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: 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 […]

Pedagogy Journal Club: January 2021

The article for discussion was ‘How medical school alters empathy: Student love and break up letters to empathy for patients’ Authors Megan Brown and Gabrielle Finn were present and provided background and an overview of the paper which then informed subsequent discussion. Paper focused on medical students, but built alongside other research undertaken by Gabrielle’s […]

Pedagogy Journal Club: November 2020

The journal article was called ‘Postdigital Education in Design and Practice‘ and it was presented by the author, Tim Fawns from The University of Edinburgh. The article considered the interdependence between technology and education i.e. learning is still learning whether you put an ‘e’ in front of it or not, and how technology is now […]

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: June 2020

Emergency Remote Teaching The journal article was called ‘The difference between emergency remote teaching and online learning’. The article considered the difference between online learning which has a careful design process (usually around 6-9 months) and clear pedagogical approach, and emergency remote teaching which has been put together quickly (usually between 1 day and a […]

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 […]