tag: pedagogy

Neuroscience and Teams

Afternoon workshop run at MMU Business School by Lori Shook of shooksvensen.comNotes: Experiential learning Brain is a social brain. Interactions controlled by positivity fear (5x more than positivity) Scarf model alternative: – be SAFE and Certain Perception “Sapiens: A Brief History of Humankind” – good book to learn about innate Sleep …

Environmental cost of fieldwork

Students and teachers alike are concerned for the environment, but the environmental cost of fieldwork is a seldom discussed and uncomfortable irony. Following a rare discussion on the subject with colleagues during a research field trip I decided to investigate to see if we can make more informed choices when planning and …

Learning Ecologies and Curricular Design

A workshop run by Norman Jackson about self-regulated learning and how this relates to a life-wide and ecological approach to learning. Key referencesEraut and Hirsh (2007) The Significance of Workplace Learning for Individuals, Groups and Organisations McWilliam (2005) Unlearning Pedagogy Redecker (2014) The Future of Learning is Lifelong, Lifewide and Open Zimmerman …

What shall we do today?

As a biologist, I regard teaching and learning as innate natural abilities, so I question the value of pedagogical tinkering. Should I engage deeply with the latest teaching and learning research, or should I reject it and rely on instincts, which have been through millions of years of evolutionary testing? Forget the rules, and learn from …

Educational value of fieldwork

Some of my school peers selected Geography A-level at least in part because of the fieldwork opportunities, and they selected university courses on the same criteria, seeking courses with the best holiday opportunities. What can be done to ensure that fieldwork is highly educational for all participants, including those lacking motivation to learn? I …

Enough is enough

I recently gave three research presentations on a broadly similar topic, and to different audiences. As I reflected on each presentation I identified two main concerns that are intrinsically linked: How much to present Keeping to time I wanted to use my experience and the literature to improve these aspects of …

Organised reflection

Keeping a reflective record of teaching activities can help improve practice over time (e.g. Finlay 2008). I previously found this to be of marginal value partly because I have rarely gone back to read my old reflections. One reason for this is not knowing how and where to store the notes, and not remembering how …