Pedagogy

THE Campus webinar: Innovative teaching

Submitted by miranda.prynne on Wed, 23/06/2021 - 14:00
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Standfirst
As we emerge from the pandemic, what innovations in online teaching have come about in the last year? Four experts in digital and teaching innovation from the UK and US discuss effective ways of teaching that harness new technological tools
Teaser
As we emerge from the pandemic, what innovations in online teaching have come about in the last year? Four experts in digital and teaching innovation from the UK and US discuss effective ways of teaching that harness new technological tools

Co-creation of curricula with students: a case study

Submitted by miranda.prynne on Tue, 22/06/2021 - 09:00
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Students have to deal with a fast-changing, increasingly complex, globally connected society. Much of what we teach in a curriculum can quickly become outdated. Academics should therefore not be the only group to design a university syllabus or curriculum and students’ contributions are crucial.

Standfirst
Eric Tsui outlines a method he uses to enhance student learning through the co-creation of new scenarios for curriculum development in their discipline
Teaser
Eric Tsui outlines a method he uses to enhance student learning through the co-creation of new scenarios for curriculum development in their discipline

The joy of text in a world of tech zealotry

Submitted by dene.mullen on Tue, 15/06/2021 - 00:01
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My killer teaching tool isn’t video, audio or interactive graphics. It’s the plain written word, using tools created in the 1980s. They don’t look cool. They don’t use blockchains or AI. There’s no sign-in. They don’t spy on my students. They don’t require a powerful computer. Welcome to the joy of text.

Standfirst
Why do we fetishise high-tech teaching while denigrating reading as a second-rate learning style? asks Andy Farnell
Teaser
Why do we fetishise high-tech teaching while denigrating reading as a second-rate learning style? asks Andy Farnell

How to design unforgettable class activities that help students learn better

Submitted by miranda.prynne on Thu, 10/06/2021 - 09:00
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A problematic trend I notice when conversing with students is how many of them struggle to remember what they did in modules from previous semesters.

These discussions got me thinking about how to design learning activities that are unforgettable. Albert Einstein, among other figures credited with the quote, famously said that “education is what remains after one has forgotten what one has learned in school”. I want to ensure my students remember what they have learned from me, especially after all the hard work they put into the course.

Standfirst
Jonathan Sim shares teaching techniques designed to pique the emotions as a way to lodge key lessons more firmly in students’ memories
Teaser
Jonathan Sim shares teaching techniques designed to pique the emotions as a way to lodge key lessons more firmly in students’ memories

It’s not you, it’s me: taking responsibility for student engagement and interaction

Submitted by miranda.prynne on Wed, 09/06/2021 - 09:00
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Having heard a number of educators talking about a reduction in student attendance at live online lessons as well as limited interaction from those who do attend, we developed the following tips based on our experiences of online teaching, observing others and evidence-based continuing professional development.

Standfirst
Maia Forrester and Ian Lee share lessons in boosting student engagement and interaction when teaching online, based on their experience training medical educators
Teaser
Maia Forrester and Ian Lee share lessons in boosting student engagement and interaction when teaching online, based on their experience training medical educators

Supporting self-directed learning across cultural boundaries

Submitted by miranda.prynne on Mon, 31/05/2021 - 09:00
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Have you ever wondered how to boost the online learning performance of your students? Here, we share insights from a recent study investigating students’ self-directed learning abilities, cultural orientation and online learning performance.

An assumption about Chinese students is that their academic performance is more likely to be influenced by the Confucian cultural heritage than self-directed learning.

Standfirst
Academics from Xi’an Jiaotong-Liverpool University draw on their research showing the Western teaching model based on ‘self-directed learning’ is effective among Chinese students coming from different educational and cultural contexts
Teaser
Academics from Xi’an Jiaotong-Liverpool University draw on their research showing the Western teaching model based on ‘self-directed learning’ is effective among Chinese students coming from different educational and cultural contexts

Flexibility is key if we want students to connect with their studies

Submitted by dene.mullen on Fri, 28/05/2021 - 01:01
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The pandemic has been responsible for a great many things, including the exposure of something endemic in higher education: learner variability. This is not new. Institutes of higher education have long ignored or paid lip service to the fact that students come from multiple ethnic and cultural backgrounds, that they have differing needs, abilities, disabilities and constraints.

Standfirst
Universal design for learning not only embraces diversity, it also uses it as the basis for providing choice in how students learn – and succeed, says Lillian Nave
Teaser
Universal design for learning not only embraces diversity, it also uses it as the basis for providing choice in how students learn – and succeed, says Lillian Nave

How to foster collaboration among students trained to compete

Submitted by miranda.prynne on Thu, 27/05/2021 - 14:30
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Developing effective collaboration skills is a priority in business education, because these skills benefit students throughout their careers. Therefore, group work is an integral part of module and assessment design in most university courses.

However, because of the college entrance exam procedure in many Asian countries and other parts of the world, students are raised to compete with each other and, as a result, have very little experience with group work.

Standfirst
Collaboration is a vital life skill but can be challenging after an education infused with competition at every step. Jie Zhang, Qing Ye and Steven Bateman explain how they overcome this when setting group work
Teaser
Collaboration is a vital life skill but can be challenging after an education infused with competition at every step. Jie Zhang, Qing Ye and Steven Bateman explain how they overcome this when setting group work

The answer is not always the solution: using coaching in higher education

Submitted by miranda.prynne on Thu, 27/05/2021 - 09:00
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“Prof, could you just tell me what to do? Can you show me the solution?”

“What do I need to do to get an A? And why is there so little feedback in my assignment?”

“My teammate is not contributing. I am doing all the work!”

Standfirst
May Lim explains why academics should refrain from always giving students immediate answers and instead apply coaching techniques that guide learners to problem-solve and reach their own conclusions
Teaser
May Lim explains why academics should refrain from always giving students immediate answers and instead apply coaching techniques that guide learners to problem-solve and reach their own conclusions

How to induct students into the flipped-classroom model

Submitted by miranda.prynne on Wed, 26/05/2021 - 09:00
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The flipped-classroom format is a type of blended learning where students are required to do preparatory work – such as watching lecture videos or completing assignments – before coming to a face-to-face class to work on more challenging problems with the facilitation of an instructor.

Standfirst
Jonathan Sim explains how he has designed learning activities to ensure students complete the preparation work necessary to get the most out of the flipped-classroom model
Teaser
Jonathan Sim explains how he has designed learning activities to ensure students complete the preparation work necessary to get the most out of the flipped-classroom model