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  • Section 6.4.4 Institutional - UCD - CTAG
    cognitively demanding Given the list of factors known to impact on the validity of student feedback see Section 8 as well as methodological issues such as sample bias non response low participation rates and students growing cynicism with the process see Section 6 4 1 there is much that could negatively impact upon the reputation of a university regardless of the quality of its programmes Blackmore 2009 claims that for many academics the external demands to perform audits which distract from real improvement leads to a struggle between the competing agendas of accountability and improvement between system wide concerns for performance efficiency and academic achievement and an educator s sense of care and investment in broader cognitive social emotional and moral development Meadmore 1998 Activity 6 4 4 If you haven t already read Blackmore s 2009 paper on professionalism and performativity and then look at the UCD SFM survey process How many of his concerns are potentially valid within UCD Submit your answers Resources Blackmore J 2009 Academic pedagogies quality logics and performative universities evaluating teaching and what students want Studies in Higher Education 34 8 857 872 Back to 6 4 3 Continue to Section 6 4 5

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.4.4_Institutional&oldid=1862 (2016-02-14)
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  • View source for Section 6.4.4 Institutional - UCD - CTAG
    with increased emphasis on quality ratings instruction becomes narrow and less cognitively demanding Given the list of factors known to impact on the validity of student feedback see Section 8 as well as methodological issues such as sample bias non response low participation rates and students growing cynicism with the process see Section 6 4 1 there is much that could negatively impact upon the reputation of a university regardless of the quality of its programmes Blackmore 2009 claims that for many academics the external demands to perform audits which distract from real improvement leads to a struggle between the competing agendas of accountability and improvement between system wide concerns for performance efficiency and academic achievement and an educator s sense of care and investment in broader cognitive social emotional and moral development Meadmore 1998 class light blue cell Activity 6 4 4 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE If you haven t already read Blackmore s 2009 paper on professionalism and performativity and then look at the UCD SFM survey process How many of his concerns are potentially valid within UCD input type textarea name Activity 6 4 4 userform name Activity 6 4 4 h3 Submit your answers h3 div class form box input type submit class save button value Save Your Answers div formend div class emphasis 1 h2 Resources h2 Blackmore J 2009 Academic pedagogies quality logics and performative universities evaluating teaching and what students want Studies in Higher Education 34 8 857 872 div span class back step link Section 6 4 3 Module Stage or Programme Back to 6 4 3 span span class next step link Section 6 4 5 Other Negative Consequences Continue to Section 6 4 5 span span class

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.4.4_Institutional&action=edit (2016-02-14)
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  • Section 6.4.5 Other Negative Consequences - UCD - CTAG
    Are there any issues that you feel are left out or do not stand up to scrutiny Submit your answers Back to 6 4 4 Continue to Section 6 5 Back To Section 6 Retrieved from http www ucdoer ie index php title Section 6 4 5 Other Negative Consequences oldid 1866 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.4.5_Other_Negative_Consequences&oldid=1866 (2016-02-14)
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  • Revision history of "Section 6.4.5 Other Negative Consequences" - UCD - CTAG
    September 2011 Djennings Talk contribs 1 059 bytes 592 cur prev 19 26 14 September 2011 Djennings Talk contribs 467 bytes 264 cur prev 19 26 14 September 2011 Djennings Talk contribs 203 bytes 203 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div A summary of some of the negative implications of SET are listed below File 6 4 5 other ne Retrieved from

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.4.5_Other_Negative_Consequences&action=history (2016-02-14)
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  • Section 6.5 Barriers to making changes - UCD - CTAG
    a minority of academics make substantial modifications to their teaching Beran Rokosh 2009 Several reasons for this lack of action are provided below Section 6 5 1 Motivation Section 6 5 2 Direction Section 6 5 3 Data Use Back to 6 4 5 Continue to Section 6 5 1 Back To Section 6 Retrieved from http www ucdoer ie index php title Section 6 5 Barriers to making changes

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.5_Barriers_to_making_changes&oldid=1875 (2016-02-14)
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  • View source for Section 6.5 Barriers to making changes - UCD - CTAG
    source of this page NOTITLE NOTOC div class light blue corner Template Page Header div Even when SET summative or formative is conducted flawlessly and constructive data provided when the lecturers involved appreciate the value of the process and there is agreement that the tool used is valid and reliable only a minority of academics make substantial modifications to their teaching Beran Rokosh 2009 Several reasons for this lack of action are provided below h2 Section 6 5 1 Motivation h2 h2 Section 6 5 2 Direction h2 h2 Section 6 5 3 Data Use h2 span class back step link Section 6 4 5 Other Negative Consequences Back to 6 4 5 span span class next step link Section 6 5 1 Motivation Continue to Section 6 5 1 span span class back step link Section 6 Impact On Teaching Back To Section 6 span br class clear Category Evaluation Template used on this page Template Page Header view source protected Return to Section 6 5 Barriers to making changes Retrieved from http www ucdoer ie index php title Section 6 5 Barriers to making changes Page tools Printable version A Z glossary of terms Who s online Most

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.5_Barriers_to_making_changes&action=edit (2016-02-14)
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  • Revision history of "Section 6.5 Barriers to making changes" - UCD - CTAG
    contribs 913 bytes 13 cur prev 19 35 14 September 2011 Djennings Talk contribs 900 bytes 264 cur prev 19 35 14 September 2011 Djennings Talk contribs 1 164 bytes 264 cur prev 19 35 14 September 2011 Djennings Talk contribs 900 bytes 900 Created page with NOTOC div class light blue corner Template Page Header div Even when SET summative or formative is conducted flawlessly and constructive data provided

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.5_Barriers_to_making_changes&action=history (2016-02-14)
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  • File:6.5.1 motivation to change.jpg - UCD - CTAG
    appeared at that time Date Time Thumbnail Dimensions User Comment current 19 45 14 September 2011 474 336 43 KB WikiSysop Talk contribs You cannot overwrite this file File usage The following page links to this file Section 6 5 1 Motivation Retrieved from http www ucdoer ie index php title File 6 5 1 motivation to change jpg oldid 1873 Page tools Printable version A Z glossary of terms

    Original URL path: http://www.ucdoer.ie/index.php?title=File:6.5.1_motivation_to_change.jpg (2016-02-14)
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