Mark has worked as an administrator, teacher and leader in institutions in the UK, Japan and Australia. Mark recently undertook a Hardie Fellowship working in the USA with Bill Cope, Dylan Wiliam and the Florida Virtual School, researching how blended learning and formative assessment may be utilised in the Tasmanian context to increase retention and attainment. Mark has a particular interest in how transformative pedagogies – particularly formative assessment – can improve teaching and learning experiences and increase learner outcomes. He is currently pursuing a Masters in Learning Design and Leadership at the University of Illinois
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