Credit), as they find it challenging to assign a numeric mark (why 67, and not 68 for example?). Others opt for releasing marks. But what does the new Assessment policy require? Continue reading What should I release to students: grades or marks?
The new Assessment Policy and Schedules are now up on Policy Central (links below).
The new policy has been approved for implementation from Session 2 this year so it is critical that all staff are familiar with the requirements.
- Assessment Policy (effective Session 2 2016)
- Schedule 1 Grading Requirements
- Schedule 2 Unit Assessment Requirements
- Schedule 3 Higher Degree Research Assessment Requirements (under development)
- Schedule 4 Final Examination Requirements
- Schedule 5 Moderation Requirements
For a concise outline of the main changes to assessment, see Mitch Parsell’s post here.
Earlier this month, Academic Senate passed a new Assessment Policy. We asked Dr. Mitch Parsell, the Chair of Senate Learning and Teaching Committee about the reasons for the new Policy and the key changes academics should know about.
A new Assessment Policy has just been approved by the Academic Senate and will come into effect for Session 2. Associate Professor Michael Hitchens, FSE’s Associate Dean Quality and Standards, gives his answers to some real questions academics have asked about the policy.
It doesn’t seem that long ago that I was celebrating an extra two days of mathematics in Harvard Square, after a raging blizzard cancelled my flight out of Boston. Alas, that was over 3 months ago, and since then the business of Senate has advanced at a cracking pace.