NTF Innovative Pedagogies

This pedagogical approach aims to facilitate the development of professional empathy through exploring different perspectives through the author’s ‘walking in different shoes’ approach. It explains practical, experiential and arts-informed approaches used to enable participants to identify and critique assumptions.

Professor Joy Jarvis is Professor of Educational Practice at the University of Hertfordshire and Sally Graham is the Head of the Centre for Educational Leadership. Both draw on their extensive experience in their fields in order to facilitate student learning.

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 article describes the transformation and the impact of a process designed to change the way practical Science is taught. Through a Dynamic Laboratory Manual, the emphasis was shifted to pre-laboratory work and the transformation in learning was instant on the student learners and the stakeholders involved in laboratory teaching.

Professor Dudley Shallcross is a Professor of Atmospheric Chemistry in the School of Chemistry, and Director of the Primary Science Teaching Trust since 2010. He is particularly interested in transitions in education and is concerned with how barriers to entry into higher education can be identified and removed.

Inspired by other student-centred projects, her own experience of working with marginalized students and Kester’s work on the concept of dialogue based socially engaged contemporary art; the author’s practice interrogates higher education knowledge and encourages students to take control of learning outcomes and assessment methods.

Professor Julie Hall is the Deputy Provost Academic Development of the University of Roehampton. She has championed a university-wide focus on student partnership working which has brought her institution national and international recognition.

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.

The author argues that the creation of Learning Experience Triangles (LETs) through holistic real-world projects can benefit student experience and attainment, particularly in providing subject-specific and transferable skills needed to improve post-graduation employability.

Dr Anne Goodenough is the Course Leader and Senior Lecturer in Biological Sciences at the University of Gloucestershire. She has published more than 50 papers in leading journals, which underpin her highly applied teaching style.

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 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.

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.

Developed through research, this innovative pedagogical practice focuses on the use of technologies to engage learners in a community of practice across continents. A range of technologies were explored, with students reporting a greater sense of community and inclusion, deeper levels of learning and faster pace of progression.

Dr Helen Boulton is the course leader for the Postgraduate Certificate in Higher Education and has been strand leader for the PGCE Information Communications Technology. Her continual ambition is to enhance and transform the student learning experience.