Practice Case Sites from Trinity College Dublin
The following are overviews of the practice case studies which used comparison based intervention designs and operations to showcase how different educators used this and to facilitate the introduction of this method within other modules, schools , colleges etc. Educators and students were involved in this practice design initiative including staff and students from the following schools:
Trinity School of Business
School of Nursing
School of Computer Science and Statistics
School of Pharmacy
Trinity School of Business
School of Nursing
School of Computer Science and Statistics
School of Pharmacy
These three elements relate to three activities that are at the heart of fruitful comparisons that learners engage in (Nicol, 2020): they must
(1) do work (i.e., express or become aware of what they know or are able to do), (2) compare this to a referent, and (3) make explicit the inner feedback (i.e., the insight) they generate through the comparison process. Educators that want to help learners maximise the benefits they derive from such comparison processes therefore have three main opportunities to intervene: they can (1) design the most appropriate tasks (design task), (2) provide relevant comparators or referents (provide comparator), (3) guide learners in making their inner feedback explicit (guide explication). The figure below provides an overview and the two examples below show how this was designed into modules. |
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