Free online seminar – ‘The Hyperlinked Campus: connected learning and collaborative reflection’

c/o HERDSA: Higher Education Research and Development Society of Australasia

Free online seminarThe Hyperlinked Campus: connected learning and collaborative reflection with Dr Michael Stephens
7 August 2018

Information technology is impacting every industry right now, and universities and libraries are no different. Educators are adopting connected means of extending the reach of the classroom. There is a rapid influx of job descriptions related to emerging technologies, user experience specialists, instructional design, and others who guide technology-focused projects and departments.

Emerging technologies for communication and creation of content afford the possibility of the connected, “always on” educational environment. The Hyperlinked Campus is a model of open communication, collaborative learning, transparency, social engagement, guided exploration, and creativity. This session will explore how we can extend the classroom beyond the classroom to engage learners with their peers and with the world.

Promoting spaces that encourage creativity, thoughtful reflection on course materials shared openly with peers, and a means to forge networks of learners should be a goal of all instructors no matter where you are with technology. Even if you’re not an early adopter of the latest technology trends in use in higher education, this session will explore how to be an early adaptor.

Dr Michael Stephens is Associate Professor in the School of Information at San Jose State University. His teaching focuses on information communities, evolving library service, and reflective practice for librarians. His teaching has garnered awards for delivery and engagement in the online environment. Dr Stephens has delivered keynotes, papers, and workshops throughout the US and internationally on topics related to creative and open uses of technology to support and drive library services and learning. Since 2010, Dr Stephens has written the monthly column “Office Hours” for Library Journal exploring the issues, ideas, and emerging trends in libraries and LIS education. His research focuses on the use of emerging technologies in libraries, professional development and learning programs for librarians, and innovation in information environments.

He is inspired by library structures and virtual spaces that support user curiosity, encourage participation, nurture the creation of new knowledge, and encourage the heart. In 2016, ALA Editions published five years of the “Office Hours” columns from Library Journal as a book entitled The Heart of Librarianship.

Further information: 

Assessment and Feedback: The Person in the Process

Assessment and Feedback: The Person in the Process: Reflections on the University of Gloucestershire Festival of Learning

Dr Naomi Winstone reads the runes…..

On 13th June, I had the pleasure of being Keynote Speaker at the University of Gloucestershire Festival of Learning, for which the theme was Assessment and Feedback. In his welcome, the Dean for Academic Development spoke of this area of practice as something that the University really cares about. This was certainly evident in the sessions that I attended, which presented a wide variety of innovative practices.

In his seminal paper, David Nicol (2010) argues that students’ dissatisfaction with assessment and feedback reflects the ‘squeezing out’ of dialogue in the feedback process as a result of the massification of higher education. The first session that I attended consisted of two very contrasting talks that made me reflect upon the balance between managing the workload involved in assessing students’ work, and maintaining the important dialogic nature of feedback. The first talk was given by a member of staff and a student in collaboration, who discussed the importance of empathy towards the ‘other’ in the feedback process. The second talk presented an automated marking system as a way of reducing the burden of assessment on staff. The former placed emphasis on the roles of the educator and student in partnership (see Nash & Winstone, 2017a); the latter made no reference to the role of the student. In other sessions I was inspired by innovative uses of peer feedback, and feedback from graduates and industry experts. My reflections on Nicol’s discussion of dialogue were brought back to mind during the presentation of a dialogic feedback model in one of the afternoon sessions, where trust, care, and empathy were positioned as central tenets of the feedback process. The focus was placed on the personal dimension of the feedback process, not the logistics of marking or the nature of comments. During this session I found my thoughts about the day crystallising into two take-away points which I shared during the panel discussion:


People not comments

If we lose sight of the fact that feedback is about the relationship between educator and student, not about the comments written on marking sheets, then we also ignore the complex psychology of feedback (see Nash & Winstone, 2017b).

Process not product

If we focus on the production of comments, then the assessment process becomes more akin to a quality assurance procedure to demonstrate that assessment has taken place than a process that is ultimately designed to drive students’ learning, increase their confidence, and develop their skills.


In my keynote, I drew upon the distinction that David Carless (2015) makes between the ‘Old Paradigm’ of feedback as the transmission of comments, and the ‘New Paradigm’ of feedback as dialogue. In a stretched sector, it is perhaps inevitable that time, workload, and the efficient delivery of comments will be common themes in discourse. Yet by focusing on the person in the process, I believe that feedback has the potential to be less burdensome, more rewarding, and more impactful for all involved.



Carless, D. (2015). Excellence in University Assessment. London: Routledge.

Nash, R. A., & Winstone, N. E. (2017a). Responsibility sharing in the giving and receiving of assessment feedback. Frontiers in Psychology, 8, 1519.

Nash, R.A., & Winstone, N.E. (2017b). Why even the best feedback can bring out the worst in us. BBC Future.

Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education35(5), 501-517.



The emotional intelligence of HE managers

This is a golden opportunity to contribute to a global research study – Preparing, Assessing & Developing Higher Education Leaders (PADHEL) – care of the University of Wollongong, Australia.

This work should be of considerable interest to the NTF community, since it is “looking at the emotional intelligence leadership capabilities that higher education leaders need to have or should develop to be effective in their leadership roles.”

Here is your chance to input to an online survey that should take no longer than 10 minutes to complete. Details about this including aims, objectives and anticipated outcomes are available at

To compete the survey click on