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My Course > LEARNING AND TEACHING INNOVATION CENTRE > Guidance, Resources and Toolkits > Developing Research Skills > Developing research skills through group poster presentations

Developing research skills through group poster presentations

Page last updated by CN=Admin3/O=LIS on 18/03/2011

Summary

Students prepare a poster giving information on one topic chosen from a list of topics of interest in the field of Strategic Information Systems Planning and Management (SISP&M). They present this poster to the class during a contact session. The assignment requires students to assimilate the theoretical content of their chosen topic area and to show their understanding of the application of the theory by providing examples or case studies. The level of understanding they need to aim for is that of their peers on the SISP&M module. They are expected to provide evidence from their reading of books, journals, periodicals, real life experiences and articles from the press that support their research and to write a detailed bibliography describing the relative value and importance of their sources.

The case study addresses:how the assessment supports student learning; particular benefits of the assessment; provision of feedback on student submissions and encouraging student engagement with the feedback.

The case study has been reviewed by Mark Russell (Deputy Director of the Blended Learning Unit) and Helen Barefoot (Deputy Head of the Learning & teaching Institute) with comments added where the assessment fits within principles of good practice, namely; Chickering and Gamson’s “Seven principles for good practice in undergraduate education” (1987), Gibbs and Simpson’s “Conditions under which assessment supports students learning" (2004) and David Nicol’s 10 principles of “Good Feedback Practice”, (2007).

Authors’ contact details

Amanda Jefferies - a.l.jefferies@herts.ac.uk

Further Information

Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 39(7), 3–7.

Gibbs, G. & Simpson, C. (2004) Conditions under which assessment supports students learning. Learning and Teaching in Higher Education. 1, 3-31.

Nicol, D, J. (2007) Assessment design for learner responsibility, http://www.reap.ac.uk