On the 17th of June I participated in another CPD event. This one was about harnessing micro-learning opportunities and involved a discussion of how to create smaller learning opportunities for learners and also the introduction of ‘mini’ rubrics which I thought was quite a good idea. This would be particularly good for my Chinese students – I expect it would help them with their understanding of the Assessment Brief and associated criteria. Breaking down the expectations of learners into small chunks which can easily be digested seems like a great idea. In the meeting I shared a couple of examples of micro-learning opportunities with the group which I developed myself with assistance from others at the Law School. They consisted of two short videos on legal Advocacy – one demonstrating how to perform Advocacy and another demonstrating how not to perform Advocacy. They are both used as part of the students ‘asynchronous’ learning on our course under the 4-2-4 model of teaching to strong effect. Over a quarter of students wrote in their reflective writing following their practical advocacy assessment that they used the example video on good advocacy to help them in their work which has since highlighted to me the value of micro-learning opportunities.
Learners were required to then use the assessment criteria to mark the two advocates based on how good job they thought they had done – this moved the experience away form a purely passive exercise.
My PgCert Journey 