This week Victoria Burns encourages authenticity in assessments.
Lisa Coulson discusses the role of video-based feedback on student assessment.
Chris Ribchester considers how the use of learning spaces can affect dynamics between teachers and students.
Mike Shulver talks through building a rubric with drop-down comments in Canvas
Petia Petrova considers how best to realise the tremendous learning potential studying in a research-rich environment offers students.
Nicola Taylor introduces a Canvas-based resource to help with small group teaching
Discover the benefits of using the Canvas Conferencing tool for web conferencing, which is available to all staff and students
Dr Clare Saunders considers the growing evidence of bias in student module evaluations and asks: how can we use this evidence to educate students about the wider issue of unconscious bias?
PVC Education Kathy Armour invites contributions to the Big Conversation blog addressing what is research-intensive learning for students at the University of Birmingham; how can we ensure that, through our research-intensive teaching, every student at every level is engaged in research-intensive learning; and do we need to do anything differently to achieve our ambition for research-intensive learning?
This learning resource has been designed to provide guidance for everyone from new users right through to those wanting to refresh their abilities with Canvas.
The context for the piece is students' perceptions of feedback as something that "comes too late to be useful" and, as a result, is not acted upon. Carless aims to propose ways in which feedback becomes a dialogue between staff and students rather than a product that is delivered. In that way feedback becomes part of the curriculum design, offering regular opportunities for students to engage.