ACERCA DE ESTE EPISODIO
A reflective piece questioning our reliance on written feedback, exploring its limitations, the student experience, and how feedback might feel more meaningful when it becomes a dialogue rather than a document.
Inglés
Reino Unido
TRANSCRIPCIÓN 🔗
Are you the producer of this podcast?
Add a podcast transcript
Need Audio-to-Text?
Transcribe with Listen411 in Just 60 Seconds
BUSCAR EPISODIOS ANTERIORES
Buscar episodios anteriores de Thinking in practice.
OTROS EPISODIOS EN ESTE PODCAST
Episode Summary:In this episode, we move beyond the traditional view of feedback as a "document" and explore it as a developmental dialogue. Inspired by the work of Phil Dawson and David Boud, we dive into the concept of Evaluative Judgement—the capability for a student to judge the quali…
In healthcare, evaluative judgement—the ability to identify the quality of one's own work—isn't optional. It is the foundation of safe, independent practice. But how do we design learning environments that actually require this kind of thinking to happen?
Following a conversation with Michael Rowe…
Have you ever learned something that felt clear at the time, only to realize a few weeks later you couldn't retrieve it? Often, the issue isn’t exposure to information—it’s interaction with it.
In this second part of my series on embedding AI in physiotherapy education, I explore the use of AI as a…
In this episode, we step away from the traditional "tutor-led" curriculum to explore the messy, rewarding reality of Co-Creation. Drawing on the experience of the Preparation for Professional Practice module, I reflect on what happens when we invite students to move from being "learn…
Descargo de responsabilidad: El podcast y el arte incluidos en esta página son de James Roberts, que es propiedad de su propietario y no está afiliado ni respaldado por Listen Notes, Inc.
EDITAR
Gracias por ayudar a mantener actualizada la base de datos de podcasts.
