NTF Innovative Pedagogies
In this case study the author reflects on her own experience of (re)learning to write and speak at university, relating to the challenges faced by her students. She demonstrates how learning in a linguistically and culturally diverse context can be converted into academic success and disciplinary advancement.
This pedagogic innovation embraces open learning and challenges traditional methods of teaching in music. Students use open-access online content to explore a variety of topics, and then share aspects of their work online to interact with the wider music community.
This report identifies the teacher as border-crosser aiming to enter the land of the students, the learner zone, using examples from their world as a way of explaining academic ideas and approaches. I draw on my experience working with ‘non-traditional learners’ in community projects and demonstrate how co-construction of the curriculum and focused action research projects can enhance student engagement.
The pedagogy for SOARing to Success/SOAR for Employability is based on a meta-model that animates the complex and recursive inter-relationships between Self, Opportunity, Aspirations and Results. It is universally but flexibly applicable, and capable of being contextualised and personalised.
This study explores the obstacles that have kept games as a pedagogic tool and English Literature apart and reviews recent trends in the theory and practice of games pedagogy that have widened the gap and concludes with two sample games.
This report focuses on the use of LEGO® and LEGO® SERIOUS PLAY® as tools for exploring complex questions in any discipline. It outlines the pedagogic and theoretical basis for using three-dimensional and metaphorical building and discussion activities and shares vignettes of practice.
This case study reports on a joint staff-student action-research-supported project. The Futurelearn MOOC on Language Learning and Teaching designed by the University of Southampton in collaboration with the British Council was embedded into the teaching, learning and assessment of the mandatory module Theories and Methods of Language Learning and Teaching on the MA in English Language Teaching at Coventry University.
In this case study the practice and benefits of games and learning in higher education are examined. The authors argue that games can provide a flexible option to engage students with active learning environments in almost all disciplinary contexts.
This case study describes an experiment in real-time teaching between two universities 10,000 miles apart. The experiment was designed to attempt to reproduce the conditions of a real teaching space using technology that would serve the author’s commitment to embodied learning.
This report narrates the implementation of a radically new approach to photography teaching, which magnifies the classroom experience through the affordances of social media and networked environments; these classes also embody the issues they seek to explore.