Engagement comes from respect

Following on from the recent post on currencies, there is a question on the tip of the tongue of many academics at the moment as many departments across the University tackle the dilemma of the summative load by reducing the number of summative tasks per 20 credit module from two to one and introducing a more formative…

Creating situations

It helps to think of lectures and tutorials as situations, in which a range of teaching/learning activities can take place, rather than prescriptions for a manner of teaching. Biggs & Tang (2007:105) Reference Biggs, J. & Tang, C. (2007). Teaching for quality learning at university: what the student does, 3rd edition. SRHE and Open University Press,…

graphic representing currencies

Currencies for engagement

“How do I engage my students in an activity if I can’t award them marks?” This question about engaging students in formative activities determines the strategies of many academics and consequently the experience of their students. Some academics say, “If I need my students turn up and take part I will need to ensure that…

News from the SHU Transformational Learning SIG

Report from the Transformational Learning SIG 1 February 2018 The Transformational Learning Special Interest Group is an open and autonomous group of academics from all faculties. It has been meeting every six weeks to explore ideas around the theory of Transformative Learning, a concept originated by Jack Mezirow (2000) and subsequently developed by others. The…

Developing student’s apirations

A new article, Developing Students’ Becoming and Aspirations, looks at the relationship of fostering becoming to learner engagement and motivation. A brief review of the literature suggests that having a disciplinary identity is a prerequisite to students developing deep and meaningful engagement in their course. The article highlights how academics and students can foster course identity…

Learner engagement and me – a new workshop

The Learner Engagement and Me workshop will mostly take the form of a retreat. It will begin by briefly comparing different meanings of student engagement. The rest of the session is designed to create a space for you to consider key principles for learner-centred practice. A series of tools, and support to use them, are provided…

Course Belonging?

A new workshop is available to help course teams reimagine course belonging. The workshop is called the ‘Belonging Campaign’ and participants act as a campaign team in the workshop. Our mission is to run a campaign that convinces peers, managers and students that developing student course belonging is critical. To do this, the team works in pairs…

Classroom management

To be an inspirational teacher you first have to have control. If a class feels as though it is challenging your authority, you need to put in place strategies that put things back on course. Knowing how to manage disruption in your classroom or lecture theatre is particularly challenging because turning for help can feel…

Using our hashtag – #SHU_LE

When you use our hashtag #SHU_LE you will alert other users of the site to your tweets. So, if you come across anything useful about learner engagement, belonging and becoming, communities of practice, active learning, peer learning and co-operation, and challenging students, please remember to tweet us by using the hashtag. Your tweets will appear on…