Welcome

Active pedagogies define mechanisms for teaching which are interactive and dynamic and where student learning is actively constructed through the process.

In assessment for learning, the first priority in design and practice is to serve the purpose of promoting students’ learning.

Learning enhanced by the use of ever evolving technology to aid individual and collaborative work is called digital learning.

Inclusive learning recognises all students’ right to an educational experience that respects diversity, enables participation and removes barriers to learning for all.

The aims of the Evaluating for Excellence toolkit are threefold. Firstly, to evidence excellent teachers and pedagogic practise. Secondly, to identify individuals who need additional support and development to ensure that their teaching practice is of the highest and thirdly to provide a reflective evaluative toolkit to explore aspects of teaching and learning from different perspectives in order to create a culture of continuous improvement and striving for excellence.

In this section we explore design methods which will allow you to create inclusive, authentic, accessible and engaging learning, teaching and assessment experiences for your students.

In this video interview, Professor Steven Bradley from the Department of Computer Science discusses how he – along with his colleague Dr Eleni Akrida – have developed more inclusive and authentic assessments using a concept they’ve coined ‘narrowing and stretching’. This has allowed them to narrow the learning gap for less experienced students, whilst still […]

Mark Childs, Rachelle O’Brien & Candace Nolan-Grant Rationale The FIBRES Learning Design Framework aims to produce learning provision within Durham that adheres to the following principles: Background To ensure that Durham provision meets these criteria and also addresses the needs of institutional strategies and stakeholders, such as programme teams, the University Academic Office, and professional […]

Open book examinations are an assessment method designed to enable students to refer to class materials or notes as a memory aid whilst answering questions under timed and controlled conditions.