archive-ie.com » IE » U » UCDOER.IE

Total: 813

Choose link from "Titles, links and description words view":

Or switch to "Titles and links view".
  • Revision history of "Section 5: Feedback" - UCD - CTAG
    m minor edit cur prev 14 26 14 September 2011 Djennings Talk contribs 671 bytes 301 cur prev 14 23 14 September 2011 Djennings Talk contribs 370 bytes 264 cur prev 14 23 14 September 2011 Djennings Talk contribs 106 bytes 106 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div File Section 5 png Retrieved from http www ucdoer ie index php title Section

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5:_Feedback&action=history (2016-02-14)
    Open archived version from archive


  • File:6.1 changing role of teaching (a).png - UCD - CTAG
    appeared at that time Date Time Thumbnail Dimensions User Comment current 17 21 14 September 2011 368 630 24 KB WikiSysop Talk contribs You cannot overwrite this file File usage The following page links to this file Section 6 1 Changing Role of Teaching Retrieved from http www ucdoer ie index php title File 6 1 changing role of teaching a png oldid 1825 Page tools Printable version A Z

    Original URL path: http://www.ucdoer.ie/index.php?title=File:6.1_changing_role_of_teaching_%28a%29.png (2016-02-14)
    Open archived version from archive

  • Section 6.1 Changing Role of Teaching - UCD - CTAG
    of Higher Education Establishing that academics are professionals Eraut 1994 Earley 2004 Arthur suggests that the proliferation of management ideologies has had a detrimental impact on professionalism by promoting the consumerist needs of students funding agencies and governments Douglas and Douglas 2006 and undermining lecturers own ability tendency for professional development There are clear parallels between the traditional professionalism and the managerialist performativity with the changing emphasis on formative and summative evaluation respectively see Section 3 for information on the Summative Formative distinction Some difference between these two perspectives are listed below figure based on information from Arthur 2009 Activity 6 1 What does it mean for the type and content of evaluation conducted in your School modules What does this mean for you in terms of development Submit your answers Resources Arthur L 2009 From performativity to professionalism Lecturers responses to student feedback Teaching in Higher Education 14 4 441 454 Back To Section 6 Continue to Section 6 2 Retrieved from http www ucdoer ie index php title Section 6 1 Changing Role of Teaching oldid 1827 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.1_Changing_Role_of_Teaching&oldid=1827 (2016-02-14)
    Open archived version from archive

  • View source for Section 6.1 Changing Role of Teaching - UCD - CTAG
    development There are clear parallels between the traditional professionalism and the managerialist performativity with the changing emphasis on formative and summative evaluation respectively see Section 3 for information on the Summative Formative distinction Some difference between these two perspectives are listed below figure based on information from Arthur 2009 File 6 1 changing role of teaching a png File 6 1 changing role of teaching b png class light blue cell Activity 6 1 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE What does it mean for the type and content of evaluation conducted in your School modules input type textarea name Activity 6 1 userform name Activity 6 1 What does this mean for you in terms of development br input type textarea name Activity 6 1 userform name Activity 6 1 h3 Submit your answers h3 div class form box input type submit class save button value Save Your Answers div formend br class clear div class emphasis 1 h2 Resources h2 Arthur L 2009 From performativity to professionalism Lecturers responses to student feedback Teaching in Higher Education 14 4 441 454 div span class back step link Section

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.1_Changing_Role_of_Teaching&action=edit (2016-02-14)
    Open archived version from archive

  • Revision history of "Section 6.1 Changing Role of Teaching" - UCD - CTAG
    14 September 2011 Djennings Talk contribs 2 170 bytes 850 cur prev 17 20 14 September 2011 Djennings Talk contribs 1 320 bytes 264 cur prev 17 20 14 September 2011 Djennings Talk contribs 1 056 bytes 1 056 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div Arthur 2009 provides a very insightful discussion on the current change in the landscape of Retrieved from

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.1_Changing_Role_of_Teaching&action=history (2016-02-14)
    Open archived version from archive

  • File:6.2 reflection & evaluation cycle.jpg - UCD - CTAG
    at that time Date Time Thumbnail Dimensions User Comment current 17 35 14 September 2011 530 341 49 KB WikiSysop Talk contribs You cannot overwrite this file File usage The following page links to this file Section 6 2 Need for Reflection Retrieved from http www ucdoer ie index php title File 6 2 reflection 26 evaluation cycle jpg oldid 1832 Page tools Printable version A Z glossary of terms

    Original URL path: http://www.ucdoer.ie/index.php?title=File:6.2_reflection_%26_evaluation_cycle.jpg (2016-02-14)
    Open archived version from archive

  • Section 6.2 Need for Reflection - UCD - CTAG
    SET Harris Driscoll Lewis Matthews Russell Cumming 2010 propose a cycle of review and development see below in which teaching is continually adapted to reflect changes in the curriculum learning experiences and educational context It is suggested that academics engage in regular two way communication with relevant parties to evaluation where students the curriculum is at in relation to the proposed outcomes creating a cycle of review and development where evaluation has an educative role informing curriculum refinement and delivery practices The model was designed to closely parallel Stufflebeam s Context Inputs Processes Products CIPP model see Section 2 3 3 1 and emphasises the importance of evidence based decision making and communication with peers colleagues and other stakeholders to ensure a match between the intended implemented and attained Harris Driscoll Lewis Matthews Russell Cumming 2010 Activity 6 2 How does the review cycle detailed above fit with the performativity vs professionalism distinction discussed in section 6 1 How does each stage of the cycle differ depending on the purpose of the evaluation Stage Performativity Professionalism 1 2 3 4 5 Back to 6 1 Continue to Section 6 3 Back To Section 6 Retrieved from http www ucdoer ie

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.2_Need_for_Reflection&oldid=1834 (2016-02-14)
    Open archived version from archive

  • View source for Section 6.2 Need for Reflection - UCD - CTAG
    experiences and educational context It is suggested that academics engage in regular two way communication with relevant parties to evaluation where students the curriculum is at in relation to the proposed outcomes creating a cycle of review and development where evaluation has an educative role informing curriculum refinement and delivery practices File 6 2 reflection evaluation cycle jpg The model was designed to closely parallel Stufflebeam s Context Inputs Processes Products CIPP model see Section 2 3 3 1 and emphasises the importance of evidence based decision making and communication with peers colleagues and other stakeholders to ensure a match between the intended implemented and attained Harris Driscoll Lewis Matthews Russell Cumming 2010 class light blue cell Activity 6 2 userform revisions How does the review cycle detailed above fit with the performativity vs professionalism distinction discussed in section 6 1 input type textarea name Activity 6 2 userform name Activity 6 2 How does each stage of the cycle differ depending on the purpose of the evaluation form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE div class exercise exercise table Stage Performativity Professionalism 1 input type textarea name Performativity userform name Performativity input type textarea name Professionalism userform name Professionalism 2 input type textarea name Performativity userform name Performativity input type textarea name Professionalism userform name Professionalism 3 input type textarea name Performativity userform name Performativity input type textarea name Professionalism userform name Professionalism 4 input type textarea name Performativity userform name Performativity input type textarea name Professionalism userform name Professionalism 5 input type textarea name Performativity userform name Performativity input type textarea name Professionalism userform name Professionalism div input type submit value Save Your Answers class save button formend span class back step link Section 6 1 Changing Role of Teaching

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.2_Need_for_Reflection&action=edit (2016-02-14)
    Open archived version from archive