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  • Section 6.5.1 Motivation - UCD - CTAG
    procedures implicating the importance of quality teaching academics strategically feel that their often limited time is best served by investing in research at the expense of teaching Analysing feedback reflecting on the results redesigning a module and adapting personal pedagogy therefore is a significant undertaking to embark on for little gain other than a persona intrinsic commitment to excellence Edström 2008 develops this stating that for evaluation to become a tool for development there must be an idea of what development is possible an understanding of the underlying views of teaching as a theory Given Åkerlind s 2007 five level approach to developing as a teacher see below it is possibility that many lecturers are not cognitively ready to engage in active development since it is not until level 4 that teachers see student satisfaction as important input for development Activity 6 5 1 At which stage would you place yourself in Åkerlind s framework How do you feel this has impact on how you have gathered and used SET feedback Submit your answers Back to 6 5 Continue to Section 6 5 2 Back To Section 6 Retrieved from http www ucdoer ie index php title Section 6 5

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.5.1_Motivation&oldid=1876 (2016-02-14)
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  • View source for Section 6.5.1 Motivation - UCD - CTAG
    teaching Despite provision in promotion procedures implicating the importance of quality teaching academics strategically feel that their often limited time is best served by investing in research at the expense of teaching Analysing feedback reflecting on the results redesigning a module and adapting personal pedagogy therefore is a significant undertaking to embark on for little gain other than a persona intrinsic commitment to excellence Edström 2008 develops this stating that for evaluation to become a tool for development there must be an idea of what development is possible an understanding of the underlying views of teaching as a theory Given Åkerlind s 2007 five level approach to developing as a teacher see below it is possibility that many lecturers are not cognitively ready to engage in active development since it is not until level 4 that teachers see student satisfaction as important input for development File 6 5 1 motivation to change jpg class light blue cell Activity 6 5 1 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE At which stage would you place yourself in Åkerlind s framework input type textarea name Activity 6 5 1 userform name Activity 6 5 1 How do you feel this has impact on how you have gathered and used SET feedback br input type textarea name Activity 6 5 1 userform name Activity 6 5 1 h3 Submit your answers h3 div class form box input type submit class save button value Save Your Answers div formend span class back step link Section 6 5 Barriers to making changes Back to 6 5 span span class next step link Section 6 5 2 Direction Continue to Section 6 5 2 span span class back step link Section 6 Impact On Teaching Back

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.5.1_Motivation&action=edit (2016-02-14)
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  • Revision history of "Section 6.5.1 Motivation" - UCD - CTAG
    344 bytes 13 cur prev 19 47 14 September 2011 Djennings Talk contribs 2 331 bytes 725 cur prev 19 42 14 September 2011 Djennings Talk contribs 1 606 bytes 264 cur prev 19 42 14 September 2011 Djennings Talk contribs 1 342 bytes 1 342 Created page with NOTOC div class light blue corner Template Page Header div In the current educational context there have been questions about the

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.5.1_Motivation&action=history (2016-02-14)
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  • Section 6.5.2 Direction - UCD - CTAG
    they could be developed Richardson 2005 states that the lack of discourse with peers academic developers or managers on how information should be interpreted limits scope for developmental discussion In the absence of critical discourse or guided reflection there is little opportunity to identify improvements and subsequently design and implement changes to teaching Back to 6 5 1 Continue to Section 6 5 3 Back To Section 6 Retrieved from

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.5.2_Direction&oldid=1879 (2016-02-14)
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  • View source for Section 6.5.2 Direction - UCD - CTAG
    Template Page Header div Even if a lecturer has progressed through Åkerlind s 2007 hierarchy Centra 1993 suggests that the greatest barrier to improvement is the individual s inability to understand how to make significant changes This is particularly pertinently when using more summative data which is even more limited in identifying relevant aspects and suggesting exactly how they could be developed Richardson 2005 states that the lack of discourse with peers academic developers or managers on how information should be interpreted limits scope for developmental discussion In the absence of critical discourse or guided reflection there is little opportunity to identify improvements and subsequently design and implement changes to teaching span class back step link Section 6 5 1 Motivation Back to 6 5 1 span span class next step link Section 6 5 3 Data Use Continue to Section 6 5 3 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 2 Direction Retrieved from http www ucdoer ie index php title Section 6 5 2 Direction Page tools Printable

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.5.2_Direction&action=edit (2016-02-14)
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  • Revision history of "Section 6.5.2 Direction" - UCD - CTAG
    14 September 2011 Djennings Talk contribs 1 133 bytes 264 cur prev 19 51 14 September 2011 Djennings Talk contribs 1 397 bytes 264 cur prev 19 51 14 September 2011 Djennings Talk contribs 1 133 bytes 1 133 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div Even if a lecturer has progressed through Åkerlind s 2007 hierarchy Centra 1993 sugges Retrieved from http

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.5.2_Direction&action=history (2016-02-14)
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  • Section 6.6 Implications for future use - UCD - CTAG
    reading the paper how do your suggestions differ from those suggested Submit your answers Resources Zabaleta F 2007 The use and misuse of student evaluations of teaching Teaching in Higher Education 12 1 55 76 Back to 6 5 Continue to Section 6 7 Back To Section 6 Retrieved from http www ucdoer ie index php title Section 6 6 Implications for future use oldid 1886 Page tools Printable version

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.6_Implications_for_future_use (2016-02-14)
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  • Section 6.5.3 Data Use - UCD - CTAG
    2008 suggests this is the main reason for the disconnect between SET and course development This is linked to their conception of what they actually gain from engaging in the process Palmer 2011 raises the question about the methodological and consequential validity or the utility of centralised summative SET How does it really contribute to the student academic or institution It is presumed that the lack of a clear and readily available answer serves as a barrier for some lecturers The issue of ownership of feedback data and how it may be used is a recurring difficulty Centrally gathered information circulated without the academic s consent which is published and used to rate and rank is not an appealing or motivating factor for many Richardson 2005 discusses the proximity to ownership and the relationship this has with utility It is suggested that lecturers may be less disposed to act on feedback that appears to be divorced from the immediate context of teaching and learning Activity 6 5 3 Consider the issues identified as barriers in Activity 6 4 2 How does your list of potential obstacles compare to the points raised in this section Submit your answers Back to 6

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.5.3_Data_Use&oldid=1882 (2016-02-14)
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