HEA Monthly twitter chat

Why not get involved in  #HEAchat ? It’s a regular, open forum for HEA Fellows and non-Fellows to come together and share their experiences of teaching and learning in HE/FE. Each month the chat covers disciplinary or other issues relating to teaching and learning.

The next chat scheduled is Mind the Gap…How can we help commuter students get the most out of thir studies on 28 March.

Learn more

Learning through Listening: Creating open spaces for interdisciplinary dialogue

Free workshop at the University of Edinburgh on Monday 23 April

The event will explore pedagogies of listening and one-to-one communication that enable and facilitate learning from others through dialogue.  If you have an interest in enhancing the student experience through developing communication skills, interdisciplinary collaboration, dialogic approaches or education for sustainable development, this workshop will be of interest.

It gives an opportunity to explore the ways we teach communication skills in further/higher education to support collaboration, interdisciplinarity and inter-cultural exchange; try out a range of activities and resources aimed at developing environments for open and respectful conversations; and take part in discussions aimed at sharing and developing high quality learning and teaching practice for better communication skills.

Find out more, look at the draft programme, and book your place

The event draws on the resources and experiences of the HEFCE Catalyst funded teaching innovation project ‘Unmaking Single Perspectives: a Listening Project’ currently running at Keele University.

Image: By Ky CC BY-SA 2.0 (http://creativecommons.org/licenses/by-sa/2.0) via Flickr

New Open Access book: Shaping Higher Education with Students (UCL Press)

You can download this new book for free here

“Forging closer links between university research and teaching has become an important way to enhance the quality of higher education across the world. As student engagement takes centre stage in academic life, how can academics and university leaders engage with their students to connect research and teaching more effectively? In this highly accessible book, the contributors show how students and academics can work in partnership to shape research-based education.

Featuring student perspectives, it offers academics and university leaders practical suggestions and inspiring ideas on higher education pedagogy, including principles of working with students as partners in higher education, connecting students with real-world outputs, transcending disciplinary boundaries in student research activities, connecting students with the workplace, and innovative assessment and teaching practices. Written and edited in full collaboration with students and leading educator-researchers from a wide spectrum of academic disciplines, this book poses fundamental questions about learning and learning communities in contemporary higher education.”

Nothing Works Everywhere: Evidence-Based Approaches To Learning And Teaching – A TILE Network Talk, 21 March

21 March 4pm Scrymgeour Building Room 2.12

The first in the series of talks arranged by the  new Teaching Innovation & Learning Enhancement (TILE) network at the University of Dundee will be presented by Mark Healy, Deputy Head, St Andrews High School, Coatbridge. TILE aims to bring  people from different disciplines and sectors together to discuss ways to improve education using evidence-based findings. It is a network of academics at uni, teachers at schools, educational developers, and science communicators. Learn more

In this talk, Mark will ask: What do we mean by an evidence base in education? Who gets to decide the canon of knowledge that sits behind the choice of evidence and why?

For example, why do aspects of Cognitive Psychology seem to reflect the zeitgeist of evidence base in schools, but perhaps not sociology, philosophy or anthropology? Why Cognitive Psychology and not Social Psychology or humanistic lenses on learning and teaching?

Mark will highlight some of the processes and scaffolds they have put in place at his secondary school and then also widen the dialogue to assert that reductionism to a sole lens of Cognitive Psychology may be helpful, but does not fully embrace all factors that influence effective approaches to learning and teaching.

Booking essential