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In this paper, we explore action research as a method of academic development. Our focus is specifically on formal taught programmes such as PGCerts, MAs and doctoral studies as well as CPD workshops. In our dual roles as action researchers and academic developers, we had independently noticed that the type of action research that often featured as an assessed component of taught programmes held characteristics which differed from the approach that we knew and had practised. We had worked together as colleagues for several years and as our professional relationship grew so did our combined understanding of pedagogical action research (PedAR) -- a form of action research that focuses on learning and teaching in higher education. Collaborative autoethnography helped us to problematize and surface the difficult tensions and dilemmas in our academic development practice. As part of the process we tried to hear our own internal voices which highlighted doubts, frustrations, contradictions, and sometimes joy. We also used the dialogue to step back and consider what else may be going on 'out there' to explain the emergence of particular types of PedAR. We analysed an ongoing, semi-structured, deliberately critical emailed conversation in which we shared experiences and observations to answer our research question 'How do our own experiences inform a critique of the use of PedAR in academic development in higher education?'

Authentic assessment is a widely discussed concept in higher education, but it has a problem: the concept has become so all-encompassing that its meaning is now unclear. The notion has been expanded and diluted. For example, adding social justice to the definition or positioning exams as authentic, adds to the contradictions inherent within in the term. We argue for a more critical stance regarding the existing claims related to authentic assessment to ensure that the field remains evidence informed. From a position where we wholeheartedly believe in the aims and approaches of the authentic assessment movement, we conclude that for the sake of coherence and clarity, we should stop using the term ‘authentic assessment’ and instead turn our attention to focus on the component characteristics. [ABSTRACT FROM AUTHOR]

The global pandemic prompted universities to rethink how assessment might be reconfigured to better support student learning across different modes of delivery resulting in unprecedented, large-scale, and rapid institutional change. Significantly, there has been a dearth of empirical studies examining the nuances of staff experiences of how they have managed and negotiated assessment change throughout the pandemic context. In this article we aim to bridge this gap. We are four colleagues at different UK higher education institutions who have all been involved in leading the sustained assessment response to the pandemic within our own organisations. We use collaborative autoethnography (CAE) to explore and analyse our approaches to enabling large-scale assessment change with the aim of locating sharable lessons for educational developers and others leading change efforts in higher education. We articulate key lessons generated from our collaborative exploration that we believe may be useful to other education developers and/or academic practitioners who seek to change the assessment landscape within a course, faculty, or institution. The lessons presented offer an alternative frame for managing future-facing assessment change in higher education that is sensitive to both the practice realities of practitioners and the impact subsequent change has on student learning and performance. [ABSTRACT FROM AUTHOR]

Lydia Arnold explores how work-based learners can embrace technology-enabled ways of learning. The case study of the BA (Honours) Learning Technology Research (BA LTR) program at Anglia Ruskin University, United Kingdom, shows how a unique learning blend that combines online social learning, work-based learning, inquiry-led learning, and high degrees of personalization can be used to enable and empower learners. Additionally, Arnold illustrates the unique characteristics of the BA LTR program and the role that these play in enabling work-based learners to participate fully in learning. The article explores the role of the work-based context as both a source of motivation and an authentic learning environment for BA LTR learners. (Contains 12 exhibits.)

In this paper, we explore action research as a method of academic development. Our focus is specifically on formal taught programmes such as PGCerts, MAs and doctoral studies as well as CPD workshops. In our dual roles as action researchers and academic developers, we had independently noticed that the type of action research that often featured as an assessed component of taught programmes held characteristics which differed from the approach that we knew and had practised. We had worked together as colleagues for several years and as our professional relationship grew so did our combined understanding of pedagogical action research (PedAR) – a form of action research that focuses on learning and teaching in higher education. Collaborative autoethnography helped us to problematize and surface the difficult tensions and dilemmas in our academic development practice. As part of the process we tried to hear our own internal voices which highlighted doubts, frustrations, contradictions, and sometimes joy. We also used the dialogue to step back and consider what else may be going on 'out there' to explain the emergence of particular types of PedAR. We analysed an ongoing, semi-structured, deliberately critical emailed conversation in which we shared experiences and observations to answer our research question 'How do our own experiences inform a critique of the use of PedAR in academic development in higher education?' [ABSTRACT FROM AUTHOR]

The patchwork text approach to learning and assessment is now used widely in UK higher education; Dalrymple and Smith (p. 47, 2008) refer to the form as "one of the most influential assessment innovations in Higher Education in recent years". During the period of popularisation of patchwork text approach teaching staff and students on the BA Learning Technology Research pathway, based in the Faculty of Education at Anglia Ruskin University, have been adapting and advancing the method. They have fused the patchwork text approach with a plethora of digital technologies to create a form of assessment known as "patchwork media". This practice based paper offers insight in to the characteristics and workings of patchwork media. Both the production of 'patches' and the supporting processes of online community are explored. It examines and illustrates how a fully online course has fully digitised Winter's (2003) principles. The paper illustrates how the use of rich media can extend the benefits and possibilities of the original approach. In addition, the paper explores some of the challenges that the use of patchwork media presents to learners, teaching staff and university systems. [ABSTRACT FROM AUTHOR]