Using learning journals to identify critical incidents of understanding

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Davies, Allan (1998) Using learning journals to identify critical incidents of understanding. In: Improving Student Learning Outcomes. Oxford Brookes University, pp. 1-9.

Using learning journals to identify critical incidents of understanding (21kB)

Type of Research:	Book Section
Creators:	Davies, Allan
Description:	Learning journals have been used extensively in Art and Design at University College Worcester (UCW) as a means of evidencing the kind of approach, deep/surface, students have taken to their learning. They are increasingly being recognised as a more reliable means of establishing whether students understand what they are doing than the finished artefacts such as paintings, ceramics and even essays. This paper will outline the role of the journals in relation to the assessment scheme, which is structured around Biggs’ SOLO taxonomy (Biggs J, Collis K, 1982), and explore several of the problematics that arise in both their use and their non-use. The paper will also examine the nature and use of learning outcomes since they play a significant role in the journals themselves.
Official Website:	http://www.arts.ac.uk/docs/cltad_isl_learningjournals.pdf
Keywords/subjects not otherwise listed:	pedagogy, student experience, learning, journals, art, design, assessment, teaching and learning research
Publisher/Broadcaster/Company:	Oxford Brookes University
Your affiliations with UAL:	Other Affiliations > The Teaching and Learning Exchange
Date:	1998
Related Websites:	http://www.arts.ac.uk/cltad/
Related Websites:	http://www.arts.ac.uk/cltad/
Projects or Series:	CLTAD
Date Deposited:	13 Feb 2009 10:56
Last Modified:	02 Aug 2016 13:35
Item ID:	628
URI:	https://ualresearchonline.arts.ac.uk/id/eprint/628

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