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…

Developing ‘becoming’ and student aspirations

This paper explains the concept of ‘becoming’, how it helps academics to review their strategies for supporting their students, and what it means for practice. What is ‘becoming’? Becoming refers to a person’s self-awareness of change over time. It has a motivational power which is apparent in situations requiring changes within a person (Hitch et…

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…

Developing learner motivation

A new briefing in the Learner Engagement toolkit looks at the importance of motivating students and how this can be achieved. The briefing complements a curriculum innovation workshop offer. Both cover the following strategies and methods, Initialising engagement by establishing a ‘big picture’ The benefits of agreeing what learning works with students by exploring previous…

Student motivation

Learner Engagement briefing Introduction This briefing considers learner motivation and how to develop it. Arguably this is the key challenge that faces academics: if students aren’t engaged and motivated, how will they learn anything deeply enough to meet the learning outcomes appropriate for a higher education? It is also a key challenge for students. Students…

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Creating a welcoming learning environment

We are developing the FAQ section of the Learner Engagement site and would like to answer the question ‘How can I create a welcoming learning environment?’ Can you help? Many academics use tried and tested ice breaker activities. Collating descriptions of such activities has much value. Please share, what do you do and why does…

“The Belonging Campaign” – an active workshop

About our workshops The workshop designs in Teaching Essentials are indicative. They provide a sense of what we can offer. LEAD is flexible about how, where and when the sessions are offered and will work with you to design to your context by including particular requirements as necessary. This is a flipped workshop and the first…

Feedback

Feedback is present throughout learner-centred pedagogy. It is more than what educators commonly think about when feedback is given in response to assessment. Feedback, in this broader sense, describes learning as an active state in which feedback is pervasive with every decision, action and conversation challenging the learner to review what they know. Feedback develops…

Key ideas

Facets of learner engagement – an overview “Our understanding of learning has expanded at a rate that has far outpaced our conceptions of teaching. A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes…