Course Planning Revisited So I am tentatively starting the blog posts again. Let’s begin with a bit of reflection: A year on from my initial post we have successfully applied the narrative arch (or Story Spine) to our course design. The only note of caution I would make is to be careful with just how […]
The lovely people from the #ALT Winter Conference have already uploaded the recordings from our sessions yesterday. #disruptivepedagogies #activelearning #edtech #storytelling
Originally posted on #LTHEchat:
Active Learning and Disruptive Pedagogies In this #LTHEChat, we would like to explore the disruptive potential of active learning. It is probably easier to define what active learning is not, than what it is. While a concise definition for active learning remains elusive, during our Active Learning course, we have bought into Kovbasyuk and Blessinger’s (2013) ‘vision of education’ as an ‘open meaning-making process’; the interaction between the teacher, student and…
Story-Telling How to tell a story? So one of the things I want to achieve, but not entirely sure yet how to, is to make sure the new course my colleague and I develop has a story. It is coherent. I know we are going to hit the participants with some fairly complex theories, and […]
Last semester, when teaching on a course called Student Engagement, I asked the participants why they choose this particular course. They were honest. Seriously, I need to stop building trust, they were really, really honest.
Triadic Reciprocal Causation This was the last project in my old role in student academic development. Discussions about resilience of students and the rise of mental health issues have been on the agenda for some years now. When I was approached to develop a concept for students who were permitted to repeat a year and […]
Catching up and refreshing my knowledge about all kinds of educational theory and research–it was inevitable to stumble across Bloom’s Taxonomy again–The University of Iowa ‘s CELT has developed a really nice model. I am still not convinced. But I am supposed to teach it. So how do you teach something that you consider at […]