The popular micro-credential short course returned this summer 2023. The course consisted of four, 1-hour session topics including strategies for active learning, assessment for learning, Generative AI and academic integrity: all aligned with the University’s Principles for the Delivery of Education. As part of the Aberdeen 2040 Strategy, these principles build upon our established teaching innovations and achievements and will underpin the delivery of education in the coming academic year. Sessions included contributions from teaching staff across the University, to enable practice to be exchanged across disciplines and Schools. All sessions were aligned to the Professional Standards Framework (2023), to enable staff to review and enhance practices in teaching and/or supporting learning for their continuing professional development. Successful participation in all four topics gained staff a digital certificate of completion.
- Course Topics
Topic 1: Aberdeen 2040 Strategy and the Principles for the Delivery of Education
Facilitators: Dr Aaron Thom & Dr Mary Pryor, Centre for Academic Development
During the first interactive micro-credential session, we explored the practical ways in which staff from across the University are implementing the Five Principles of Education, which are framed within the context of the Aberdeen 2040 strategy. The Principles cover active learning, community building, assessment, feedback, and inclusivity. Through an exchange of practical examples, staff were able to consider how they promote the principles within their teaching ahead of the new academic year.
This session aligns with Principles 1-5 in the University’s ‘Principles for the Delivery of Education’.
Topic 2: Authentic Assessment & Academic Integrity
Facilitators: Dr Joanna Wilson-Scott and Dr Mary Pryor, Centre for Academic Development
In this second micro-credentials session, the facilitators discussed authentic assessment and offered some practical examples that can be drawn upon in practitioners' own teaching and support of learning. Participants explored current issues surrounding academic integrity, reflecting upon the main types of academic misconduct. This interactive session twas used to exchange views and effective practice on whether and how authentic assessments can be used to mitigate the risk of academic misconduct.
Topic 3: Demystifying Formative Assessment
Facilitators: Dr Joy Perkins, Centre for Academic Development and Professor Steve Tucker, School of Medicine, Medical Sciences & Nutrition
This interactive session explored how and why formative assessment and feedback can be used to develop students' learning. Formative assessment is also referred to as ‘assessment for learning’ and is designed to help teaching staff understand the abilities and progress of students during an academic course. Drawing upon assessment practices from across the University, this session covered a variety of practical ways to help participants review and develop methods of formatively assessing and providing feedback to students. The Dean for Quality Assurance and Enhancement provided guidance on the central role and potential for formative assessment to support the student learning experience.
Topic 4: 10 Top Tips for Active Learning
Facilitators: Dr Aaron Thom & Dr Joanna Wilson-Scott, Centre for Academic Development and Dr Donna Maccallum, School of Medicine, Medical Sciences & Nutrition
During this interactive session, the facilitators promoted 10 active learning strategies that can be effectively implemented in Higher Education teaching across all disciplines. Active learning involves using teaching techniques and approaches to actively engage students, these can be individual, pair and group activities. All are designed to motivate students and empower them to become aware of their own learning. Topics covered also included active learning environments and the culture of active learning in the academic curriculum.
This session explored Principle 1 nurturing active learning, Principle 2 community building, and Principle 5 accessibility and inclusivity in the University’s ‘Principle for the Delivery of Education’.