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Education Espresso - 31 March - Shared screen with speaker view
Debbie McVitty
12:32
Hi everyone and welcome to Education Espresso!
Tom Cunningham
13:02
Motivational music!
Mark Andrews
13:53
Morning Tom - yep certainly classic WonkHE eh.
Mark Andrews
14:10
btw. did anyone else have Snow this morning? we did in Cambridge!
Becky
14:21
Norwich did briefly :)
Debbie McVitty
14:29
It's a good day to make hot coffee 🙂
Jackie Rogers
14:47
Sunshine in Bristol
shumgb4
14:51
Huddersfield did and looks like it's going to have again imminently!
Ghizzi Dunlop
14:52
We've got sun and wind in South Wales
Leah Henrickson
14:54
Snow in Leeds today! The dog didn't know what to make of it!
Amy
14:56
Lots up here in Leeds although it is melting away now
imran
14:57
Someone say Coffee :-)
Mark Andrews
14:58
@Becky - yep brief here also - it disappointed the kids no end 🙁
imran
15:09
Sunny here in Coventryyyyyyyyyyyy
Chris Payne
15:18
Very much so in this part of Sheffield!
Cecilia Lowe
15:27
Snowy, windy, freezing York
Tansy Jessop
15:35
Sunny in Bristol with some clouds and an icy wind.
Jen
15:35
Beautifully sunny here in Belfast. Woah this music is intense!!
Helen O'Sullivan University of Chester
15:50
Hi everyone - sunny but Freezing in Chester!
Mahfia Watkinson
15:51
Loving the music choice! :)
Amina
16:00
snowing in Manchester this morning
Peter Harrison
16:29
The snow has stopped here in Milton Keynes but its very grey
Rebecca Page-Tickell
16:32
Snow in Hampshire!
Peter Hartley
16:36
The sun is shining and the snow is glistening on the Scottish Riviera
Tom Cunningham
16:58
Scottish Riviera Peter?
Mohammed-Hanif Patel
17:17
iced expresso Frappuccino in Leicester
Lisa G-W
17:23
I'ts sunny AND snowing in Coventry 😁
Debbie McVitty
17:38
https://teamwonkhe.typeform.com/to/zVFzQON4
shumgb4
17:39
Yep, here comes the snow again in Huddersfield.
Mark Andrews
17:44
Anyone for a soy Latte?
Harprit Kaur
18:05
Hi snow in Birmingham just but the sun has come out now
Leanne de Main
18:37
Espresso martini in Warwickshire 🙂 (I wish)
Fiona Symes
19:02
Sleet here in Canterbury!! Hi everyone.
Pete Lonsdale (Keele)
19:02
am I allowed in with a lingo?
Tansy Jessop
19:02
Wild thought Leanne :)
Sanna
19:05
Hello from cold London - so good to see everyone here today. (and drinking Finnish coffee)
Pete Lonsdale (Keele)
19:08
LUNGO even 🙂
Heather McKiggan-Fee
19:33
Yesterday in Dundee Scotland the weather consisted of: rain, sunshine, hailstorm, sunshine, snowing, sunshine, hailstorm, sunshine. I love Scotland! 😄
Susan Greig (University of Stirling)
19:55
Debbie, did you intentionally include the coffee machine behind you :)
Cecilia Lowe
21:19
post-panic world? interesting slip
Cynthia heiner (she,her)
21:20
Guten Tag from Berlin, Germany
shumgb4
21:47
Our alternative assessments used during the pandemic had a really positive impact on our attainment gap at Huddersfield. So, we are continuing with much of this.
Heather McKiggan-Fee
22:30
Attainment gap reduced at St Andrews during the pandemic as well.
Diarmuid Fogarty
23:11
The caffeine, the tension and the excitement are going to kill me!
Diarmuid Fogarty
24:07
It IS a great idea. Well done Wonkhe!
Jane Dalton
24:43
Or 'normal' - What is normal?
Peter Hartley
25:19
If we do not tell government that we are doing more quality blended learning then will they notice until it is too late to revert to old practices?
Debbie McVitty
26:38
https://www.thersa.org/globalassets/living-change/rsa-future-change-toolkit.pdf
Diarmuid Fogarty
26:50
Thank you Debbie!
Stephen Buckingham
26:52
Well said, Tansy. Covid helped bring about good change, but the challenge is going to be to *embed* change
Kelly Edmunds
27:13
Absolutely Stephen.
Helen O'Sullivan University of Chester
27:20
Love Tansy's 3 Rs!
ccaldwell
27:42
At University of the Arts London: We are looking at decolonising assessment structures and compassionate approaches to assessment. Trying not to go back to pre-pandemic habits. Learning so much all the time.
Diarmuid Fogarty
29:15
"compassionate approaches to assessment" 🤔😍
Alison Megeney
29:23
At Middlesex we have developed in collaboration with students a Inclusive Curriculum Framework, and done more work on efficient authentic assessments.
Becky
29:45
@ccauldwell can you expand on the compassionate approaches to assessment?
Megan Argo
29:50
I found the pandemic actually gave me the freedom to innovate in ways that I hadn't been able to previously because of institutional constraints.
Kelly Edmunds
29:53
I would absolutely agree about those two communities and possibly there is a third where people have reluctantly innovated and are waiting for the chance to return to how things used to be....
Julie Mcleod
30:42
At BCU we have retained remote assessment and have clarified terminology of assessments to be clearer to students - thus exams are proctored. Remote assessment means we are reviewing the need for an 'assessment period'. Lessons learnt shows the importance of support towards assessments alongside accessible assessment modes.
Heather McKiggan-Fee
30:47
I haven't had a chance to review this yet, but re: @Diarmuid's comment on compassion: https://compassioninhe.wordpress.com/
Stephen Buckingham
30:48
You need to have influential people on board to embed the change, higher management and at faculty/school level
Peter Harrison
30:53
@KellyEdmunds definatly what I feel I am seeing
Diarmuid Fogarty
31:09
Thank you, Heather. What an enticing concept!
Peter Hartley
31:28
Programme assessment is still growing. New case studies appearing shortly on the PASS website and we are looking for more examples. Please contact me if you have something to contribute - profpeter1@me.com See PASS at https://www.bradford.ac.uk/pass/
Alison Megeney
31:31
Many areas are embracing technology and providing kit to students to support Tech Enhanced Assessment Providing Options to Students. TEAPOTS.
Megan Argo
32:14
That is the best acronym ever.
Stephen Buckingham
32:27
teapots 😀
Ann Kaegi
32:28
Here's to TEAPOTS!
Mahfia Watkinson
32:35
I agree with Mark - this time it feels different. But how do we manage the challenge from external regulation that looks for innovation that presents VfM and targets?!
ccaldwell
32:40
@Becky ensuring that assessment itself, is only done to create meaning for the students. That is does no harm, creates no unnecessary trauma. We are using the pedagogies of social justice to underpin this.
Cecilia Lowe
33:20
Academic discipline cultures also seem to play a part in the differences in innovation. Comfort-blanket type need for exams seems to reside with Maths? Physics?
Becky
33:50
@ccauldwell that aligns with my goals but not in a way I've consciously considered before - thank you!!
Diarmuid Fogarty
34:53
Ccaldwell - this alone is worth being here! A really interesting look. Sadly, one that is far, far removed from our practice here. Hopefully, this will give us a framework from which to bring about change.
Katie Szkornik
35:11
@Cecilia - how do we challenge the accrediting bodies that continue to insist on examinations like Maths and Physics?
Gerald Prescott
35:43
I completely agree with Tansy that bandwidth is a barrier. Assessment change takes time, energy and thought. What practices can be implemented that support staff in having the bandwidth to bring about sustained, innovative change?
Leanne de Main
35:56
PASS and TESTA have really stood the test of time, in fact ahead of their time really!
Matt
36:31
We moved to this too for exams but there is still a feelling that it opens the door for plagiarism.
Matt Whyndham
36:43
@Katie : Dear Accreditor, see how the Learning Outcome has been met, though by not the method you saw last time.
Shane Sutherland (PebblePad)
37:01
Slowing down assessment… a chance to make the process visible (and to recognise and reward that)?
Alison Megeney
37:20
One member of my team loves an acronym. We also have projects called PARADISE and EMO .
shumgb4
37:42
Slow pedagogy also underpins a patchwork assessment approach.
Mahfia Watkinson
38:10
Alison - what's PARADISE and EMO - I'm intrigued :)
Sian Davies-Vollum
38:19
Important to help students understand the signfiicance and importance of authentic asessment. They aren't necessarily used to these types of assessment and need the support to see the value of them ns how it supports
Sian Davies-Vollum
38:37
them in their future careers
Colin Waldock
39:11
At Medway School of Pharmacy we have evolved our assessment approaches, reducing load on writing amount for portfolios, introducing supervisory review meetings. We have 2 exams that we moved online using Panopto for self evaluation but are moving back on campus for this due to stress that students suffered in coping with technology. Professional regulatory bodies do limit extent of change
Katie Szkornik
39:16
@MattWhyndham - I agree entirely - but this needs the support of the sector. IoP have recently issued statements saying they 'expect' institutions to return to some in-situ exams in Physics. One institution cannot challenge this alone.
Tansy Jessop
39:57
Nooo Sam! Please do your stuff - it will be brilliant!
Alison Megeney
40:05
EMO is Engaging with Maths Online and PARADISE is Pedagogic Accessibility Research: Approaches to Digital Inclusion and Student Experience
Kelly Edmunds
40:06
I think slowing down assessment to enable students to reflect on what they are being asked to do and how they are meeting those expectations sounds brilliant but I think what we've been seeing is that the pandemic has resulted in students struggling to know what they are expected to do but also many just don't know how to get started even when they do understand the task
Rachel Forsyth Lund University
40:06
I've just moved to Lund University where the medical school has a really interesting approach to managing programmatic assessment - if anyone wants to know more I can put you in touch.
Debbie McVitty
40:08
Everyone, do make sure you toggle to "everyone" when you post in the chatbox not just "host and panelists”
hfenwick
40:59
We have loads of 'public facing' assessments at Uni of Hull - sometimes it feel like we have gone too far that way! But I am really enjoying the teaching and the marking (don't say that often!). Does mean creating lots of support materials need for students (and other staff)
Cecilia Lowe
41:17
It would help if discussion of more creative initiatives would also clarify which disciplines they are working with. Some work easily with authentic assessments - others are more problematic.
Amy
41:31
@Rachel Forsyth yes please
Michael Mantzios
41:34
Personality and individual differences requires innovation and assessment to be flexible, it is not just academics where there is a divide, the same is true for students. Do we need piloting, data and evidence-based practices?
Peter Hartley
41:50
Sam can see my screen!
Helen Leggett
41:51
And critically, schools are changing: requirements for mainstream schools to be more inclusive. Likely this will be achieved by embracing hybrid and new assessments. Uni’s need to be in-pace with this, and ideally ahead of it. https://www.theguardian.com/education/2022/mar/29/government-sets-out-plans-to-overhaul-special-educational-needs-system
Susan Smith
42:00
I'm in a Business School and some of the accounting PSRBs are requiring 'invigilated' exams for students to be able to benefit from the exemptions
Pam Birtill (she/her)
42:28
@rachel forsyth yes please!
Tom Cunningham
42:34
Digital artefact assessment is something I’ve used in PGCert modules before. It worked well for staff, enhancing skills, generating ideas for their assessments.
Katie Szkornik
42:46
@susan - I've seen this recently from Physics and Maths PSRBs
Jackie Rogers
42:54
We have also had challanges from PSRB where we want to be more flexible with assessment.
Debbie McVitty
44:10
We'll definitely be asking Sam about his thoughts about institution-wide change!
Leanne de Main
44:11
It is frustrating when the PSRBs are sticking to the ‘old’ assessments. Particularly when they advise that we have had 2 years to sort out proctoring. Trying to switch the narrative to suggest they has also has 2 years to consider more innovative approaches!
Alex Moseley
44:51
Sector-wide pressure on PSRBs would help make a sea-change, and the time is now
Matt Whyndham
44:56
is there a unhelpful conflation of “rigour” with “things we already know about”?
Peter Hartley
45:09
Maybe we need a catalogue of courses/programmes which have ‘bucked the discipline norms’. For example, how about Maths at Brunel who did a lot of work on programme assessment and the new Applied Software Engineering course at UHI with a whole range of innovative approaches
Alison Megeney
45:11
The Maths team at Middlesex have revalidated with zero exams and zero tests and the programme is accredited by the IMA.
Diarmuid Fogarty
45:51
Leanne 👏
Mahfia Watkinson
47:42
Sam, how big is your team to support the scale and ambitions of the project please?
Tom Cunningham
47:52
Really interested to hear how student choice and flexibility in assessment can be managed in relation to staff workload / burnout etc
Fanni Zombor
47:53
Debbie published a piece on changing assessment in January that Sam has also contributed to - https://wonkhe.com/blogs/building-back-learning-and-teaching-means-changing-assessment/
Leah Henrickson
49:38
Slides: https://www.slideshare.net/LeahHenrickson/education-espresso-changing-assessment-panelist-selfintroduction
Colin Waldock
50:21
@Tom Cunningham, I think that is a really good point. We need to somehow be inclusive for students and for staff. I suspect a huge challenge
JAMES,WILLIAM YOUDALE
50:58
I think - in my experience - encouraging more innovative assessments can be as simple as busting myths. Every institution (and constituent Departments) has ‘unwritten laws’ of assessment… many of which turn out to be myths in the mortar, or long-standing precedent.
Tansy Jessop
51:52
@William - love the idea of myths in the mortar!
hfenwick
53:05
@William - exactly - many myths need busting 'we can't do that - it is not allowed'!
Bryony Morgan
53:32
Up vote @Tom’s Q
shumgb4
53:39
Digital poverty is a real issue for many of our students. 61% of our students are from IMD1 and IMD2 backgrounds. Digital poverty has many facets.
Sue Beckingham (she/her)
54:15
I resonate with Tansy's green shoots - slow assessment pedagogy, authentic assessment and shared writing to amplify learning. My 2nd year business and technology students work with small local businesses, charities and social enterprises to help them develop a digital marketing strategy. They've just completed presentations and received formative feedback which will feed into their final reports the Clients are given. These are written in a shared space.
Peter Harrison
56:50
Loving your digital literacy is like your OS, it needs regularly updating ;)
Fanni Zombor
57:15
More details about Leah's paper - https://spotlight.leeds.ac.uk/world-changers/digital-transformation/
ASET - Nicola
58:24
The idea of safe spaces to fail is so important - in HE we are programmed to celebrate success. I embrace the FAIL notion - First Attempt In Learning can be powerful and so encouraging.
Ann Kaegi
59:00
Really interesting work with digital storytelling -- thanks for sharing elements of the students' work!
Pam Birtill (she/her)
59:02
@ASET - Nicola — I love that!!
Mahfia Watkinson
59:15
Nicola - that's a great acronym love that!
Cynthia heiner (she,her)
59:18
Thanks - very interesting!
johnknot
59:20
Great pres and talk Leah.
Shane Sutherland (PebblePad)
59:22
One of the programmes we work with at Waterloo talks of ‘Magnificent Failure’ :-)
Shane Sutherland (PebblePad)
01:00:25
Thinking of the earlier comments about assessment in STEM - recently heard Manu Kapur talk about Productive Failure (and creative preparation to learn)
Leanne de Main
01:00:30
Supporting students to fail in a safe space is really important, particularly as industry tell us graduates need to tolerate uncertainty and ambiguity better.
Bryony Morgan
01:00:43
My son is 5 and refers to ‘marvellous mistakes’ as his norm (that’s how learning is framed at his Infants school)
Leah Henrickson
01:00:54
'Marvellous mistakes.' <3
ASET - Nicola
01:01:07
I adore that Bryony! Yes!
Mark Andrews
01:01:20
I love the notion of Marvellous mistakes!
Kelly Edmunds
01:01:20
At UEA on our Biological Sciences course we have been starting to do some work on low-stakes failure/space to fail and we'd be really keen to talk about that with others who are working on that too - k.edmunds@uea.ac.uk
Becky
01:01:27
Leah, love your creative connections ideas!!
Emma Flint
01:01:27
I've run a law school module for over 500 stduents where they can do any mode of communciation (other than essay or problem question) to communciate legal research (plus a reflectiev account on jiourney of module/final assessment). Loved marking it and stduenst loved it. No more work than another module after first set up creating banks of student work for peer assessment/formative feedback purposes and scaffolding supoort. It energised me rather than burning me out @Tom C. Happy to share design and materials with anyone intersted
Emma Flint
01:01:55
Apologies for typos - dyslexia and bad typing fat fingers combo!
Tuely Robins
01:02:12
@bryony love that! Bold and ambitious future leaders are made with infant schools that celebrate whole people - not those that are only able to present their success.
Tansy Jessop
01:02:18
Sounds brilliant Emma!
Leanne de Main
01:02:18
I would love to work with others on a sector-wide project on failure for growth! Leanne.demain@dmu.ac.uk
Tom Cunningham
01:02:26
Yes please @Emma!
Tansy Jessop
01:02:38
Yes please @Emma!
Emma Flint
01:02:46
Im with you on that @Leanna - I share my CV of failure with my law tsduenst in my module and it works
Emma Flint
01:03:10
Email me e.flint@aston.ac.uk and will happily share *thumbs up*
Jackie Rogers
01:03:11
I like the idea of de-centering assessment but how do we get students to buy-in to this?
Diarmuid Fogarty
01:03:12
Also yes, very please. @Emma
Cecilia Lowe
01:03:13
Interesting ideas concerning bring students together in creative labs - could work well with transcultural communication and understanding
Pam Birtill (she/her)
01:03:14
We’ve introduced first year group assessments where they just have to produce ‘an artifact’ which communicates something about biological psychology. We got podcasts, tiktoks, magazines. Was also fun to mark. 66 artifacts from nearly 300 students. Much less work than marking essays and more fun.
Cris Lima
01:03:22
The sector is increasingly investing in outsourcing to EdTechs and independent consultants (like me!) to enable them to design and implement innovative modules and authentic assessment. Senior Leadership buy-in and collaboration on behalf of academics is key to changing assessment internally. What is your view on this?
Sue Beckingham (she/her)
01:03:39
Our role is to develop students as lifelong learners in a world that will be constantly changing
Tom Cunningham
01:04:23
Love that @Pam - so the learning outcomes and criteria are set, the choice for students is how they meet them?
Emma Flint
01:04:24
Can event organisers please ssave and share this chat with attendees for netwoirking & future project work please? Thanks *thumbs up*
Tansy Jessop
01:04:32
Great to hear that Maths at Middlesex is on the march to something different from exams. Be great to hear more about it @Alison Megeney
Debbie McVitty
01:04:41
@emma yes chat will go out with slides and recording!
Shane Sutherland (PebblePad)
01:04:42
@sue curious, confident and independent learners
Pam Birtill (she/her)
01:04:44
@tom cunningham exactly, yes.
Emma Flint
01:05:24
That exactly what I do in my module too @Pam - it can really work with large cohorts *thumsb up*
Sue Beckingham (she/her)
01:05:53
@shane indeed and reflective eportfolios like PebblePad has been valued by my students
Pam Birtill (she/her)
01:05:55
We find with assessment that staff are reluctant to move from assessing everything they teach. we are trying to move to more co-creation, and freeing up how the students engage with the material
Peter Hartley
01:06:18
One elephant in the room (that needs a discussion to itself) is the grading and regulatory structures that can impede innovation in assessment - a constant theme in all the PASS workshops we have done over the years
Diarmuid Fogarty
01:06:19
PebblePad IS great, @suebeckingham!
Mahfia Watkinson
01:07:27
Leanne - please could I join in?! Or at least listen/follow work :) mahfia.watkinson@warwick.ac.uk
Alex Moseley
01:07:37
@Peter in my experience, most institutional regulations are very basic, and allow for lots of creativity in fitting within the quality approach.
Paul O'Rourke
01:07:38
Great session today, really enjoyed the conversation. Look forward to my next caffeine fix. Thanks all! :)
Dr Hannah Graham
01:08:35
Agree with Peter's comment about the institutional structures, norms and frameworks, especially for innovating assessment of undergrads. It isn't the easiest process, depending on what you want to do. Academics having the time to properly do this is another factor.
Rachel Forsyth Lund University
01:08:36
@Peter - yes this work has been ongoing since 2012 at Manchester Met - started with updating procedures and regulations to ensure that they don't accidentally constrain staff in assessment design. @Alex is right but once you remove the 'I'm not allowed to' prop the real reasons for reluctance to change get revealed!
Tuely Robins
01:08:44
Ditto @Paul O'Rouke - I'm a little sad I need to go and interview someone now instead of staying on the session!
Helena Knapton
01:09:16
Many thanks everyone; great food for thought to take away - need another coffee to let the ideas percolate.
Peter Hartley
01:09:16
@Alex We also found some academics using their interpretation of regulations to resist suggestions for change
Alex Moseley
01:09:28
Yes indeed @Rachel !
Mahfia Watkinson
01:09:33
100% agree Leah!
Tom Cunningham
01:09:50
Great point @Leah - giving space for academics to try, play, and fail too
Ghizzi Dunlop
01:09:59
yes agree absolutely safe failing when supporting staff
Alex Moseley
01:10:12
@Peter that is definitely my experience too
Eyv Hardwick
01:10:14
Anything to stop assessment fatigue
Cynthia heiner (she,her)
01:10:23
I completely agree - staff needs to be allowed to safely fail - and get adequate support to improve (and make the best shot at chnage)
Sue Beckingham (she/her)
01:10:23
Well said Leah!
Alex Moseley
01:10:42
Space for play, failure and learning. Oh yes.
Shane Sutherland (PebblePad)
01:10:43
@Leah your experience mirrors too much of our assessment practice… it values the output, and not the learning through the process
Ariane Lengyel
01:10:54
Sadly very few institutions are really giving any time and space to work on this
shumgb4
01:10:54
@Absolutely Leah, well said.
Kelly Edmunds
01:11:00
Absolutely Leah. Completely agree
Cecilia Lowe
01:11:17
Great session - very inspiring. Bye.
Tansy Jessop
01:11:19
@Leah absolutely resonates and thanks for filling in the gap.
John Deane
01:11:21
AdvanceHE Fellowship scheme does celebrate failure in applications and reflections on them Leah
Louise Woodcock
01:11:21
Really good points Leah, well said
Matt Whyndham
01:11:23
concscious+incompetnent=awkward is a natural stage of learning. So yes, this should be acknowledged in staff and students alike.
Mark Keith
01:11:26
Completely agree with the try and sometimes fail.
ku52516
01:11:53
That’s why it’s important not to assess the artefact but to assess the students’ own evaluation of their learning (even if the artefact itself was a ‘failure’)
Diarmuid Fogarty
01:12:07
Hours like this make working life worthwhile! Thank you Wonkhe and panellists!
Kelly Edmunds
01:12:13
@leanne and @mahfia I will send you both an email shortly and we can maybe chat about low-stakes failure/space to fail stuff. If anyone else would like to be in the discussion, pop me a message/email k.edmunds@uea.ac.uk
Caroline F
01:12:35
Great session, thank you.
Sue Beckingham (she/her)
01:12:40
Indeed and learning how to reflect is such a beneficial life skill
Pam Birtill (she/her)
01:12:44
I’ve sent @leanne an email too - so please add me to the round robin :)
Bryony Morgan
01:12:52
If only all hours could be this motivating and exciting! Thank you
Kelly Edmunds
01:13:02
Will do @pam
Kailey
01:13:09
As a learning technologist it would be really interesting to hear what spaces for trying and playing with technologies would be useful
Ghizzi Dunlop
01:13:31
Really good session tthank you all
Emma Flint
01:13:47
Agree @Leah - think I've got it with 'Message from Legal Research-Auidence-Content choices right for both' set of marking criteria.....has worked for last 5 years in my module (plus some separate makring criteria for the accompanying reflective account too)
Alison Megeney
01:13:54
Great session! Thanks. Can't wait for the next one.
shumgb4
01:14:08
Fantastic session. Thanks to all speakers but also all who contributed in the chat and made me think.
Shane Sutherland (PebblePad)
01:14:10
Super session. Great presentations and thoughtful contributions and really valuable side chat too. Thank you
Caroline Pullee
01:14:29
Thank you do much - a really great discussion.
Harprit Kaur
01:14:30
Thank you
Jane Dalton
01:14:36
Thanks really interesting session
Pam Birtill (she/her)
01:14:39
Really great session. Where can we continue the chat? There’s a lot of appetite for change and similar things happening in many institutions.
Michael Mantzios
01:14:46
Thank you very much for the session. Very much appreciated!
Dr Hannah Graham
01:14:56
Thanks all. It was great to listen to this discussion.
ASET - Nicola
01:15:02
Twitter with a hashtag Pam maybe?
Mahfia Watkinson
01:15:03
Commendation to Wonkhe - wonderful idea and much welcomed. I'm looking forward to the next session!
Colin Waldock
01:15:04
Thank you.
Ailsa Crum
01:15:11
Do have a look at the QAA work on assessment - playbooks and short resources for students and staff https://www.qaa.ac.uk/membership/current-year-membership-themes-and-topics/beyond-covid-19-the-future-of-digital-and-blended-delivery
Chris Payne
01:15:13
Thank you, great session!
Sue Beckingham (she/her)
01:15:22
Great session and opp to share ideas and space for questions.
Olga Thomas
01:15:26
Thank very much for a really interesting session.
wayne holland
01:15:33
Thanks for presentations and chat content. Lots to reflect on!
Geraldine Connelly
01:15:42
Really interesting session - looking forward to the next espresso! Thank you all.
Tom Cunningham
01:15:43
Really enjoyed this session, thanks all, very energising!
Lisa G-W
01:15:47
Thank you for this seminar! A focus on assessments has been a long time in coming.
Lisa Coulson
01:16:05
Thanks everyone. Fantastic session and much food for thought :)
John Deane
01:16:09
We need people and space and time to think reflect
Leanne de Main
01:16:11
Fab session, thanks Wonkhe!
Matt Whyndham
01:16:13
excellent session!
Leah Henrickson
01:16:16
Amazing chat!
Monika Szumilo
01:16:18
Thank you! Such a great session: lots of views, dynamic pace, thought-provoking content. Looking forward to the next one!
Alex Moseley
01:16:19
Thanks all!
Megan Argo
01:16:21
We need a Slack space or something :-)
Heather McKiggan-Fee
01:16:26
Thank you to all of the speaker and to WonkHE for excellent facilitation!
Susan Greig (University of Stirling)
01:16:26
Great session, thank you all
imran
01:16:27
Thank you all :-)
Enza Siciliano Verruccio
01:16:27
Thank you! Hope this is just the start of the conversation :)
Fanni Zombor
01:16:28
If you would like to continue the conversation, make sure you sign up to our upcoming Education Espresso events (once a month until July!) if you haven't already - https://teamwonkhe.typeform.com/to/duD37qvx
Cynthia heiner (she,her)
01:16:30
people’s time costs money though, but I agree, it is not the motivating factor
Joanne Brindley
01:16:32
Thank you!
Christine O'Leary
01:16:32
Thank you for this-fascinating
Adam Warren
01:16:34
👏 thanks - great session
Ann Kaegi
01:16:35
Great session everyone -- excellent initiative, thanks!
Catherine Lillie
01:16:36
Thank you!
Fanni Zombor
01:16:37
you can email us team@wonkhe.com 🙂
Megan Argo
01:16:37
Thanks!
Kelly Edmunds
01:16:37
Fantastic session, thank you everyone
Alison Megeney
01:16:38
bye
Isobel Gowers
01:16:42
Thanks all.
ccaldwell
01:16:43
Thanks everybody, great session
David Watson
01:16:44
Thanks All!
Tracy Cruickshank
01:16:46
Thank you everyone!
Chris Longman
01:16:46
Great - thanks!
Jackie Chelin (she / her)
01:16:46
Many thanks
Helen Leggett
01:16:51
Thank you
Tim Childs
01:17:05
You are still live
Tim Childs
01:17:22
thanks for a great session
Peter Hartley
01:17:43
WE are still reading the chat! And then off for a cup of tea, great session - thanks