Pedagogy

Enabling staff-student co-creation of experiential learning at scale

Submitted by miranda.prynne on Wed, 21/07/2021 - 00:01
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Co-creation of curricula by staff and students is disruptive, challenging traditional teaching models, but it motivates and engages, can drive change and is highly rewarding for our students and staff.

Standfirst
Simon Riley and Gavin McCabe share a reflective learning and assessment framework for staff and students to co-create experiential learning that is scalable and effective
Teaser
Simon Riley and Gavin McCabe share a reflective learning and assessment framework for staff and students to co-create experiential learning that is scalable and effective

Teaching at scale: Reaching all your students in large classes

Submitted by miranda.prynne on Tue, 20/07/2021 - 00:01
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During the 2020 pivot to online teaching, most lecture content was delivered as pre-recorded videos. Many colleagues who followed this up with live, if remote, sessions discovered for themselves that allowing students to prepare at their own speed, before interacting during contact time, provides a more satisfying experience for both parties than delivering a 50-minute oration to a sea of sleepy faces.

Standfirst
Heather McQueen explains how lecturers can fulfil their responsibility to facilitate learning for all students, particularly in large classes where individual student contact is minimal
Teaser
Heather McQueen explains how lecturers can fulfil their responsibility to facilitate learning for all students, particularly in large classes where individual student contact is minimal

Group work: improving communication, participation and dynamics

Submitted by miranda.prynne on Fri, 16/07/2021 - 09:00
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When I ask students how they feel about group projects, the response is often negative. This is usually a result of bad experiences with problematic group members, such as free riders who do not contribute or members who bulldoze their ideas through while disregarding their peers.

After many semesters mediating disputes within such groups, I have found that issues often stem from concerns about “saving face”. This leads to a lack of much-needed communication.

Standfirst
Jonathan Sim offers three methods for facilitating effective group work by improving participation and communication between student peers
Teaser
Jonathan Sim offers three methods for facilitating effective group work by improving participation and communication between student peers

The future of education in the real world: five shifts to consider for building a better learning environment

Submitted by miranda.prynne on Tue, 06/07/2021 - 00:01
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Now that digital transformation is well under way, it is important to rethink and revamp our physical learning landscape.

Standfirst
Kyriaki Papageorgiou outlines shifts in higher education that should help academics in designing more effective teaching and in recognising what areas need in-person instruction and what can be done online
Teaser
Kyriaki Papageorgiou outlines shifts in higher education that should help academics in designing more effective teaching and in recognising what areas need in-person instruction and what can be done online

Three tips for a future of hybrid teaching

Submitted by miranda.prynne on Mon, 05/07/2021 - 09:00
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In the coming academic year, it is likely that most educators worldwide will continue to use elements of online teaching across their curricula. So, it is time to start planning for the hybrid teaching environment based on our experience of in-person and digital instruction. Here I present solutions to three major challenges we face when planning effective hybrid courses, based on my experience teaching languages – but these challenges and solutions are common to many disciplines.

Standfirst
Brad Chan offers three tips for making hybrid learning work for all, based on his experience teaching languages
Teaser
Brad Chan offers three tips for making hybrid learning work for all, based on his experience teaching languages

Never waste a good crisis: what to keep from pandemic teaching strategies

Submitted by miranda.prynne on Fri, 02/07/2021 - 09:00
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Standfirst
Flower Darby talks through the digital teaching skills and tools that instructors should hold on to, even after returning to campus, to enhance student learning and success
Teaser
Flower Darby talks through the digital teaching skills and tools that instructors should hold on to, even after returning to campus, to enhance student learning and success

Equitable teaching that creates pathways to success for all students

Submitted by miranda.prynne on Fri, 25/06/2021 - 09:00
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When creating pathways for student success, particularly for under-represented students, it is important to understand their perspectives, strengths, histories and barriers to learning. Collecting this information and feedback enables educators to understand students holistically.

Standfirst
Andrew Estrada Phuong and co-authors present a framework for an adaptive equity-oriented pedagogy that helps diverse students achieve better results
Teaser
Andrew Estrada Phuong and co-authors present a framework for an adaptive equity-oriented pedagogy that helps diverse students achieve better results

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