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Approaches to learning and assessment

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Pam Sharp

on 22 September 2016

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Transcript of Approaches to learning and assessment

Approaches to learning and assessment

At the start of this journey, you may feel you have a mountain to climb to get to the end point...
You have grown as a person and have skills for life and your future career

You have qualified a registered nurse YEH!

You have have made great friends
Thank you!
Your learning approach is
'Transformative learning'
A form of adult learning derived from the work of Mezirow (2003). It is based on how learners come to education courses with sets of established beliefs and values


how through critical reflection on these beliefs, students’ perspectives can be changed and transformed in order to make them more inclusive, discriminating, open, reflective and emotionally able to change.
Learning by discovery
You will be encouraged to
learn by discovery

supported by your facilitators to become increasingly independent in your learning and practice.

This approach to learning and assessment will help you:

• To identify your strengths and areas for development.
• Reach your personal and professional potential and become confident, safe and effective professional registered nurses.
These approaches to learning and assessment are underpinned by and reflect:

The programme philosophy, the graduate attributes and Oxford Brookes University guiding principles (worth a look!).

Relevant local, national and international drivers from education and health and social care.

The person in your care and their family are at the centre of your educational experience.
So what does this mean?

Your role:
Like joining a Gym (you only get results if you put the effort in!). You need to be active and keen to find out!!!

Our role:
to facilitate, prepare some resources, support, direct you (not to spoon feed you content), give feedback and assess you .
At home/library/with peers:

Reading, watching video, e-lectures and tutorials, searching databases, thinking, making notes (to bring to class), sharing, doing pre-session activities, quizzes, planning and writing assignments, reflecting, self-assessment, producing resources, on- line learning, virtual family, completing practice assessment documents (PAD),
using social media.

In Uni:

Group work, discussion, debate, role-play, simulation based education (SBE), projects, reflection, presentations, use of technology (bring your own device (BYOD), critical thinking and questioning, using and sharing evidence, challenging, collaborating, working inter-professionally, action learning, problem/solution based learning,
stating your opinions and
arguments , using social
media etc.
In placement:

Self-assessment, reflection (verbally and in writing), role-modelling, questioning, decision making, pioritising, planning, assessing, sharing evidence, searching and appraising evidence, applying theory to practice, challenging, supporting others, demonstrating, generating evidence etc.

Can you do it?

Work hard, plan your time, seek support, LISTEN, be active, interested and curious
We do know what student approaches are successful in uni and in placement...

So take our advice BECAUSE we really want you to rise to the challenges you face and succeed
enjoy it!
Remember to look after yourself

Mezirow, J. (2003) Transformative Learning as Discourse.
Journal of Transformative Education
1 (1) pp58-63.
http://www.corwin.com/sites/default/files/upm-binaries/3506_1Jted03.pdf#page=59 accessed 15.9.16

Oxford Brookes University (no date)
Graduate & Postgraduate Attributes
available at http://www.brookes.ac.uk/ocsld/your-development/teaching-and-learning/graduate-attributes/
accessed 10/9/16

Oxford Brookes University (no date)
Guiding Principles
available at http://www.brookes.ac.uk/about-brookes/strategy-2020/guiding-principles/ accessed 10/9/16
YES you can!
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