H o s p i t a l i t y , L e i s u r e , S p o r t & T o u r i s m T o w a r d s L e a r n i n g C r e a t i v e l y. Extraordinary Experiences Conference University of Bournemouth September 2007 WHAT’S WRONG WITH EXPERIENTIAL LEARNING BEING ‘MORE FUN’?. Presentation Structure.
H o s p i t a l i t y , L e i s u r e , S p o r t & T o u r i s m
T o w a r d s L e a r n i n g C r e a t i v e l y
Extraordinary Experiences Conference
University of Bournemouth
WHAT’S WRONG WITH EXPERIENTIAL LEARNING BEING ‘MORE FUN’?
“To enhance the student
learning experience by
developing creative and
inclusive modes of
assessment which do
not rely solely on
Diversification of student population T o u r i s m
Creates a need for more varied approaches to LTA
Project focuses on inclusive assessment
Particularly students with dyslexiaProject Rationale
Divided into oral, practical and visual modes
The audit found that at the three universities written assessments in HSLT subjects dominated (70% written of 334 assessments).
(Kolb, 1984; Knowles,1990).
This model of a tepee and a man on the ground was constructed by two male students. They thought the assessment had put pressure on them, but this was ‘good’ pressure, symbolised by the man on the ground beside a pair of dumbbells. The tepee represents structure and good preparation for the assessment
A dyslexic female student. The blue tear drop represents sweat (nerves before the assessment). “It’s red because I am really hot and it is a bit scary”.
(Effective forms of assessment involve students designing and negotiating criteria with tutors (Ask, Rust 2006)
The green ticks represent the start and finish. The black is disappointment when coming across a challenge.
Equity Theory (Adams, 1964); taking responsibility for learning (Knowles, 1990)
(Evidence that some students used the assessment in interviews for placement year)
(Assessment as measurement or judgment (Biggs, 2003). Validity of assessing complex learning tasks – being ‘fair’ vs its relevance (Elton and Johnson, 2002).
Adams, J., (1965). Inequity in social exchange, in Buchanan and Huczynski (2004). Organisational behaviour. An introductory text. Harlow: Prentice Hall. pp. 251-253.
ASKe project www.business.brookes.ac.uk/aske.htm
Biggs, J., (2003). Teaching for Quality Learning at University 2nd ed. Buckingham: Open University Press.
Boud, D (1995). Assessment and Learning: Contradictory or complimentary? In Knight, P. (ed) Assessment for Learning in HE, London, Kogan Page
Elton, L. and B. Johnston, (2002). Assessment in universities: a critical review of research. York: LTSN Generic Centre.
Fleming, N., (2001). Teaching and learning styles. VARK strategies.Christchurch, N.Z.: Fleming.
Fleming, N., and Baume, D. (2006) Learning Styles Again: VARKing up the right tree! Educational Developments, SEDA Ltd, Issue 7.4, Nov. 2006, p4-7.
Gibbs, G. and Simpson, S., (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education. Issue1. 3-31.
Gibbs G (2006). How assessment frames learning. In Bryan, C. & Clegg, K. (Eds) Innovative assessment in Higher Education. Oxford: Routledge
Jarvis, P., Holford, J., and C. Griffin, (2005). The theory and practice of learning. 2nd ed. Oxford: RoutledgeFalmer
Knowles (1990). Action Learning Theory, in Oxford Brookes Centre for Staff and Learning Development available at http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html. Accessed 15/08/07
Kolb (1984), Experiential Learning, in Oxford Brookes Centre for Staff and Learning Development available at http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html. Accessed 15/08/07
McDowell, E. (2002) Students and innovative assessment, The Higher Education Academy.
Rust.C (2002) The impact of assessment on student learning – how can the research literature practically help to inform the development of department assessment strategies and learner centred assessment practices? Active Learning in Higher Education, 3(2) pp.145 -158.
Rust. C, O’Donovan, B & Price M. (2005) Social- constructivist assessment approaches. Assessment and Evaluation in Higher Education. Vol 30 No. 3