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Two core functions of assessment:. 1) organisational assurance: we want to know if they know what we think they should know, and we want to know if they know it at a certain level. That is a lot of ‘knowing’. 2) student-centred. Do students know what they know, and do they know what they don’t […]

How to give feedback feedback online and in hybrid models. Generally speaking the format of feedback will be the same as we currently use Turnitin in Learn to provide feedback on individual essays and translations. Given the increased workload linked to online/hybrid teaching we will not be able to change too many things but there are possibilities: […]

Feedback components: here. Remember that whatever we do online with our teaching is reinforced, or not, by our design. Clear navigation, clear instructions, images that match activity, and more constructively aligning what we do with how we give feedback and assess. If these are not aligned, it greatly increases transactional distance by increasing the communicative space […]

Possibility to be more creative / assessment is an interactive part of the learning experience. Make it enjoyable for staff and students. Must consider accessibility issues. Make it applicable to real life. Split between written assessment (e.g. essays) and online one (e.g. blogs). Blogs for active and experiential learning (emotional type of assessment, can use […]

It seems to me that the way I envisage communities in real life can easily be applied to an online environnement. To me a community can be build via formal and informal activities. Formal: Activities related to the learning of the MSc: discussion board, weekly announcements AND at the same time create spaces for the […]

What role does feedback and assessment have in this Edinburgh model? How is it constructed online and how might it be? How does it link with engaged teaching and engaged learning communities? Using PATH (planning alternative tomorrows with hope).   ‘One of you should be the facilitator. The job of the facilitator is to take you through the […]

I wish I felt comfortable using all the software but in practice I’m wondering if it’s not best to stick to one to make my life easier as I have never worked online before. In an ideal world we would use Collaborate for break-out groups as part of synchronous lectures/seminars/workshops (related to the translation theory class). These groups […]

You set up spaces, but students will do their own thing, maybe on Skype, so let’s not stress too much over it. Group work not assessed. Not for every single course of the MSc. Not all students will have technical or digital skills: keep it simple Group work as part of the TS1 lectures and […]

Keep a 2 hour slot for the lectures but split into parts: Frontload when content comes up: pre-record and post before the class (weekly announcements) the tasks. Label clearly (e.g. 30 minutes for lectures, 20 min for exercise, 20 wrap up) Splits them in group (breakout sessions), then come back to lecture mode. If big lectures […]

essentials considerations for positive community building discrete activities to develop community (however small) things to avoid or mitigate when trying to build and sustain a community A mixture of formal and informal community activities I think to achieve a sense of belonging we need to organise activities which are related to the learning, so formal things […]


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