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Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 1)
This three-part blog post will look at the challenges of assessment in modern universities, both in terms of defining it but also deigning and enhancing it to ensure that it can deliver both the benefits of assessment of learning (which institutions require) and assessment for learning (or perhaps changing that common conceptual framing to learning…
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Entangled pedagogy, design and the messiness of education
In a recently published open access paper on “entangled pedagogy” (Fawns, 2022), I presented a diagram of a few views of the relationship between technology and pedagogy. This was an attempt to show some problems with emphasising one over the other (e.g. putting technology or pedagogy first or last). I sympathise with the desire of…
