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ASKe - Centre for Excellence in Teaching and Learning - Oxford Brookes University* The work of the centre has been organised into 4 strands of activity, click on them to find out more. Contact us ASKe Pedagogy Research Centre Faculty of Business, Oxford Brookes University, Wheatley Campus, Wheatley, Oxford OX33 1HX Tel: +44 (0)1865 485673, Fax: +44 (0)1865 485830 Email: ASKe Pedagogy Research Centre

Strengthening democracy through private enterprise and market oriented reform Sparking Debate on Economic Policy in Nepal Samriddhi wins an award at the Asia Liberty Forum in Kuala Lumpur. By Sarita Sapkota, Samriddhi In the annual Asia Liberty Forum in Malaysia this year, Atlas Network presented the Asia Liberty Award to Samriddhi for its ‘Econ-ity’ initiative. Jean McNiff - AR Booklet Concise advice for new action researchers Jean McNiff First and Second Editions © Jean McNiff 1995, 1997 Third edition © Jean McNiff 2002Click here to download in Word Format (100 KB)

Frameworks for Higher Education Qualifications - England, Wales and Northern Ireland This guidance is about the implementation of The framework for higher education qualifications in England, Wales and Northern Ireland It applies to degrees, diplomas, certificates and other academic awards granted by a higher education. FHEQ, framework, higher education qualifications, England, Wales, Northern Ireland, Publication date:Aug-2008ISBN/ISSN:ISBN 978 1 84482 871 5Size:247KBDescription​This guidance is about the implementation of The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ). It applies to degrees, diplomas, certificates and other academic awards (other than honorary degrees and higher doctorates) granted by a higher education provider in the exercise of its degree awarding powers.

A SoTL Primer How many times did you introduce SoTL to someone new in the last year, and what did that introduction look like: a definition, a description, a metaphor, a citation, a workshop, a book, a website? I dream of a SoTL primer, a little anthology of key readings that would together provide some coverage, depth, and range of the field. I imagine a simple cover, a size that fits comfortably in my hands and lightly in my bookbag, lovingly worn pages with dog-eared corners and post-it notes throughout, and oh that book smell. How the government wants you to implement Prevent In September 2015, the Higher Education Funding Council for England (Hefce) took on responsibility for monitoring the implementation of the Prevent duty (pdf) in higher education. We have been talking to providers across the sector about their responsibilities under the duty – which aims to stop people from being drawn into terrorism – and have found a wide variety of experience. Many providers have been engaging with the Prevent agenda for years, while others need more support to meet their obligations. Over the next few months we’ll be asking higher education providers to set out their policies and processes for addressing the Prevent requirements. We will also be assessing robustness and suitability to ensure a consistent approach across the sector. So what should providers keep in mind as they develop their plans?

The Open Textbook Project provides flexible and affordable access to higher education resources Subtitle: Guidelines for designing teaching and learning Author: A.W. (Tony) Bates Book Description: On October 10, 2019, Teaching in a Digital Age - Second Edition was published.The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. Book release date (final version): 1 April 2015.

International Journal for Students as Partners Vision The International Journal for Students as Partners (IJSaP) is a new journal about learning and teaching together in higher education. IJSaP explores new perspectives, practices, and policies regarding how students and staff (used here and subsequently to refer to academic staff/faculty, professional staff, and other stakeholders) are working in partnership to enhance learning and teaching in higher education. Shared responsibility for teaching and learning is the underlying premise of students as partners, and IJSaP is produced using a student-staff partnership approach. IJSaP is designed to appeal to a wide audience of readers and potential authors in the higher education community. It aims to publish high quality research articles, case studies, reflective essays, reviews and opinion pieces from around the world.

Center for Nanotechnology in Society at Arizona State University (CNS-ASU) The Virtual Institute for Responsible Innovation (VIRI) was created to accelerate the formation of a community of scholars and practitioners who, despite divides in geography and political culture, will create a common concept of responsible innovation for research, training and outreach – and in doing so contribute to the governance of emerging technologies under conditions dominated by high uncertainty, high stakes, and challenging questions of novelty. “Responsible innovation” (RI) is an emerging term in science and innovation policy fields across the globe. Its precise definition has been at the center of numerous meetings, research council decisions, and other activities in recent years.

digitalstorytellingsynthesis / Digital storytelling in higher education McLellan (2006: 73), while recognising that digital storytelling has applications in a range of disciplines, prioritises its use for personal stories, digital story archives, memorial stories, avocational stories, educational stories and stories in medicine and health. This usage can be said to reflect the agentive nature of storytelling. Oppermann (2008), Coventry (2008), Jenkins & Lonsdale (2008) Olney et al (2009) all provide examples of how digital storytelling use within higher education is broadening out beyond the priority areas identified by McLellan. Behind this increased use, both in frequency and spread is an understanding of the impact that this approach can have on the student learning experience that draws upon the pedagogy of storytelling but also recognises the affordances provided through the use of technology. Benmayor (2008: 198) identifies digital storytelling as a social pedagogy, approaching learning as a collaborative process.