Europe

It’s a game changer: using design thinking to find solutions to the Sustainable Development Goals

Submitted by miranda.prynne on Fri, 11/06/2021 - 09:00
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Article

As we march closer to the 2030 target date for the United Nations’ Sustainable Development Goals (SDGs), it is becoming more urgent that we engage young minds with these global challenges and demonstrate to them how they can have a real impact.

We developed Game Changer to engage students with the SDGs through the development of “impact-driven entrepreneurship”.

Standfirst
Rachel Bickerdike explains how using design thinking to find solutions to the Sustainable Development Goals can open up a new world of social entrepreneurship for students
Teaser
Rachel Bickerdike explains how using design thinking to find solutions to the Sustainable Development Goals can open up a new world of social entrepreneurship for students

Professors, stop pretending that you never cheat

Submitted by dene.mullen on Fri, 11/06/2021 - 00:01
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Article

I recently read Cheating Lessons by James Lang, and this article is a by-product − that is to say, not plagiarism − of that book.

Standfirst
Academics should drop the holier-than-thou attitude and look at cheating from a student’s perspective if we want to understand and eradicate it, says Hamish Binns
Teaser
Academics should drop the holier-than-thou attitude and look at cheating from a student’s perspective if we want to understand and eradicate it, says Hamish Binns

It’s not you, it’s me: taking responsibility for student engagement and interaction

Submitted by miranda.prynne on Wed, 09/06/2021 - 09:00
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Article

Having heard a number of educators talking about a reduction in student attendance at live online lessons as well as limited interaction from those who do attend, we developed the following tips based on our experiences of online teaching, observing others and evidence-based continuing professional development.

Standfirst
Maia Forrester and Ian Lee share lessons in boosting student engagement and interaction when teaching online, based on their experience training medical educators
Teaser
Maia Forrester and Ian Lee share lessons in boosting student engagement and interaction when teaching online, based on their experience training medical educators

How do we rescue the reputation of blended learning?

Submitted by dene.mullen on Wed, 09/06/2021 - 00:01
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Article

Let’s get the elephant in the room addressed up front: times have changed and a return to “normal” is just not on the cards, not truly.  Blended learning – to a greater or lesser extent – is here to stay. 

So, how do we rescue the reputation of blended learning, which has been battered by students’ experiences of universities’ hasty response to the pandemic and become synonymous with low-quality content?

Standfirst
To convince students and stakeholders that blended learning is worth the full tuition fee, we need to tell them exactly how it will work, says Russell Crawford
Teaser
To convince students and stakeholders that blended learning is worth the full tuition fee, we need to tell them exactly how it will work, says Russell Crawford

How resetting motivations can help faculty achieve better teaching and well-being during challenging times

Submitted by miranda.prynne on Mon, 07/06/2021 - 09:00
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Article

Faculty have a marked influence on students’ learning and academic success through their teaching. During the shift from face-to-face to online learning, the importance of the faculty role has become even more salient, with students looking to their instructors for stability, leadership and support during uncertain times.

Standfirst
Faculty members’ personal motivations impacted their attitudes towards meeting the challenges of the pandemic, and in turn, their well-being and teaching quality, research suggests
Teaser
Faculty members’ personal motivations impacted their attitudes towards meeting the challenges of the pandemic, and in turn, their well-being and teaching quality, research suggests

Recognition of academia’s ‘invisible labour’ is long overdue

Submitted by dene.mullen on Mon, 07/06/2021 - 00:01
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Article

Meet Harry. Harry is an assistant professor, no tenure yet − hopefully in a few years. According to his contract, Harry is supposed to spend 60 per cent of his working time teaching and 40 per cent on research. Academic reality, however, tells another story.

In the past two weeks, Harry was part of a hiring committee (which took eight hours), contributed to a report on student evaluations (two hours), peer-reviewed an article (six hours), attended an editorial board meeting (two hours) and had a number of chats with students who needed extra attention (three hours).

Standfirst
We must ensure that academic citizenship becomes a key part of our job descriptions, on par with teaching, research and management, say Shari Boodts and Fleur Jongepier
Teaser
We must ensure that academic citizenship becomes a key part of our job descriptions, on par with teaching, research and management, say Shari Boodts and Fleur Jongepier

Boosting student motivation through course design

Submitted by miranda.prynne on Thu, 03/06/2021 - 09:00
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Article

Where there is a will

Motivation is crucial if students are to realise their potential and engage with the opportunities presented by higher education. It enables them to take ownership of accessing, appraising and applying new learning in enlivening and enriching their educational experience. However, motivation is not a given; for it to be fostered, real efforts must be made through the activities and relationships embedded in students’ modules.

Standfirst
Maurice Kinsella and Niamh Nestor explain how to use self-determination theory as a guide to boost student motivation through careful online course design
Teaser
Maurice Kinsella and Niamh Nestor explain how to use self-determination theory as a guide to boost student motivation through careful online course design

Moving online could signal the death of pedagogy

Submitted by dene.mullen on Tue, 01/06/2021 - 01:01
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Article

The pedagogical approach to learning, teacher-centred learning, the sage on the stage – call it what you will, things aren’t looking good for this particular learning model going forward.

The future looks very likely indeed to include a pandemic-induced move toward a new hybrid era that mixes online and in-person study. Furthermore, the spoon-fed style of learning is not best suited to prospective PhD candidates, future researchers or adult learners looking to develop their career through study.

Standfirst
Shifting to andragogical learning models is the ideal way to prepare students for independent study, research and the world of work, says Steve Davies
Teaser
Shifting to andragogical learning models is the ideal way to prepare students for independent study, research and the world of work, says Steve Davies

What does ‘student engagement’ mean to you? And you? And you?

Submitted by dene.mullen on Thu, 27/05/2021 - 01:01
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Article

About two years ago, I attended a teaching conference where one of the headline sessions was a debate: two people arguing for and against the concept of student engagement. After 20 years of teaching, I had not heard a convincing argument against student engagement, so I was keen to listen to a new perspective.

Standfirst
The move online compounded matters, but even before that, nobody could agree on what student engagement was – and that needs to change, says Chris Headleand
Teaser
The move online compounded matters, but even before that, nobody could agree on what student engagement was – and that needs to change, says Chris Headleand

When East meets West: improving student engagement in culturally diverse classrooms

Submitted by miranda.prynne on Tue, 25/05/2021 - 09:00
Article type
Article

Teaching in a culturally diverse setting is exciting, but that excitement and enthusiasm can be short-lived when faced with the deafening silence of a student audience. To avoid this, lecturers need to learn how to engage students in culturally different or diverse settings, and this is easy enough by following the three tips outlined below.

Standfirst
TJ Moore offers simple steps that support student engagement across Eastern and Western cultural boundaries, for lecturers teaching at home or overseas
Teaser
TJ Moore offers simple steps that support student engagement across Eastern and Western cultural boundaries, for lecturers teaching at home or overseas