NTF Innovative Pedagogies

The changing role of the pharmacist has necessitated many changes to the teaching of Pharmacy and the traditional research project no longer seems to be the best use of time for cohorts of pharmacy students. Critical Analysis and Communication (CAC) was developed as an alternative exercise to the traditional research project which sought to concentrate on those aspects of research science most relevant to the current practice of Pharmacy.

Dr Jill Barber is a Reader in Pharmacy at the Manchester Pharmacy School where she teaches Pharmaceutical Chemistry and Biochemistry. She has a strong interest in online learning and has introduced a number of innovative practices into the Pharmacy curriculum.

This case study presents an innovative pedagogy that addresses the needs of work-based students who often struggle with traditional attendance requirements in higher education. It does this while maintaining the same support, guidance and learning opportunities as campus-based students.

Jeff Lewis and Ruth Matheson are both Senior Lecturers at Cardiff Metropolitan University. While they teach in different disciplines they are both engaged with continued professional development, and have recently been working together in the areas of online communities and remote learning.

Across all disciplines many innovative teachers may find themselves in the uncomfortable position of challenging the cultural norms of their subject. This project promotes the iconoclastic view that anatomy learning should be through the living body as opposed to preserved cadavers, bringing benefits and avoiding harms. The author uses peer examination, body painting, medical imaging and art.

Professor John McLachlan is Professor of Medical Education at Durham University. His work has developed from science teaching and research into international leadership in the field of anatomy, in which students integrate visualisation of the human body with an appreciation of its emotional significance. 

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 report illuminates the author’s approach, centring on working alongside service users and carers in helping students understand difficult and challenging topics such as the impact of political conflict, social work values and international social work and offers guidance to colleagues in their attempts to meaningfully engage with experiential knowledge.

Dr Joe Duffy is a Lecturer in Social Work at Queen's University Belfast and is committed to achieving the genuine, meaningful and non-tokenistic involvement of service users and carers in social work education.

This model takes account of student diversity and varied learning requirements in the context of discussions of social divisions, power and inequality and provides a focus for discussion in a holistic and inclusive approach.

Having retired from full time employment Kate Kirk now acts as an academic development consultant. Before retirement her professional background is in Social Work and Community Development and she was a Senior Learning and Teaching Fellow at Manchester Metropolitan University.

In this paper the author uses a case study approach to explore pedagogic innovations in relation to work-based learning. He discusses how WBL can be approached to make it even more student driven, using assessments and practices based around ipastive and emergent learning outcomes.

Dr Ian Scott is the Associate Dean for Student Experience within the Faculty of Health and Life Sciences at Oxford Brookes University. His approach to learning and teaching is, by sharing stimulating active experiences, to enhance attainment and development.

Audience response technology (ART) has consistently demonstrated increased student engagement with learning materials. This report describes the first use of ART in an individualised form to provide personalised formative feedback, having previously been used in the anonymous mode.

Professor Joanne Lymn is the Director of Learning and Teaching and PhD Programme Director for the Faculty of Medicine and Health Sciences at the University of Nottingham. She has been awarded two Lord Dearing Awards for excellence in teaching and learning.

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.

It has been suggested that in nurse education there is a focus on the scientific model, with less attention being paid to the important emotional aspects of Nursing practice. In this report the author discusses the use of poetry writing as a way to assist student nurses in identifying and understanding their feelings about important Nursing issues.

Dr Kirsten Jack is the Senior Lecturer (Adult Nursing) at Manchester Metropolitan University. Her approach to learning and teaching has been heavily influenced by her work as a nurse, and she recognises the challenges faced by health care professionals in their working lives.

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