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.
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 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.
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.
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.
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.
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.
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.
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.
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.