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: May 2021
Putting students on the path to learning ‘Putting students on the path to learning: the case for fully guided instruction’ made the case for fully guided instruction for anyone other than expert learners. It claimed that students learned best when given guidance rather than enabling them through problem solving in groups to work out a […]
Pedagogy Journal Club: April 2021
Reimagining our Educational Futures The journal article was called ‘Future Studies: Reimagining our Educational Futures in the Post-Covid-19 world’. It reflected on the changes in education that had been expedited due to the pandemic and considered how to prepare for the future to minimise further disruption by being proactive rather than reactive. The paper contemplated […]
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: October 2020
Simper N. (2020). Assessment thresholds for academic staff: constructive alignment and differentiation of standards. Assessment and Evaluation in Higher Education 45, 1016-1030. Felt the paper was good and interesting in terms of challenging norms and culture around assessment. Although some people were aware of threshold concepts as ‘portals to new ways of thinking’ but they […]
Pedagogy Journal Club: July 2020
The journal article was called ‘Migration and transformation: a sociomaterial analysis of practitioners’ experiences with online exams.’ The article considered the emergence and adoption of digital technologies which presents educators with new opportunities to think creatively about assessment and to increase its alignment with long-term educational goals. The article encouraged practitioners to think creatively about […]
Creating interdisciplinary online learning resources in Research Methods
Fran Hooley (Lecturer in Technology Enhanced Learning) provided an insightful presentation on creating interdisciplinary online learning resources in research methods. The presentation outlines the current progress and showcases some of the examples of what the team is currently working on. Sharing findings from the ongoing project allowed the group to discuss the plan in more […]
Pedagogy Journal Club: May 2020
Communities of practice The journal article was called ‘Problem-based learning in clinical bioinformatics education: Does it help to create communities of practice?’. The article considered a new part-time Masters programme established in 2013 training bioinformaticians for the NHS. Trainees on the programme are based in the NHS and come to the University campus for short […]
Pedagogy Journal Club: March 2020
Teacher Dilemmas The journal article was called ‘Teacher dilemmas in challenging students in higher education’. The article considered the dilemmas teachers come across when challenging students which they used to develop a model of dilemma analysis. The paper raised interesting reflective thoughts around our own teaching and interactions and the group thought it would be […]