Ian Brailsford - Academia.edu (original) (raw)
Uploads
Conference Presentations by Ian Brailsford
This showcase builds on work presented at last year's HERDSA conference (Blickem et al., 2008) fr... more This showcase builds on work presented at last year's HERDSA conference (Blickem et al., 2008) from a group of new academic developers in Auckland responding to Shelda Debowski's keynote address from the 2007 conference: are we there yet? Instead of indulging in more naval-gazing (Rowland, 2007) on how we became developers, we set out to explore how directors of academic/education developments units in the Auckland region recruit, induct and then develop their new recruits. Now we were academic developers we wanted to explore the ways in which our careers were being directed.
Papers by Ian Brailsford
International Journal for Academic Development, 2012
History courses at The University of Auckland are typically assessed at two or three moments duri... more History courses at The University of Auckland are typically assessed at two or three moments during a semester. The methods used normally employ two essays and a written examination answering questions set by the lecturer. This study describes an assessment innovation in 2008 that expanded both the frequency and variety of activities completed by 182 undergraduates taking a course on the history of African-American freedom struggles. All week-by-week tutorial assignments were collected for textual analysis to see if students were moving beyond the recollection and regurgitation of facts (surface learning) and instead were dealing with the deeper historical issues. The quality of student work coupled with our own classroom observations indicate that innovative assessment methods at regular moments during the semester made a positive difference to the student learning experience.
This showcase builds on work presented at last year's HERDSA conference (Blickem et al., 2008) fr... more This showcase builds on work presented at last year's HERDSA conference (Blickem et al., 2008) from a group of new academic developers in Auckland responding to Shelda Debowski's keynote address from the 2007 conference: are we there yet? Instead of indulging in more naval-gazing (Rowland, 2007) on how we became developers, we set out to explore how directors of academic/education developments units in the Auckland region recruit, induct and then develop their new recruits. Now we were academic developers we wanted to explore the ways in which our careers were being directed.
International Journal for Academic Development, 2012
History courses at The University of Auckland are typically assessed at two or three moments duri... more History courses at The University of Auckland are typically assessed at two or three moments during a semester. The methods used normally employ two essays and a written examination answering questions set by the lecturer. This study describes an assessment innovation in 2008 that expanded both the frequency and variety of activities completed by 182 undergraduates taking a course on the history of African-American freedom struggles. All week-by-week tutorial assignments were collected for textual analysis to see if students were moving beyond the recollection and regurgitation of facts (surface learning) and instead were dealing with the deeper historical issues. The quality of student work coupled with our own classroom observations indicate that innovative assessment methods at regular moments during the semester made a positive difference to the student learning experience.