Hale, farewell BeJLT and welcome to the Higher Education Journal of Learning and Teaching (HEJLT). Aims of BeJLT The Brookes... View Article
This is a pilot study demonstrating the beneficial relationship of the teaching-research nexus through integration of the teacher’s disciplinary research on human papillomavirus and cervical cancer into the second year undergraduate medical curriculum. Students were required to research the literature on specified themes of the topic through Student Project Cases (SPCs) designed as part of the curriculum to involve them in inquiry-based, active learning. Students worked in small groups to respond to specified topic objectives through the production of both written reports and oral presentations. Questionnaires and focus group interviews examined students’ understanding of research, their knowledge of this particular SPC topic and the impact of research on their attitude to learning. Our findings indicated that students had variable understanding of research and knowledge of the topic prior to engaging in the SPC activity. Student feedback also showed an overall positive effect research had on their attitudes to learning and their engagement with the topic. Student feedback was inspiring to the teacher providing new research directions. These findings suggest the value of exploring and introducing learning designs that have their basis within the teaching-research nexus and more importantly that students play an important role as partners of the nexus.
Introduction ‘Work-based learning’ (WBL) is a term widely used in higher education to refer to learning that is derived specifically... View Article
Introduction This incident relates to my teaching experience as a PhD student at Oxford Brookes Business School. I was assigned... View Article
The use of skills from the creative industries such as art, poetry, drama and music to teach business and management... View Article
Pedagogy struggles with a complex and interconnected world to acknowledge the conflicting demands of both dissensus and consensus. I argue that there is "value" in explicitly taking on critical discourse, creatively appropriating theory. Hermeneutics resists structure. Pedagogy, for Nixon, turns out to be more than a practice, it is a way of being in the world, which is illuminated, but not defined, by lives lived consciously in this dual inflection: not quite dialogic, not quite dialectic, resistant to closure. In the end Nixon produces an explicit framework of interpretive pedagogy. This takes the form of a familiar paradigm with two axes (dissensus/consensus :: open/closed) setting out a four quadrant grid. He deploys this framework as a way of interpreting pedagogy. Nixon postulates a clockwise movement through the grid and numbers each quadrant sequentially. He builds, that is, a prop for thinking about pedagogy that, although arrayed in a grid, clearly has a value hierarchy overlaid onto it. “Open Dissensus”, quadrant four on the grid, is where the most highly valued engagement takes place
A bucket list is a list of things that you want to do before you die: Travel to Paris; swim... View Article