A Masterclass enables participants to engage with our keynote speakers in an interactive setting for a more tailored and intimate learning experience. Each masterclass is led by our award-winning and highly esteemed TTLC 2019 Keynote speakers who will share their experience and innovative approaches in addressing the theme.
Professor Thakur S Powdyel Bhutan Minister of Education (2008-2013), President of the Royal Thimphu College from February 2015 to August 2018 | The Interface between Role and Soul in Teaching: Where Do the Twain Meet Granted that the ever-sharpening intelligence of succeeding generations fills the needs created by rapidly changing times, the call of the constants is equally forceful to steady the ship and to provide important points of reference as the human race looks future-ward. Nowhere is the need to look inward at the same time as we look outward more compelling as in Education otherwise called the Noble Sector. When the pace is so breathless and as the economic rationale becomes ever more irresistible, the voice of the sublime and the ideal is rendered increasingly feeble and powerless. Ease of doing business, arguments of marketability, issues of economic profitability, and efficiencies of returns on investment, inter alia, mostly carry the day. My humble submission under the theme of the Interface between the Role and the Soul attempts to present a case for the need to harmonise the two for mutual nourishment and continued relevance. |
Professor Dr Susan J. Deeley Professor of Learning and Teaching and the Director of Undergraduate Studies in the School of Social and Political Sciences, University of Glasgow, UK. | Empowering learners through the co-design of assessment This masterclass aims to provoke critical discussion of the benefits, constraints and concerns of engaging students in the co-design of assessment. Overstepping the boundaries of normative expectations of assessment can be daunting and challenging to both learners and teachers. Indeed, Rust et al (2012: 18) assert that where 'summative marks are given, there is (and will always need to be) a clear divide between assessor and assessed.' What implications does this conventional view have for learner-teacher partnership and can the inherent risks and resistance be mitigated by the potential rewards? Participants in this masterclass will be encouraged to consider how they might develop or extend approaches to learner-teacher partnership in their own assessment practice. |
