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TMAs whats the point?

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This is an excerpt from a thread in the café:

Hi Richard, Emma and all,

I changed the subject in the hope others may think its very controversial and join the thread!! I've also posted this into my tutor group I hope this is ok!?

I'm glad you posted this Richard, as I think it's a crucial point. I am getting more from this course on both a learning/development front and on a practical impact on my learners [front] then any other course I have done - by a long way actually.

The TMAs do feel a little out of place though. Recently, I have been wondering why research papers seem to be the only academic route? We're asking how learners receive learning, what tech's they're using and how
teachers can incorporate this technology. Yet we're still obsessed with reports, papers and empirical research!

I do admire the OU for respecting the concept of reflection, opinion and activity. Llike you say Richard I guess they have to grade something!

http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity.html


Karl

Permalink 1 comment (latest comment by Les Hereward, Monday, 25 May 2009, 15:07)
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TMA01 RESULT

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Hi All

Well I got my result today. Firstly I'm very impressed by the promptness of these returns, I often set a 2 week deadline for my own learners getting their results back. The longer it is left the more difficult it is to relate to the feedback.

I got 71%. I'm happy with that grade as I set a goal of anything over 65%. Taking into account the learning culture shock I have experienced on this course, and not being familiar with OU assessment I found it quite a difficult assignment {see previous blogs}. I am interested to know what the results of others were to give some perspective.

I was also impressed with the amount of feedback. At this point I have only read the initial comments and skimmed through rest. I actually think there's probably as much in comment as their is in my original essay. Sometimes when there's that much detail it can affect the seriousness in which it is accepted, this is feedback for the feedbackers! What do others think about the quantity of feedback?

Also, assessors may want to reconsider the correction of grammar, as an assessor I find spelling errors frustrating and often a sign of laziness, as a learner I'm embarassed to note my errors. But grammar and structure of sentences is often subjective and I'm averse to seeing my words crossed out and re-written. if you do not think I made my point correctly fine, but at postgrad level I don't believe these "corrections" are necessary. Again what do others think?

More blogs due in Unit 6!

Karl
Permalink 1 comment (latest comment by Lesley Shield, Sunday, 23 Nov 2008, 13:20)
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