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This webinar outlines the principles of an active learning pedagogy blending self-assessment and peer-instruction to simultaneously develop student cognitive and meta-cognitive skills. In the first part of the presentation, we will demonstrate how this pedagogy was successfully implemented in a large-class Introductory Macroeconomics module at the University of East Anglia. In the second part, we describe the operationalisation of our definitions of learning gain and confidence gain in the classroom. Our learning gain measure identifies how effectively students can support and learn from each other through peer-discussion. Our confidence gain measure quantifies students’ perceived improvement in their skills and abilities through self-assessment. As the Higher Education sector becomes progressively more metric-focussed, we argue that our devised metrics tackle the very core of the learning process, and represent useful tools for the evaluation of learning and teaching. Our work is currently feeding in a HEFCE funded project to pilot and evaluate metrics for learning gain.



Issue 1 available at https://tinyurl.com/y985t93w


Table of Contents

 Welcomes and Introductions


Perspectives ……

4    Trent Batson, Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) Eportfolio is a Big Word: The Meta Cognitive Space of Eportfolio

6    Alfredo Gaitán and Diana Pritchard, University of Bedfordshire The potential role of ePortfolios in the Teaching Excellence Framework


Research …

16   Graeme Redshaw-Boxwell, Newcastle University Open Badges in Education

26   Andy Hollyhead and Jon Curwin, Birmingham City University, based upon original work with Ruth Lawton Making a difference to employability through assessment – Challenges and Opportunities

Working in partnership with students, this collaborative research project has produced a series of infographics designed to unpack and explain assessment and feedback and how they come together in a reflective cycle to support achievement in all its forms.  In this webinar, the infographics will be presented with a brief indication of how they are being used in a variety of structured and embedded ways as a catalyst to empower students to own, build and evidence their achievements. 


'Recognising and presenting student learning in the 21st century: a work in progress'

 The fourth Annual National Seminar on implementing the

Higher Education Achievement Report and related work.

 3rd May, 2017, Manchester Metropolitan University


We have come a long way since pilot work on the HEAR was initiated in 2008.  In the UK – and across the world - it is increasingly recognised that:

  • the learning and achievement of our students is not limited to their academic studies;
  • institutions need to make decisions about the extent to which they wish to recognise and value such 'lifewide learning' and achievements as part of the statements they make about the achievements of their graduates;
  • the formative use of 'richer records' of student achievements can support processes of reviewing and planning, and help students set targets and take increasing responsibility for their own development;
  • students may need support in making use of such records with third parties such as potential employers;
  • in an online world the digital presentation of such records, and the supporting evidence for these, will be increasingly important.

Our 2017 annual seminar will seek to locate HEAR implementation within the contexts of best practice and emerging policy drivers.  Key Seminar themes will be:

  • Connecting the HEAR to other initiatives (‘making the case’ for why and how the HEAR matters now).
  • Showcasing emerging and interesting practice.
  • Going Forward: student and employer engagement - key issues for implementation now

10.15     Introductions and welcomes: Penny Sweasey, Head of Centre for Excellence in Learning and Teaching, Manchester Metropolitan University.

             Locating the HEAR in a global context. Rob Ward, the Centre for Recording Achievement.

10.40     Connecting the HEAR to developments in 2015 and beyond: ‘making the case’ for why and how the HEAR matters now. With stimulus contributions from: Ian Welch, QAA

             And follow-on discussion focused upon ‘the business case’ for my institution’, and ‘What might we need to do to get ‘best value’ from the HEAR?

11.40     Extending the HEAR: Developments with the Doctoral Supplement.  Huw Morris and Gary Jones, Swansea University

12.45     Lunch

1.30        Showcasing innovative and interesting practice.

              (Participants choose one).

2.20        Building upon existing learning:  key issues for attention now.

              (Participants choose one). The emphasis here will be upon how work done so far can be built upon by HEAR practitioners within their own working environments.)

3.00        Developing a collective view: ‘Looking to the future, how would you like to see the HEAR developed and supported nationally?’  Chaired by Professor Sir Robert Burgess, Chair, HEAR National Advisory Committee.

3.30        Thanks, close, depart

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The Graduate+ award seeks to embrace both retention and employability agendas.  It strives to engage first year students in activities that enable them to participate in University and Students’ Union activities that create a sense of belonging.  The next phase sees students start to assess their own personal development needs and design their own future career pathways.   In the first year of operation nearly 5000 students have participated in the Graduate+ programme and are starting to create an awards profile.  This webinar will share our early findings and explore the underpinning principles that helped create Graduate+ before we start to discuss potential future developments. http://www.bcu.ac.uk/student-info/why-study-at-bcu/bcu-graduate-plus


'HEAR for Postgraduate Researchers: progress with implementing the 'Doctoral Supplement Led by Huw Morris, Director of Academic Partnerships, and Gary Jones, Academic Data Systems Manager, Swansea University.


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