scholarly journals Applying the Higher Education Academy Framework for Partnership in Learning and Teaching in Higher Education to Online Partnership Learning Communities: A Case Study and an Extended Model

2018 ◽  
Vol 6 (2) ◽  
pp. 143-164
Author(s):  
Eugenia Kravariti ◽  
◽  
Amy Gillespie ◽  
Kelly Diederen ◽  
Sophie Smart ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Extended Model ◽  
Learning And Teaching ◽  
Teaching In Higher Education

scholarly journals Genuine students as partners: How a Teaching Assistant Consultant program put students as partners into practice

2018 ◽  
Vol 2 (2) ◽  
pp. 106-114
Author(s):  
Gerry Gourlay ◽  
Cynthia Korpan
Keyword(s):  
Higher Education ◽  
Graduate Student ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Power Sharing ◽  
Learning And Teaching ◽  
Student Leader ◽  
Teaching In Higher Education ◽  
Do So

In this case study, a graduate student and staff member show how an institution wide program, aimed at enhancing learning and teaching in higher education, exemplifies Matthews’s (2017) “Five Propositions for Genuine Students as Partners Practice” at the department level. To do so, we describe the five propositions in relation to the Teaching Assistant Consultant (TAC) program that positions a graduate student leader in each department to support new Teaching Assistants (TAs). Through comparison, we look at how the program is inclusive, exhibits strong power-sharing capabilities through continual reflection and conversation, is ethical, and is strongly transformative.

“Sell Your Bargains” or Playing a Mixed-Reality Game to Spice-Up Teaching in Higher Education

2013 ◽  
pp. 131-145
Author(s):  
Chrissi Nerantzi
Keyword(s):  
Higher Education ◽  
Mixed Reality ◽  
Learning Experience ◽  
Academic Development ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Virtual Spaces ◽  
Creative Experience ◽  
Teaching In Higher Education

This case study relates to a mixed-reality game that has been developed and used by the author in the area of Academic Development and specifically within the Learning and Teaching in Higher Education (LTHE) module of the Postgraduate Certificate in Academic Practice (PGCAP). The game aims to provide a highly immersive learning experience to the players and opportunities to enhance their teaching in more creative ways as a result of their engagement and participation. The author shares details about this mixed-reality game and the pedagogical rationale on which it is based with other practitioners. The following also explores how this approach could be adapted and used in different learning and teaching contexts to transform learning in Higher Education into a more playful and creative experience which has potentially the power to motivate and connect individuals and teams combining physical and virtual spaces.

scholarly journals The Role of the Hidden Curriculum: Institutional Messages of Inclusivity

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
David Killick
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Hidden Curriculum ◽  
Curricular Change ◽  
Formal Curriculum ◽  
Learning And Teaching ◽  
Alignment Process ◽  
Teaching In Higher Education ◽  
Significant Attention

Significant attention is rightly given in literature concerning institutional curricular change to the design and delivery of the formal curriculum. Particularly influential in this area has been Biggs’ work on constructive alignment (Biggs, 1999, and subsequent editions) and the learning taxonomies which higher education has sought to utilise in the alignment process (Biggs & Collins, 1982; Bloom, 1956). However, the role of the hidden curriculum (Giroux & Purpel, 1983), much discussed in the context of school education for many years, has barely featured in the discourse around learning and teaching in higher education. In this reflective analysis, I consider the question, ‘To what extent do the learning communities we create and the hidden curriculum which frames them foster or fight the development of capabilities needed by our global students?’ and propose the hidden curriculum to be an area we can no longer neglect.

Scientific Realism and the Scholarship of Learning and Teaching in Higher Education

2020 ◽  
pp. 96-117
Author(s):  
Calvin Smith
Keyword(s):  
Higher Education ◽  
Scientific Realism ◽  
Latent Variables ◽  
Structural Equation ◽  
Experimental Manipulation ◽  
Learning And Teaching ◽  
Ontological Commitments ◽  
Teaching In Higher Education ◽  
Realist Perspective

In this chapter, the use of Structural Equation Modelling (SEM) in the analysis of the effects of curricula designs on student learning and experience in higher education is explored. The origins, fundamental assumptions, metaphysical and ontological commitments of SEM, are explicated. This is followed by an exemplification of the method by use of a case study. The chapter includes an argument for the adoption of a realist account of latent variables on the basis that the constructs they represent are in principle manipulable, even though experimental manipulation is not typically a feature of research on curricula in higher education. The chapter concludes with the application of these ideas to the scholarship of learning and teaching (SoLT). It is asserted that only by the adoption of a realist perspective on the data collected in the pursuit of SoLT goals can these goals be adequately attained.

Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies

2020 ◽  
pp. 1-8
Author(s):  
Leticia Anderson ◽  
Lynette Riley
Keyword(s):  
Higher Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Indigenous Studies ◽  
Learning And Teaching ◽  
Education Experience ◽  
Diverse Backgrounds ◽  
Teaching In Higher Education

Abstract The shift to massified higher education has resulted in surges in the recruitment of staff and students from more diverse backgrounds, without ensuring the necessary concomitant changes in institutional and pedagogical cultures. Providing a genuinely inclusive and ‘safer’ higher education experience in this context requires a paradigm shift in our approaches to learning and teaching in higher education. Creating safer spaces in classrooms is a necessary building block in the transformation and decolonisation of higher education cultures and the development of cultural competency for all staff and graduates. This paper outlines an approach to crafting safer spaces within the classroom, focusing on a case study of strategies for teaching and learning about race, racism and intersectionality employed by the authors in an undergraduate Indigenous Studies unit at an urban Australian university.

scholarly journals Towards a transdisciplinary approach in the training of teachers: Creating procedures in learning and teaching in higher education

2021 ◽  
Author(s):  
Sandra Saura-Mas ◽  
Asunción Blanco-Romero ◽  
Jaume Barrera
Keyword(s):  
Higher Education ◽  
Frame Of Reference ◽  
Important Process ◽  
Practical Application ◽  
Transdisciplinary Approach ◽  
Learning And Teaching ◽  
Constant Change ◽  
Core Subject ◽  
Teaching In Higher Education

For decades we have been immersed in a constant change in our society, registered together with an increase in its degree of complexity. This greatly affects the currently prevailing educational axioms, making them obsolete, which implies, according to our hypothesis, the need for a process of revision and innovation of existing models. Our proposal starts from a bibliographic review of some existing proposals in innovation, to create a new pedagogical model based on polyhedral and transdisciplinary methodologies. At the same time, we offer a case study in a core subject of the first teacher training course at the Autonomous University of Barcelona. After the practical application of our transdisciplinary methodological theories, it has been possible to successfully collect evidence of a balanced interaction between disciplinary areas by students. The application of the innovations can become a frame of reference for higher education institutions interested in following this very important process of adaptation to social reality.

scholarly journals Montage, DaDa and the Dalek: The Game of Meaning in Higher Education

2020 ◽  
Vol 7 (3) ◽  
pp. 224-239
Author(s):  
Sandra Abegglen ◽  
Tom Burns ◽  
Sandra Sinfield
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching Practice ◽  
Academic Staff ◽  
Visual Learning ◽  
Learning And Teaching ◽  
Learning Module ◽  
Teaching In Higher Education ◽  
Development Practice

This paper argues for visual playfulness in Higher Education learning and teaching practice. We offer a case study example of how we, the authors of this paper, have incorporated creativity into our teaching - the Facilitating Student Learning module, the first module in the Postgraduate Certificate in Learning and Teaching in Higher Education. We outline how we used ‘visualising to learn’ and what learning resulted from our visualisation practices. With our staff learners, we found that visual play gave them the freedom to experiment, to question and to progress; important in these supercomplex, uncertain times. Our desire was not to ‘fix’ or train academic staff, but to give them the space and tools to become liberatory professionals on their own terms and in their own ways so they can support their students to also become academic without losing themselves in the process. We propose that what is needed are methods and methodologies that enable learners - staff and students - to evolve and transform as they co-construct their knowledge in ludic ways. We incorporate images of the representations that our participants have made of themselves, of their students and of Higher Education systems to illustrate the challenges and possibilities of visual learning - and of creative staff development practice in general - and invite the reader to engage dialogically with them also to see what meanings they might make of them.

scholarly journals Research assistants’ experiences of co-creating partnership learning communities for learning and teaching in higher education

2018 ◽  
Vol 2 (1) ◽  
pp. 97-111
Author(s):  
Gladys Sterenberg ◽  
Kevin O'Connor ◽  
Ashlyn Donnelly ◽  
Ranee Drader
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Learning And Teaching ◽  
Teaching And Learning Research ◽  
Bachelor Of Education ◽  
Pedagogical Relationships ◽  
Teaching In Higher Education ◽  
Research Assistants

Calls for enhancing student engagement in higher education have offered strong arguments for student-faculty partnerships in teaching and learning. Drawing on a conceptual model of partnership learning communities (PLC), we investigate the experiences of two undergraduate research assistants (co-authors of this paper) who participated in a PLC within a Scholarship of Teaching and Learning research study. In this paper, we use data from transcripts of four research conversations occurring over a three-year period. Evidence of research assistants’ experiences was co-analyzed using benefits and challenges identified in the literature. Our findings reveal that our PLC helped these research assistants develop student agency and provided opportunities for reflection on learning. We conclude that participating in our PLC helped the two research assistants develop deeper pedagogical relationships amongst themselves and with the faculty partners. Moreover, our study directly contributed to the development of our bachelor of education degree program while ensuring students were partners in that process.

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