Exquisite Education: Creativity Play and Space in Learning and Teaching
S4E3-EE Anke Schwittay Creative Critical Hopeful Universities

S4E3-EE Anke Schwittay Creative Critical Hopeful Universities

October 4, 2022

Professor Schwittay shares insights of her inspiring book! Launching this week

 
Anke Schwittay (2022). Creative universities: reimagining education for global challenges and alternate futures. Bristol University Press
 
EES5Ep1-Creating a Sense of Intrigue

EES5Ep1-Creating a Sense of Intrigue

September 28, 2022

What’s missing?

How to create a sense of intrigue for our students by thinking about learning activities and assignments characterised by:

  • A sense of absence
  • The assembly of evidence
  • What we discard – rather than what we keep
  • Ambiguity
  • Deduction
  • Learning by analysing and interpreting what we find around us

 

Further information

Assemblage as an art form: Tate art terms: https://www.tate.org.uk/art/art-terms/a/assemblage

Assemblage theory: Delanda, M., (2016). Assemblage theory. Edinburgh: Edinburgh University Press

Middleton, A. (1998). Playing with Paradox: George Fullard 1923-73. [Exhobition catalogue]. Available on Amazon: https://www.amazon.co.uk/Playing-Paradox-George-Fullard-1923-73/dp/0863397646

S4E1-What does engage mean -Andrew and Beatriz in the new season

S4E1-What does engage mean -Andrew and Beatriz in the new season

June 8, 2022

Season 4 is here and it is all about ENGAGE. What does engage mean for you as a student, lecturer, academic developer? Drawing upon the buzz of the upcoming Anglia Learning and Teaching exciting annual conference, we are exploring the many meanings of Engage. Who is engaged? Who does engage? What for? 

https://aru.ac.uk/anglia-learning-and-teaching/cpd-opportunities/annual-conference

 

EE S3E9 Students Learning Beyond the Classroom with Roger Saunders

EE S3E9 Students Learning Beyond the Classroom with Roger Saunders

April 27, 2022
We discuss what can we expect of our students beyond the classroom and how we can connect their course learning experience to combat a sense of fragmentation.
 
Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work, British Journal of Educational Psychology, 70, p. 113
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education. 26 (2), 247-273.
McDowell, L. (2021). Programme Focused Assessment - a short guide. University of Bradford. Online at: Programme Focused Assessment - a short guide
TESTA - Transforming the Experience of Students through Assessment - see http://www.testa.ac.uk/
S3E8-Exquisite Education - Liberating Structures in Education

S3E8-Exquisite Education - Liberating Structures in Education

April 25, 2022
The conversation considers the idea of liberating structures and whether they help us to conceive of a less hierarchical but very engaged classroom. Liberating Structures can be understood as methods that both dissolve teaching hierarchy and heighten learning participation. A menu of 33 methods supports the approach - see: https://www.liberatingstructures.com/
See also the Pedagodzilla podcast where Mark Childs referred to Liberating Structures in the episode on Gamification and the Matrix: https://www.pedagodzilla.com/how-is-gamification-like-being-trapped-in-the-matrix-and-what-is-the-real-world-of-games-based-learning/
S3E7-Rituals in Higher Education with JR Cordoba

S3E7-Rituals in Higher Education with JR Cordoba

April 20, 2022

Today Dr. Jose Rodrigo Cordoba Pachon, from Royal Holloway London, will share some ideas about "education as a ritual". Jose Rodrigo is a prolific writer and thinker, working on diverse areas such as systems thinking, creativity, philosophy and education. From final year major projects and degree shows as rituals and ceremonies, how we can enhance the power of transformative education through specific symbols and rituals? 

Dannels, D.P. (2005) Performing Tribal Rituals: A Genre Analysis of “Crits” in Design Studios, Communication Education, 54:2, 136-160, DOI:10.1080/03634520500213165
S3E6- When Less is More in Education

S3E6- When Less is More in Education

April 4, 2022
What can we learn from collage and art-making? In this podcast Andrew Middleton and Beatriz Acevedo share their secrets in teaching and making art. Spoiler: Less is More.  We draw upon the experience of collage making and Beatriz passion for this medium (see her instagram page @creatiBeOracle).
 
 
Additional resources:
 
This paper on audio feedback reflects on its qualities, including brevity.
Nortcliffe, A. and Middleton, A. (2008) A three year case study of using audio to blend the engineer's learning environment. Engineering Education 3(2), 45-57.
http://www.engsc.ac.uk/journal/index.php/ee/issue/view/29
 
This recent paper on audio feedback refers to precision as a quality of effective audio feedback.

Parkes, M. and Fletcher, P., 2017. A longitudinal, quantitative study of student attitudes towards audio feedback for assessment. Assessment and evaluation in higher education, 42(7), pp.1046–1053. https://doi.org/10.1080/02602938.2016.1224810.

S3E4-Gender Equality in Higher Education

S3E4-Gender Equality in Higher Education

March 30, 2022
Although women and others make a big part of the students and staff population in higher education institutions, still women are excluded from senior positions, and in the workplace, women are still experiencing inequalities in the form of gender pay gap, discrimination, and redundancies. Higher education should be a place to prepare students to deal with these problems, and start by equipping them with tools and opportunities. The idea of a "equal classroom" can be misleading, and it is important to recognise the challenges faced by women both in the workplace and at the university. References: Rodrigo Rosa & Sara Clavero (2022) Gender equality in higher education and research, Journal of Gender Studies, 31:1, 1-7, DOI: 10.1080/09589236.2022.2007446
S3E3-Authentic Learning

S3E3-Authentic Learning

March 28, 2022
Here is our discussion on Authentic Learning. Some references:
Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39(2), 205-222. http://dx.doi.org/10.1080/02602938.2013.819566
Barnett, R. & Jackson, N. (2020). Ecologies for learning and practice: emerging ideas, sightings, and possibilities. Abingdon & New York: Routledge.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.
Lombardi. M. (2007). Authentic learning for the 21st Century: An overview. EDUCAUSE briefing. Online at: https://library.educause.edu/-/media/files/library/2007/1/eli3009-pdf.pdf
Rule, A. (2006). Editorial: the components of authentic learning. Journal of Authentic Learning, 3(1), 1-10. Online at: https://dspace.sunyconnect.suny.edu/bitstream/handle/1951/35263/editorial_rule.pdf
S3E5-Wendy Garnham Personalised Active Learning

S3E5-Wendy Garnham Personalised Active Learning

March 25, 2022
The term personalised learning is oftern associated with e-learning - because a criticism of e-learning in the early days was that technology inherently depersonalises the learning experience. In this podcast, prompted by Wendy Garnham, we explore it more broadly as a facet of active and authentic learning.
This article by Mike Keppell is useful. He argues that "personalised learning consists of six broad concepts: digital citizenship, seamless learning, learner engagement, learning-oriented assessment, lifelong and life-wide learning and desire paths."
 
Catherine McLoughlin and Mark Lee have consistently considered the personalisation of learning, especially in relation to creating opportunities that promote learner agency as producers of media. In this paper, they explore how "Web 2.0 and social software tools are capable of supporting informal conversation, dialogue and collaborative content generation, enabling access to a wide raft of ideas and representations. Used appropriately, they can shift control to the learner by promoting agency, autonomy and engagement in social networks that straddle multiple real and virtual learning spaces independent of physical, geographic, institutional and organisational boundaries." An ethos of learner agency and self-regulation is fundamental to personalising the educational experience.
---
References
Keppell, M. (2014), "Personalised Learning Strategies for Higher Education", The Future of Learning and Teaching in Next Generation Learning Spaces (International Perspectives on Higher Education Research, Vol. 12), Emerald Group Publishing Limited, Bingley, pp. 3-21. https://doi.org/10.1108/S1479-362820140000012001
McLoughlin, C. & Lee, M. J.W.. (2009). Personalised Learning Spaces and Self-Regulated Learning :Global examples of Effective Pedagogy. In R Atkinson and C McBeath (Ed.). Same Places, Different Spaces: Proceedings of Ascilite Auckland 2009. Auckland, New Zealand: University of Auckland. pp. 639 - 645
Podbean App

Play this podcast on Podbean App