"This insightful book transforms crisis reflections into longer term guidance for a responsive, engaged pedagogy within contemporary higher education. Through interdisciplinary accounts and scholarly perspectives across diverse disciplines and geographies, it highlights care, creativity, and resilience in practices that build community, support learners and foster engaged learning"--
This insightful book transforms crisis reflections into longer term guidance for a responsive, engaged pedagogy within contemporary higher education. Through interdisciplinary accounts and scholarly perspectives, it highlights care, creativity, and resilience in practices that build community, support learners and foster engaged learning.
This insightful book transforms crisis reflections into longer term guidance for a responsive, engaged pedagogy within contemporary higher education (HE).
In recent years, HE institutions worldwide have seen a seismic shift that has compelled them to rapidly transition to online and blended learning models. This book captures the ingenuity and resilience of educators who not only weathered the storm but emerged from it with innovative practices that have permanently transformed the landscape of teaching and learning in universities.
Through interdisciplinary accounts and scholarly perspectives across diverse disciplines and geographies, it highlights care, creativity, and resilience in practices that build community, support learners, and foster engaged learning. Each chapter offers enduring lessons for learner-centred, responsive pedagogy, detailing innovations that practitioners permanently integrated across delivery formats.
This key title is written for HE practitioners across the globe, whether they are teaching in the context of a subject discipline or identify themselves as blended or integrated professionals. Its insights will provide inspiration, guidance, and points for reflection for all those who wish to engage with critical pedagogies and long-term transformation in contemporary HE.
Section One: Curating Time and Reflective Space to Transform Practice
1.
What Providing Time and Space Taught Us About Fostering Students Learning
2.
What the Medium Of Focusing Taught Me About Mattering, Wellbeing and
Belonging for Students
3. What Pivoting Academic Skills Support Online Has
Taught Us About the Importance of a Robust Learning Culture
4. What the
CHAMELEON Framework Taught Us About Equitable and Adaptable Pedagogy
5. What
Designing Accessible Academic Development Provision Taught me about
Compassionate Education
6. What a Compassionate Approach to Transforming
Practice Taught Me About Driving Institutional Change Section 2: Building
Connections to Transform Practice in HE
7. What an Online Tea Break Taught Us
About Collaboration
8. What Active Engagement with My Community Taught Me
About Driving Professional Scholarship
9. What Personalisation at Scale
Taught Us About Student Belonging
10. What Shared Learning Spaces Taught Me
About Student Belonging
11. What Podcasting Taught Us About Innovative
Pedagogy as Disruption in Higher Education
12. What Podcasting Taught Me
About Writing: Revelations from Behind the Mic Section 3: Crossing
Boundaries: Individual and Institutional Impact in HE
13. What Advocating for
My Expertise Taught Me About Authentic Leadership
14. What Floating in
Pandemic Hyper Space Taught Us About Grounding Creative Academic Practice in
the Here and Now
15. What a New LMS Adoption Taught Us About the Nature and
Range of Supports Needed for Academic Stakeholders
16. What Blended Learning
Taught Me About the Strengths of Collaboration for Interdisciplinarity
17.
What Co-Design Has Taught Us About Transformative Practice and Academic
Development
18. What Democracy in Action Taught Me About Student Empowerment
Section
4. Homo Ex Machina: Transforming Practice to Keep Sight of Our
Humanity
19. What Digital Confidence Practice and Research Has Taught Us
About Supporting Digital Change
20. What a Person-Centred, Values-Based and
Blended Approach Taught Us About Transformative Online Pedagogies in
Healthcare Disciplines
21. What Blended Learning Taught Us About Supporting
the Teaching of an Applied, Practical-Based Degree Course
22. What
Educational Participatory Archiving Taught Us About Online Altruism and
Collective Knowledge
23. Painting by Numbers? What My Lockdown Teaching
Experiments, Followed by Encounters with a New Kind of Unit Design, Taught Me
About Fine Art and Its Special Approach to HE Teaching and Learning
Alicja Syska is a Learning Developer and lecturer in education and history at the University of Plymouth, UK. She is a researcher, podcaster, editor-in-chief of the Journal of Learning Development in Higher Education (JLDHE), and a Senior Fellow of AdvanceHE.
Carina Buckley leads the Learning Design team at Solent University, UK. She is a Principal Fellow of AdvanceHE, a member of the JLDHE editorial board, and co-host of the Learning Development Project podcast.
Gita Sedghi is a professor of chemistry education at the University of Liverpool, UK. She has received the National Teaching Fellowship, Principal Fellowship of AdvanceHE, and RSC Excellence in Higher Education Award for creating high-quality inclusive resources for a diverse community of students.
Nicola Grayson is a senior lecturer in academic development in the Centre for Learning Enhancement and Educational Development at Manchester Metropolitan University, UK. She is a Senior Fellow of AdvanceHE.
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