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.

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 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.

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.

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.

Professor Sue Jackson is the Professor of Lifelong Learning and Gender, and Pro-Vice-Master Learning and Teaching at Birkbeck, University of London. After leaving school at 15, she returned to education later in life and now has a passionate commitment to widening participation, social justice and to part-time, non-traditional students.

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 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.

Simon Sweeney is Senior Lecturer in International Political Economy and Business in York Management School at the University of York, where he is also Director of Postgraduate Programmes.

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.

Professor Alasdair Blair is the Head of the Department of Politics and Public Policy, and Director of the Jean Monnet Centre of European Governance at De Montfort University. His main area of research is British Foreign Policy and European Integration.

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.

Professor Karl Donert is an Educational Consultant and Director of Innovative Learning Network. He has developed highly innovative courses in a wide range of subject areas using digital technologies.

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.

Martin Oliver is Professor of Education and Technology and Head of the Centre for Doctoral Education at the UCL Institute of Education. His research explores uses of technology in higher education, including students’ experiences of technology use, and relationships between technology and the curriculum.

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