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Bloomin’ GenAI: Program-level negotiation of unit-level learning outcomes and assessment parameters
The first part of that title is as gratuitous as the second part is boring. Sorry about that. I was chatting to colleagues yesterday about learning outcomes, Bloom’s taxonomy and GenAI. And before you say “I’m so bored of Bloom”… yes. I hear you. But it’s a way of thinking about learning outcomes that is…
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HE as a collegial, collaborative sector: thoughts from 2 AI events
Last week, I went to Sydney, where I was part of two events about AI in education, both of which were exemplary in terms of the constructive and collegial attitude of the delegates. One event – Learning and Teaching Leaders round table on AI and assessment reform – was for leaders to work through strategic…
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If you love your methods, let them go
When designing assessment, it’s problematic to focus too much on technology or to hold on too tightly to particular methods. Assessment methods such as viva voce, pen and paper exams, practical exams, and authentic assessment* are currently being touted as more secure ways of testing student knowledge in the context of widely-available generative AI technologies…
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Expanding the unit of analysis of learning
Rather than getting bogged down in discussions about ChatGPT-proofing assessment, detecting AI in student work, or having students acknowledge how they have used it in their assignments, can we expand our unit of analysis of learning beyond the individual student to collaborations between people, technologies and resources?
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The overthrown classroom
The trouble with the flipped classroom metaphor is its focus on the classroom. The idea that students learn things before class and use the class to clarify, extend and make connections through social encounters is, I think, very appropriate. But the approach seems to position the “pre-work” as… well, “pre-work” rather than core work.