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.

Throughout her career, Dr Rachel Wicaksono has worked as a teacher, and trainer of teachers all over the world. On returning to the UK she joined York St John University and is now Associate Professor and Head of the Department of Languages and Linguistics there.

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.

Dr Laura Ritchie is Coordinator of the Instrumental/Vocal Teaching and the MA Performance programmes at the University of Chichester. She actively advocates open learning and her work provides innovative ways to unlock student potential through everyday interaction.

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.

Dr Tess Maginess worked in journalism, community and rural development work and the arts before joining Queen's University, Belfast in 1995 where her first role was to develop a wide range of education in the community programmes with holistic models of student support for mature students, especially those coming from disadvantaged backgrounds.

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.

Arti Kumar semi-retired in 2010 as the Associate Director of the CETL at the University of Bedfordshire, and was central in the University’s development and implementation of effective learner-centred pedagogies.

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.

Professor David Roberts is Professor of English at Birmingham City University and has taught for eleven years in both the UK and Japan. He combines his current post as Dean of Faculty with a strong commitment to teaching and research. Dr Izabela Hopkins is a Visiting Lecturer in the School of English at Birmingham City University.

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.

Dr Alison James is the Associate Dean of Learning and Teaching at the University of the Arts London Her trademark is creative and interactive approaches to pedagogy with a high level of staff and student involvement and plenty of humour to go with it.

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.

Dr Marina Orsini-Jones is Course Director for the MA in English Language Teaching and Applied Linguistics in the School of Humanities at Coventry University. She obtained her National Teaching Fellowship in 2013. She has published work on intercultural communicative competence, e-learning innovation, language awareness, CALL, digital literacies and e-portfolio-supported personal development planning.

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.

Professor Nicola Whitton is Professor of Professional Learning at the Education and Social Research Institute at Manchester Metropolitan University. Alex Moseley is an Educational Designer, in the Curriculum Design and Development Team at the University of Leicester.

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.

Dr Nicholas Monk is Associate Professor and Director of the Institute of Advanced Teaching and Learning at the University of Warwick and adjunct Associate Professor in the Faculty of Arts at Monash University, Warwick's partner institution. He is responsible for IATL's suite of interdisciplinary modules, including 'Forms of Identity', which he co-teaches.

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.

For 15 years Jonathan Worth was a self-employed professional photographer with studios in London and New York but, with an industry and economic model approaching seismic change, the digital disruptions to the profession meant he had to re-navigate it as a co-learner in his own open classes. Over the last four years he has developed a radically new approach to teaching, which magnifies the classroom experience through the affordances of social media and networked environments.

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