stephen gomez
TRANSCRIPT
Prof. Stephen Gomez & Pearson
TEF: Raising Quality Standards
Developing teaching and learning excellence with digital technologies:
a case study with REVEL
New tools for changing times
Pains, gains and rising expectations…
The new learner ROI:
“When students go to a lecture,
they think, ‘I haven’t got my £40
to £50 of lecture there’, rather
than, ‘Is this interesting?’
UCL student quoted in The Financial Times
2
The lecturer:
“I find that my students become increasingly
reluctant to engage in any academic behaviour
that does not impact directly on their assignment
grade.“
The learner:
“Having to wait for a lecture as well to find out if
you've got anything right, you're constantly
thinking you’ve got it right for like a week, and the
next week they're going “oh no you got it wrong”,
and you don’t remember even doing the
question”.
Traditional lectures
e.g. property offences
Allocated reading as
Seminar prep e.g. textbook
chapter
Seminar1 Problem Q
1 Essay QExam
Prof Stuart Macdonald, College of Law & Criminology, Swansea
University; cyber-security & counter-terrorism.
Level 5, Criminal Law module
Problem Q –understand & apply the law
Time consuming, factual, mechanical, predictable
student issues
Essay Q – critique/ discussion/
evaluation skills
Case study
‘
4
REVEL
Allocated reading from textbook
Students invited to use REVEL
No REVEL
Seminar
Used REVEL for Problem Q1
Seminar
Problem Q2 in 20min
(cf 40min)
More time on Essay Q
Problem Q1 in 40min
No time on Essay Q
Seminar Preparation
5
Q1 Exam Mark Percentage
REVEL
No REVEL
Q1 exam mark distribution
Box plot – Q1 exam
mark distribution
6
REVEL
No REVEL
Overall module classification
7
Classification No REVEL % REVEL %
1st 13 19
2.1 45 69
2.2 28 6
3rd 11 0
Fail 3 6
REVEL Students’ Focus Group
8
Improved confidence at tackling Qs
Motivated participation in seminars
Encouraged more reading
Enhanced essay writing skills (ito structure & balanced arguments)
Felt prepared for seminars
Developed transferable skills.
