I have just spent a rewarding hour reading initial reflections on teaching by participants on First Steps into Teaching in Higher Eduction. The people on this course are, for the most part, new to teaching in higher education and are entering into the identity of a teaching academic in their many ways. There are many … Continue reading Reflecting on reflections
Tag: Teaching
Renewing our PG Cert in Teaching in Higher Education
After an 18 month period of analysis and reflection involving the course team, student representatives, feedback documents, coursework, outcomes, and external and internal examiners and advisers, we are putting Oxford Brookes University's Postgraduate certificate in teaching in higher education (PCTHE) forward for periodic review and revalidation. Why? We wish to: Enable contextualised workplace-based professional learning … Continue reading Renewing our PG Cert in Teaching in Higher Education
Designing FSLT14 week 3 – a reflection
Week three is a fulcrum point in the #fslt14 open online course: First steps into learning and teaching in higher education. I have decided not to introduce a new tool, wiki or Google Doc at this point. I had briefly considered a doc-based exercise developing Kolb and Activity Theory. In addition to two short (4 … Continue reading Designing FSLT14 week 3 – a reflection
College of Higher Education: a third space or a thousand miles?
Colleges of (or including) higher education teach - among other courses at other levels - courses leading to degrees of higher education: Foundation Degrees (UK QCF levels 4 and 5), Bachelors Degrees (sometimes just called higher education degree, UK QCF levels 4, 5, 6) and Post Graduate Certificates, Diplomas and Masters Degrees (UK QCF level … Continue reading College of Higher Education: a third space or a thousand miles?
More philosophical wondering
Popper says that there is a method of gaining knowledge that IS better than other methods (the scientific method) but we have to understand that there is no outside observer and that all observations are infected with our beliefs. Different people have different belief systems (Popper calls these frameworks). Armed with the understanding that all … Continue reading More philosophical wondering
Philosophy and science
A question was put to me yesterday in a session on Philosophy and Policy of Higher Education about the universality of Popperian positivism (a position I think I was unconsciously and unintentionally promoting). The discussion subsequently led me to read Paul Feyerabend. So far I have only dipped my toe in through this very accessible … Continue reading Philosophy and science
Musing on simultaneous remote presence for T-Lab
We (OK, I) made a bold (OK, foolish) assertion that T-Lab meetings would be live broadcast for those who wanted to participate remotely. This could be achieved with various solutions: a Wimba Classroom in a Moodle site as long as the kit in Boardroom 1 can handle it. AND as long as people could get … Continue reading Musing on simultaneous remote presence for T-Lab
New Lecturers 2013-14 Introduction Day
Fifty or sixty people attended the introduction to the New Lecturers Programme today. Biggest intake in my experience. There was a good buzz throughout the day. This year we quite significantly revised the way the session is run. Less talk from us. More activity for the participants. And a shorter day, as well. Scanning the … Continue reading New Lecturers 2013-14 Introduction Day
A note on content, courses/curricula, and credentials
This note recounts a potted recent history of developments to do with online content and courses and speculates about the future of credentials in respect of the purpose of a university. When learning management systems (LMS) or virtual learning environments (VLEs) were in their infancy around the turn of the century, faculty opposition to their … Continue reading A note on content, courses/curricula, and credentials
Learning design for open online courses – part 1
Further to my previous post, Learning design principles: educational pragmatists, which was an abstraction of our beliefs about teaching, this post is an attempt to set out some practical implications for designing open online courses, following from our key assertion: Change is brought about through critical, experiential, social learning activity in connected communities where people … Continue reading Learning design for open online courses – part 1
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