“The goal should not be publish or perish, or teach or impeach, but we beseech you to publish and teach effectively.” Hattie and March (1996)
I initially set out to write an evidence-informed blog on how wonderful the teaching-research nexus was. I wanted to demonstrate that it was the pinnacle of academic activity. In my mind, conducting it would access the higher orders of learning to achieve a zen-like state for students and staff alike. Unfortunately, reality got in the way and there are issues! All is not rosy in the garden of the teaching-research nexus, but there are things the individual can do. Continue reading
Virtual learning environments (VLE) such as Blackboard or Padlet are a great way of sharing resources with students. Used well they can be a gateway to engagement with the subject; used sparingly and they are nothing more than a dumping ground for slides. So how can we present the information better and enable engagement with it?
The VLE is a staple of the students’ experience. It’s even a requirement (at most institutions) that every module should have one. They act as a repository of knowledge, a holding ground of key information and the main point of official interaction between students and staff. Continue reading
There is a shift occurring where we as an academic community are moving from simple measures of student satisfaction in a course to measuring engagement in the learning process. Pitching teaching to make it engaging can be tricky and involves a mix of both academic challenge and appropriate support. Set the challenge too high and the students become frustrated, too low and it’s not stimulating. The support surrounding teaching also needs to be just right: not enough and the students may disengage, too much and you run the risk of doing the work for them, inhibiting real learning. Continue reading