À PROPOS DE CET ÉPISODE
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.
Anglais
Royaume-Uni
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RECHERCHER LES ÉPISODES PASSÉS
Rechercher les épisodes précédents de Thinking in practice.
AUTRES ÉPISODES DANS CE PODCAST
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…
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…
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 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…
Avertissement: Le podcast et les illustrations intégrés sur cette page proviennent de James Roberts, qui est la propriété de son propriétaire et n'est ni affilié ni approuvé par Listen Notes, Inc.
MODIFIER
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