The UnMarking Studio: Balancing Student Needs with Faculty Realities

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Submitted by Stephanie Didsbury on January 31, 2019 - 11:51am

How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.

The UnMarking Studio: Balancing Student Needs with Faculty Realities

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on December 19, 2018 - 4:03pm

How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.

The UnMarking Studio: Balancing Student Needs with Faculty Realities

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on December 19, 2018 - 2:24pm

How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.

The UnMarking Studio: Balancing Student Needs with Faculty Realities

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on December 17, 2018 - 9:50am

 

How much marking is optimal? How many assignments are best for student learning? Could we mark and grade less yet still be respectable? Or more surprising yet: Could less marking and fewer grades be causally related to more student learning? These are just a few of the inquiries you are invited to explore with your VIU colleagues in a “studio” format.

The Tao of Marking: Finding Joy by “De-Complicating” Grades and Feedback

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Submitted by Stephanie Didsbury on December 17, 2018 - 9:22am

We care deeply about our students—that’s why we teach. But caring for our students can also lead us to adopt practices that are non-sustainable and maybe even joyless, such as long weekends bent over papers, grading sessions that extend into the holidays, or hours crunching numbers to produce final course marks. If these behaviours are the result of our caring, we have to begin questioning “why?” Why has it been possible for our caring to displace our pleasure and satisfaction as educators. Where did the fun go, and what can we do to get it back?

The Tao of Marking: Finding Joy by “De-Complicating” Grades and Feedback

Stephanie Didsbury's picture
Submitted by Stephanie Didsbury on December 17, 2018 - 9:18am

We care deeply about our students—that’s why we teach. But caring for our students can also lead us to adopt practices that are non-sustainable and maybe even joyless, such as long weekends bent over papers, grading sessions that extend into the holidays, or hours crunching numbers to produce final course marks. If these behaviours are the result of our caring, we have to begin questioning “why?” Why has it been possible for our caring to displace our pleasure and satisfaction as educators. Where did the fun go, and what can we do to get it back?

Student Self-Assessment and Reflective Learning Through the use of ePortfolios

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Submitted by Stephanie Didsbury on February 6, 2017 - 12:20pm

The use of portfolios are increasingly being used as a way to allow students to creatively reflect their learning journeys. Electronic portfolios (eportfolios) form a digital collection of a student's work, reflections, and evidence of development. The creation of eportfolios help to foster digital and social media literacies; content management, curation, and organization practices; and networking practices.  At the same time, these portfolios can also allow students to carve out a place on the web that they truly own.

Students Co-Creating Course Content and Evaluating Own Learning

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Submitted by Stephanie Didsbury on February 6, 2017 - 12:15pm

Emerging technologies offer new ways to conceptualize teaching and learning practices by inviting further opportunities for the personalization of inquiry-driven learning, fostering student creativity, and promoting student engagement. This session will explore ways in which you might engage students in co-creating knowledge and resources, engaging students in more openly visible learning experiences for review by their peers or the community at large. 

Best Practices for Using VIULearn’s Quizzes

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Submitted by Stephanie Didsbury on February 1, 2017 - 1:40pm

The quiz tool is the most powerful tool in VIULearn. It has many customizable settings and options. This session will explore best practices for setting up and using the quiz tool from creating questions to launching and grading the quiz. This session will provide an overview of the quiz settings and what the quiz tool can do for your classes. Please note: This is not a step-by-step session in creating a quiz, but we’d be happy to book an appointment after this session to customize a 1:1 session for you.

Assessing Outside the Box: Creative Uses of VIULearn Technology Tools

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Submitted by Stephanie Didsbury on January 27, 2017 - 10:39am

Are you wanting to consider online assessment options of student learning - other than papers and online quizzes? This session will explore some different ways you can use familiar VIULearn learning technology tools to assess your students. We will share a few examples of what other faculty members are already doing and invite you to share some of your creative ideas too!

Audience | VIU Campus Community

Date | Wednesday, February 8

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