Academic Challenge and intellectually Stimulating Teaching: 4. Developing community and active citizenship

Ros O’Leary & David Webster The implication for thinking about learning as reconstitution of self (or transformation), puts emphasis on developing cooperative learning and learning communities. Drawing on Vygotsky , action theory (Bredo, 1997; Lave, 1996) and the idea of ‘legitimate peripheral participation’ (Lave & Wenger, 1991) becomes important. Here a novice, or our student,Continue reading “Academic Challenge and intellectually Stimulating Teaching: 4. Developing community and active citizenship”

Academic Challenge and intellectually Stimulating Teaching: 3. Developing Engagement and Harnessing Uncertainty

Ros O’Leary & David Webster We know from research on effective learning that active engagement is a vital element in enabling students to learn – therefore activities and assessment which promote analysis, evaluation and the synthesis of ideas – across a course and beyond – will support effective learning – including discussion in class, groupContinue reading “Academic Challenge and intellectually Stimulating Teaching: 3. Developing Engagement and Harnessing Uncertainty”

Academic Challenge and intellectually Stimulating Teaching: 1. Cultivating Autonomy

Ros O’Leary & David Webster The first of the five areas of our Academic Challenge and intellectually Stimulating Teaching model, is Cultivating Autonomy. While not wishing to overly stress the Kantian notion of the autonomous agent, potentially atomised in neoliberal isolation, and being hostile to discourse about student resilience for related reasons, we still want toContinue reading “Academic Challenge and intellectually Stimulating Teaching: 1. Cultivating Autonomy”

Reflections on Academic Challenge and intellectually Stimulating Teaching: Our Model

Ros O’Leary & David Webster This blog emerges from our roles, as part of the University of Gloucestershire’s Academic Development Unit, working with academic teams to help them reflect on what Intellectually Stimulating Teaching and Academic Challenge might look like for them. While we intend to formalise this material, in a formal academic paper, bloggingContinue reading “Reflections on Academic Challenge and intellectually Stimulating Teaching: Our Model”

Hidden Narratives, Resilience & Vulnerability.

As, to a degree, previewed in a recent post, this week saw the How Hidden Narratives Challenge Authority event, here at Gloucestershire. I had the privilege of giving the opening session, on Social Media, and was then able to relax and listen to my colleagues. I’ll post another time about the Social Media talk, asContinue reading “Hidden Narratives, Resilience & Vulnerability.”

Student Grandmothers, mitigating circumstances, and process

Yesterday seemed to draw the issue of ‘student-shaming’, and the murky world of staff attitudes to student’s requests for extended deadlines, into the open.  The spur for this was a piece in the USA-based Chronicle of Higher Education, entitled To My Student, on the Death of Her Grand­moth­er(s).  The piece, written as a character, uses theContinue reading “Student Grandmothers, mitigating circumstances, and process”