RAPPORT, Volume 2, Issue 1 RAPPORT Issue 1 version4FINALSO - Page 12

RAPPORT WWW.RECORDINGACHIEVEMENT.AC.UK Issue 1 (2017) tasks should to be beyond what students already know or are used to and, as such, takes them ‘out of their comfort zone’ where a substantial effort is needed to complete a task. There is a fine balance between degree of difficulty and ability that ensures that an individual remains motivated and can achieve significant results, as flow theory suggests (Csikszentmihalyi, 1990). We also believe that significant learning requires that the learners are aware of what is happening as they study, as well as what they know before and after an experience, as well as of the process that they have gone through. These types of reflection are often known as ‘reflection in action’ and ‘reflection on action’ (Schön, 1983). By reflecting on the learning process, learners can see what can be improved next time they attempt a similar task. Feedback, in its various forms, supports such reflective practice when learners pay sufficient attention to it or discuss it with tutors. Finally, students must ‘have the opportunity to influence aspects of their teaching and the assessment they experience’; this is what we have called ‘co-created’ learning, but it remains the most challenging element of the model of realistic learning. TE is the contribution of individual lecturers and the institution as a whole to the processes of realistic learning. At the University of Bedfordshire, we like to think that the institutional mission (expressed in its various strategies), as well as the goals and practices of individual lecturers and teaching teams, have realistic learning at their heart. Quality assurance procedures, at least in theory, should support critical engagement and continuous improvement, taking into account the level of effectiveness/impact of such practices. Student feedback is a crucial source of information in this respect. To summarise, student engagement and teaching excellence ɔɽ͕́ѡаɸ)єɽ٥ѡɝ䁙ȁѡɔ)ɹɽ͕͍́ɥ́ɕѥ)ɹ)Qѡɐ͕Ёمɥ́ɕ́Ѽѡэ)ѡɹɽ̸͕QЁͅ)́ɕѥɹѡЁх́)ɹɔ́݅ɕ́)ѥمѥMՑ́ѡȁЁ啅ȁ͡ձ)͍ٕɥ́ЁѡȁՉаѡ͕ٕ)ѡͽݽɱȁхЁѡ)ѡȁЁ啅Ȱѡ䁽ѕͅѡЁѡɕ͔)܁Սɽȁȁѡ͍̰)ЁѡЁЁЁѡ䁡ٕͥ(хѱ䰀ᄁሤ%ѕɵ́)ѥمѥѕȁѡЁ啅ȁ)ՑϊdѕɕЁѡՉЁ)ɽȰ́ѡ䁍ɴѡȁɕ́ѡɥ)ȁѡȁɔٕ͔%Ё́ѕѡа)ɥѡՍͥٔх́ѡȁՑ̰)ѡ͔ѕɕ́ݥɽܰݡ͡ձ)ɕѕѡȁѽȁѡȁ)啅ȁɽЁɔɕȁ̸Q͔)э́ɔЁٕ䁽ѕɕ͕ѡȁ)ѥѥ́ȁѽ̸%ɽٕ́Ցϊd)ݱͭ́ɔ䁍Ʌа)ЁЁٕхѡɥձմѡ)յхѥչٕͥ䁍͕́ɔѡ)Ёɵ͕͵и5ɔɅ)Յ䁥хЁэ̰Ց)хаݡȁ٥Յ́ɕ͕)́ѡݕѕٕɅȁչнձȁ)ѡѡ͔ѡAȁѡ)ɕͥѥȁѡѥѥ)ѡɍхaɕϊdQɔ̰)ݕٕȰɕЁѡЁٕаѡ)ѡȁɕ́Ѽѡɽɕ́䁄)Ցа͕̽ȁɍյх̰)͍ɥ́ɽ̀ԀMѥѥ)))݅ɑ))х)ٕаЁѡ́́Ёɵ䁵ɕ)ɽѥ丁ѕ䰁ͽɽɕ́́)Ѽɕ́ɅՅєɥѕ́ѡ)ɔɔɵѥٔɕЁ+a!ȁՍѥٕЁIɓd!H)Ёѡ́مɥ́ɽ́ѡ͕ѽظ䰁ٕ)хЁэ́ѡ䁽ɅՅѕ́Ѽ))ɅՅє)嵕(ݸ)+a光dQ́́ѡ́)ȁՍѥѥѥٕ́ȁѡЁݼ)̸фɔѕȁѡݡѡ)U,ѡɽ՝ѡѥѥ́1ٕ́ɽ)!ȁՍѥ1!ٕ䁅Չ͡)ȁѥѥ͔͍ɥѡ)ɽѥɅՅѕ́ݽɭѡU,)ݽɭٕ͕̰ݽɭՑ她)Ց她չ啐ȁٽٕaѡˊd)ѥ٥ѥ̀Ʌٕ!ݕٕȰՔх́)չٕͥѥ͔́ɍх́ɅՅѕ́+aɅՅєϊd́Ս́ɥѕɥ%Ё)ѕɝՕѡЁͥѡٕ䁽)͍ɥٕ́ϊdѥѥͥѡ́ѕ)ɅՅѥЁɕɕ͕́ѡ光䁽)ɅՅѕ́ɕ́ѡЁɕեɔѡȁɅ)役Ёɕͥѡ䁽ѕх)́ȁ啅ȁȁͼѼ䁽ѡȁЁɔ()ɕѕѥ́ѡЁaɹd+aѕЁѼɔѡɽٕЁݱ)̰ͭݽɬɕ́ͽٕЁ)Ց́ɥѡȁѥЁȁՍѥd(!ȁՍѥ չȁm! tؤ)Qɔɔɕѱ́ɽЁչ! ѡ)ٔѥյȁ͕݅́ͥɹ)ՑɅ̰ٕ̰хɑ͕ѕЁ)ѡȁՅхѥٔѡ́ᕐѡ̸()Q!H́ͥɕ́٥ɕ͕)ѕѥȁɵѥٔɔѥ͔͕)輽ܹٕլ䵱ٕ(