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.
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 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.
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.
The author considers the development of her pedagogic practices, both from and through feminist and critical frameworks, and how they relate to wider conceptualisations of learning and teaching. She considers Education as a discipline, before moving on to explore ways in which we might re/imagine our pedagogic practices.
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 project utilises international students’ prior experience and knowledge of their own countries and engages them in research which leads to learner-generated curriculum content. Groups of students are encouraged to undertake a mini-research project leading to a presentation and Q&A, with text and web support.
This report aims to reinvigorate the relevance of academic disciplines through a fundamental rethink on how to provide students with engaged and real-world learning. Examples are given that demonstrate the creation learning environments based outside of the traditional classroom.
Based on a Capabilities approach, GeoCapabilities employs a highly reflective pedagogy to research, develop and implement a pioneering approach improving the quality of secondary school teacher education and training in Geography around the world.
This report explores the design and development of a fully online MA module for mid-career professionals on Technology and Education Beyond the Classroom. The module is built around peer feedback; incorporates assessed reflection on experiences of participation; and uses a structured process of writing across the curriculum to support the production of assessed work.