NTF Innovative Pedagogies

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.

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 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 presents a pragmatic strategy for collaborating with students to deliver a degree rebalanced between content and concepts. The methods of peer instruction and capturing the presentations of academics and students are contrasted with naïve lecture flipping and its associated pitfalls.

Professor Simon Lancaster is director of learning and teaching for chemistry at the University of East Anglia (UEA). Author of more than 60 papers in inorganic chemistry he now divides his research interests between energy materials and innovative approaches to enhancing student engagement.

This report covers the author’s journey towards bringing increasing amounts of game based learning into the teaching of information literacy skills. It covers a representative range of practices he uses in this area, the progression of those ideas and the theoretical basis behind them.

Andrew Walsh thrives on making information skills relevant, covering a wide range of subject areas and typically runs one-shot sessions where he will only see a group of students once. He brings a range of active learning techniques into his teaching including creating learning games.

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 introduces the author’s ‘House of Learning’ model of teaching; her pedagogical approach is analogous to the building of a house. She presents the basic premise of this model in story-telling form before outlining each structure and giving specific examples.

Dr Fay Short is Director of Undergraduate Studies in Psychology and a lecturer and research supervisor across the undergraduate and postgraduate programmes at Bangor University. She is also and the internationalisation champion for the College of Health and Behavioural Sciences.

Computer programming, the art of actually instructing a computer to do what one wants, is fundamentally a practical skill. In this piece, NTFs from very different universities explain their solutions to some of the teaching challenges this poses in a university setting.

Professor James Davenport is a member of both the Mathematical Sciences and Computer Science departments at Bath: when the two split, it was impossible to decide which one he belonged to, and this interdisciplinary theme runs throughout his career.

Dr Tom Crick is Director of Undergraduate Studies in the Department of Computing & Information Systems at Cardiff Metropolitan University, having completed his PhD and post-doctoral research at the University of Bath. His underlying philosophy of scholarship is simple: to be a transformational computer science academic.

Alan Hayes is the Director of Teaching in the Department of Computer Science at the University of Bath.

Computing is a discipline that is fundamentally about problem-solving, so it is a natural fit to problem-based learning. This article explains the highly motivational, student-centred pedagogy of PBL, with authentic examples of its use in Computing.

Dr Chris Beaumont is the Head of Department of Computing at Edge Hill University and has had a varied career including working as a software engineer. He believes transforming individuals is a prime purpose of education.

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.

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