Category Archives: Event

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

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