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ERIC Number: EJ939518
Record Type: Journal
Publication Date: 2011
Pages: 5
Abstractor: As Provided
Reference Count: 5
ISBN: N/A
ISSN: ISSN-1065-0741
Reflections on the Development of a Dynamic Learning, Teaching and Assessment Strategy
Strickland, Karen; McLatchie, Joan; Pelik, Rowena
Campus-Wide Information Systems, v28 n4 p294-298 2011
Purpose: This paper aims to demonstrate how an institutional learning, teaching and assessment (LTA) strategy was developed and a "dynamic" strategy created in order to achieve the ongoing enhancement of the quality of the student learning experience. Developing LTA strategies that foster ongoing engagement and provide inspiration to academic staff is a particular challenge in higher education. Design/methodology/approach: The paper uses the discussion of the evolution, development and launch of the strategy and underpinning Resource Bank to reflect on the hopes and intentions behind the approach; first the paper will discuss the collaborative and iterative approach taken to the development of an institutional LTA strategy; and second, the development of open access educational resources to underpin the strategy. Findings: The paper then outlines staff engagement with the resource bank and positive outcomes which have been identified to date, and identifies the next steps in achieving the ambition behind the strategy and outlines the action research and fuller evaluation which will be used to monitor progress and ensure responsive learning at institutional level. Research limitations/implications: The paper reports on the development of the "dynamic" strategy and, although initial reactions have been very positive, a full evaluation is yet to take place. Originality/value: The approach used in developing this dynamic strategy is innovative and offers insight into how institutions may enliven their LTA strategy. (Contains 1 note and 1 figure.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom