Transforming Assessments

The session was led by Sally Hickson. The session focused on the principles of good assessment, the benefits of alternative assessment and the importance of including students in assessment design. At the beginning of the session, the group were asked ‘Why do we assess students?’, and answered on JamBoard – you can find their answers […]

Pedagogy Journal Club: April 2022

The journal article was called ‘Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students’. A systematic literature review which considers the social factors that affect academic success with a focus on underrepresented groups. The group began by discussing unexplained awarding gaps, and […]

Pedagogy Journal Club: February 2022

Psychological Safety in Feedback The journal article was called ‘Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?’.  The team reviewed 36 videos of routine formal feedback in clinical practice with the aim of offering practical ways that educators can maximise psychological safety so that […]

Opportunities in Flipped Learning: Student Voice & Inclusive Curricula

The masterclass was run by Dr Nick Weise, from the Institute of Teaching & Learning, and covered student voice and inclusive curricula in flipped learning. The session covered the general principles of learning, including active, reviewing and passive learning and how to best encourage students to engage in both. Dr Weise mentioned students’ preference for […]

Pedagogy Journal Club: November 2021

Learning Environments The journal article was called ‘Role of technology in the design of learning environments’.  The paper considered a different way of designing learning environments using sandpits which are small interactive workshops designed to enable creative thinking with key stakeholders.  13 sandpits were held considering large (the Cube) and small (the Poppy flower) learning […]

Academic Advising – what could we do better?

Jennie Blake, Head of Teaching and Learning Development at the University of Manchester Library, delivered this interactive session focussing on academic advising and how to improve student support. Jennie discussed her project from the Institute of Teaching and Learning which highlighted issues surrounding academic advising especially; feeling unable to support students with health concerns, feeling […]

Pedagogy Journal Club: October 2021

Sense of Belonging The journal article was called ‘An Exploration into the Importance of a Sense of Belonging for Online Learners’. The article considers the importance of sense of belonging for postgraduates’ online education by exploring their lived experience through a small-scale qualitative study.  Through the research, three significant themes emerge that are important for […]

Pedagogy Journal Club: June 2021

Internal Feedback The journal article was called ’The power of internal feedback: exploiting natural comparison processes’.  The article made the case for capitalising on a student’s natural comparisons that they already make and helping them to develop their own internal feedback capacity. They explore the benefits of using a blend of both analogical and analytical […]

Pedagogy Journal Club: March 2021

Learner-centred Feedback The journal article was called ‘Using learner-centred feedback design to promote students’ engagement with feedback’.  Student engagement with feedback is one of the major factors in ensuring feedback is effective.  The article focusses on learner-centred feedback in encouraging student engagement and ultimately maximising the effectiveness of feedback.  The study considered two postgraduate modules […]

Pedagogy Journal Club: February 2021

Professional Identity The journal article was called ‘Teachers telling tales: the narrative mediation of professional identity’ and it was presented by the author, Julian Williams. It considered the biographical narrative of two successful maths teachers who had different approaches to teaching college students (16-19 year olds). John described himself as ‘traditional’ and Sally described herself […]