HR: 09:00h
AN: ED51A-05    [PDF]
TI: Reflection, Alignment and Mineralogy
AU: * Boyle, A P
EM: apboyle@liv.ac.uk
AF: University of Liverpool, Dept of Earth and Ocean Sciences, Liverpool, L69 3GP United Kingdom
AB: Teaching petrology in the 21st century is predicated on a good grounding in mineralogy. However, mineralogy is boring - or at least most first year geoscience students at the University of Liverpool thought that in 1998. Since then, a 4 year experiment in using multimedia (lectures and web) to deliver material, coupled with continuous refining of subjective and objective assessment tools to improve their alignment with intended learning outcomes (knowledge, skills and understanding) has: 1. apparently made mineralogy more interesting; 2. demonstrated the utility of multimodal delivery and multimodal assessment; 3. demonstrated the need for; a. "constructive alignment" between aims, outcomes and assessment; b. reflection on actual outcomes and modification of teaching and assessment accordingly. Mineralogy needn't be boring and petrology teaching can benefit from the same approach.
DE: 6605 Education
SC: Education and Human Resources [ED]
MN: 2003 Fall Meeting