Ingrid Lee | Teaching Focused Academic at Victoria University

In this video (part 1 of 2), Ingrid Lee discusses the value of formative assessment design in enhancing learning outcomes and the student experience at Victoria University, and how this approach has supported the shift to remote learning triggered by the COVID-19 global pandemic.

Ingrid describes her approach to formative assessment design in the context of her department’s unique program of ‘block learning’ delivery, which was put in place prior to the pandemic. Structured on the premise of 4 weeks (aka ‘blocks’) of classes focussed on one subject at a time, she credits this program’s dynamic, flexible structure as helping educators and students to better navigate the rapid shift to remote learning delivery.

Ingrid also explores the challenging nature of online learning delivery, relating to pacing and attempts to re-capture the dynamism of face-to-face teaching. She covers her program's use of technology tools to facilitate learning and collaboration, experiential and embodied learning, and the importance of social constructivism in re-establishing an ecology of practice in the digital space.

Speaking about their investment in block learning, Ingrid explains that it enables a faster pace of reflective practice and allows for amendments on the fly. She contends that feedback to students is too often summative, and if universities advocate for formative assessment, then they need to be modelling it as part of the students’ active learning experience.

#turnitin #academicintegrity #integritymatters