- Journal of Pedagogic Development
-
- Instructions to authors
- Volume 8 Issue 3 November 2018
- Volume 8 Issue 2 July 2018
- Volume 8, Issue 1 March 2018
- Volume 7, Issue 3 November 2017
- Volume 7, Issue 2 July 2017
- Volume 7, Issue 1 March 2017
- Volume 6, Issue 3 November 2016
- Volume 6, Issue 2 July 2016
- Volume 5 Issue 3 November 2015
- Volume 5 Issue 2 July 2015
- Volume 5 Issue 1 March 2015
- Volume 4 Issue 3
- Volume 4 Issue 2 July 2014
- Volume 4 Issue 1 March 2014
- Volume 3 Issue 3 November 2013
- Volume 3 Issue 2 July 2013
- Volume 3 Issue 1 March 2013
- Volume 2 Issue 3 November 2012
- Volume 2 Issue 2 July 2012
- Volume 2 Issue 1 March 2012
- Volume 1 Issue 2 November 2011
- Volume 1 Issue 1 July 2011
- Instructions to authors
- Volume 8 Issue 3 November 2018
-
- The Idea of a Teacher: Paradigms of Change
- Zen and the Art of Classroom Identity Formation
- Book review: The Librarians’ Book on Teaching through Games and Play
- Moving from Learning Developers to Learning Development Practitioners
- Book review: The Mini Book of Teaching Tips for Librarians, 2nd Edition
- Academics’ International Teaching Journeys: Personal Narratives of Transition in Higher Education
- The Impact of Employability on Technology Acceptance in Students: Findings from Coventry University London
- Book review: Academics’ International Teaching Journeys: Personal Narratives of Transition in Higher Education
- Holistic Midwifery Education for Holistic Midwives: Reflecting on Personal Educational Philosophy and Pedagogy
- ‘In the Real World….’ Listening to ‘Practitioner Lecturer’ Perspectives of the Relevance in the Business School Curriculum
- “We don’t need to write to learn computer sciences”: Writing Instruction and the Question of First year, Later or Not at all
- Puppets and Pedagogy in Foreign Language Education: The Use of Bloom’s Revised Taxonomy to Model Hispanic Puppet Theatre as an Integrated Learning Platform
- Volume 8 Issue 2 July 2018
-
- Book Reviews
- Why Do People Become Academics?
- Teaching Online (Book excerpt from a work in progress)
- Does a ‘Flipped Classroom’ Approach Add Learning Value?
- Lecture Capture: Reflections on Pedagogy vs. Perception
- Peer Review Activity and a Search Engine based Corpus System
- A Truly ‘Transformative’ MBA: Executive Education for the Fourth Industrial Revolution
- Developing Live Projects as Part of an Assessment Regime Within a Dispersed Campus Model
- The Nurse Associate Trainee Deserves a HOTSHOT Education: A Reflective Signature Pedagogical Approach
- Lessons etc
- Article 2
- Contents
- Volume 8, Issue 1 March 2018
- Volume 7, Issue 3 November 2017
- Volume 7, Issue 2 July 2017
- Volume 7, Issue 1 March 2017
- Volume 6, Issue 3 November 2016
- Volume 6, Issue 2 July 2016
- Volume 5 Issue 3 November 2015
- Volume 5 Issue 2 July 2015
- Volume 5 Issue 1 March 2015
-
- A Dictionary of Research Concepts and Issues
- Key Pedagogic Thinkers: Arlie Russell Hochschild
- The Architecture of Productive Learning Networks
- Teaching Programming with Computational and Informational Thinking
- Writing in Social Spaces: A social processes approach to academic writing
- ‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning
- Telling timber tales in Higher Education: A reflection on my journey with digital storytelling
- The learning approaches of A Level History and Geography students analysed: a Report from a Sixth Form College
- I am not a superhero but I do have secret weapons! Using technology in Higher Education teaching to redress the power balance
- Open Futures: An enquiry and skills based educational programme developed for primary education and its use in tertiary education
- Key Pedagogic Thinkers: Jean Baudrillard
- Lo‐tech Tools as Episteme: Rethinking Student Engagement in the Writing Process and Beyond1
- Raising Awareness of Diversity and Social (In)justice Issues in Undergraduate Research Writing: Understanding Students and their Lives via Connecting Teaching and Research
- Volume 4 Issue 3
-
- Book reviews
- The Imperial University
- Success in Academic Writing
- Key Pedagogic Thinkers Dave Cormier
- Language Centre Online (and beyond)
- No Nonsense Guide to Training in Libraries
- English and Reflective Writing Skills in Medicine
- Philology: The Forgotten Origins of the Modern Humanities
- Internationalisation and curriculum development: why and how?
- Harkness Learning: Principles of a Radical American Pedagogy
- Growing Environmental Education and Sustainability Within Universities
- Official Knowledge: Democratic Education in a Conservative Age (3rd Edition)
- Preventing Too Little Too Late: A Novel Process of Continuous Curriculum Evaluation
- Peer Review of Learning and Teaching in Higher Education: International Perspectives
- Helping Students Connect: Architecting Learning Spaces for Experiential and Transactional Reflection
- A methodology for enhancing student writing in the discipline through complementary and collaborative working between central and school based writing development provision
- Volume 4 Issue 2 July 2014
-
- A Pedagogic Trinity – Exploring the Art, Craft and Science of Teaching
- In Conversation with… Zoë Readhead, Principal of Summerhill School, Leiston, Suffolk
- Teaching with Infographics: Practicing New Digital Competencies and Visual Literacies
- WAC in FYW: Building Bridges and Teachers as Architects
- A personal journey of discoveries through a DIY open course development for professional development of teachers in Higher Education
- Materialities, Textures and Pedagogies
- Key Pedagogic Thinkers Anton Makarenko
- The Complexities of Teaching 'Inclusion' in Higher Education
- Research Methods in Information (2nd edition)
- Chasing Literacy: Reading and Writing in an Age of Acceleration
- Threshold Concepts: From Personal Practice to Communities of Practice
- Book reviews
- Volume 4 Issue 1 March 2014
-
- Peer Tutoring
- Education and Immigration
- Key Pedagogic Thinkers: Sigmund Freud
- Key Pedagogic Thinkers: Vivien Hodgson
- Developing Employability for Business
- Assessment for Learning in Higher Education
- International Students Negotiating Higher Education
- A Handbook for Deterring Plagiarism in Higher Education
- University Teaching in Focus: A Learning Centred Approach
- Augmented didactics in Kindergarten12: An Italian Case History
- What constitutes 'peer support' within peer supported development?
- The Good Paper – A Handbook for Writing Papers in Higher Education
- Effective feedback: An indispensable tool for improvement in quality of medical education
- Writing in the Disciplines: Building Supportive Cultures for Student Writing in UK Higher Education
- A consideration of peer support and peer mentoring within the Professional Teaching Scheme (PTS) at the ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼
- Increasing Student Engagement and Retention Using Social Technologies: Facebook, E portfolios and Other Social Networking Services
- Developing a Strategy based Instruction Approach to Teaching and Learning Modern Languages to train ab initio Primary PGCE Trainees
- Book Reviews
- The complexities and challenges of introducing electronic Ongoing Achievement Records in the pre registration nursing course using PebblePad and hand held tablets
- Volume 3 Issue 3 November 2013
-
- Book reviews
- Key Pedagogic Thinkers: R.J. Harris
- Transforming lives and 'the measure of their states'
- An Investigation into Students' Perceptions of Group Assignments
- Peer Support for Technology Enhanced Learning: developing a community of learners
- Developing Digital Literacy in Construction Management Education: A Design Thinking Led Approach
- Self Directed Learning in Osteopathic Education: identifying and enhancing independent student learning
- Challenges of developing pedagogy through diversity and equity within the new Early Years Foundation (EYFS) curriculum
- Classroom Based Action Research: Revisiting the Process as Customizable and Meaningful Professional Development for Educators
- Fly on the Wall: Can students' learning be enhanced by allowing them to witness their own summative assessment and feedback event?
- Information and Communication Technologies as means for self improvement at remote universities: the example of Urgench State University, Uzbekistan
- Volume 3 Issue 2 July 2013
-
- PAL at UoB!
- Book reviews
- PAL Experience
- Guest Editorial
- Celebrate Citation: Flipping the Pedagogy of Plagiarism in Qatar
- PAL Leader Training at Bournemouth University: 12 years on and still evolving
- Key Pedagogic Thinkers: Paul Natorp
- Electracy: The Internet as Fifth Estate
- Facilitators and Barriers to the Development of PASS at the University of Brighton
- Pedagogical Inspiration through Martial Arts Instruction
- In response to ‘Celebrate Citation: Flipping the Pedagogy of Plagiarism in Qatar’
- Stress levels and their risk/protective factors among MSc Public Health students
- Citation Matters: Two Essays on the Student Journey of Citation and How Google Scholar and the Principle of Least Effort Can Affect Academic Writing
- Volume 3 Issue 1 March 2013
-
- Book reviews
- Guest Editorial
- A multi dimensional approach to principalship
- Cross cultural collaboration with China
- Teachers and Research: What they value and what they do
- Key Pedagogic Thinkers Maria Cecília Calani Baranauskas
- Resilience in Adult Learners: some pedagogical implications
- Volunteer tourism and architecture students: What motivates and can best prepare them?
- Enhancing learner knowledge and the application of that knowledge via computer based assessment
- The Impact of an In service Professional Development Course on Writing Teacher Attitudes and Pedagogy
- Reflecting on Professional Practice: The Importance of Motivating Adolescent Girls in Physical Education
- Teachers' views on the introduction and implementation of literacy tasks in the Year 7 Science scheme of learning
- Reflecting on Professional Practice: The Importance of Motivating Adolescent Girls in Physical Education
- Volume 2 Issue 3 November 2012
-
- Editorial
- Book reviews
- Transition Trauma
- Improving Course Related Information of Computing Degree Courses for Enhancing Learner Development
- Different Ways of Knowing
- Key Pedagogic Thinkers: Paulo Friere
- Ethical Issues in Pedagogical Research
- The Future For Primary Physical Education
- A Year on the Frontline Despatches from New FE Teachers
- Nurturing the independent thinking practitioner: using threshold concepts to transform undergraduate learning
- Volume 2 Issue 2 July 2012
-
- Book Review
- Editorial The First Year
- HE in FE past, present and future
- Key Pedagogic Thinkers: Michael Wesch
- Crossing the boundaries of film and architectural pedagogy
- The CLE Writing Retreat 2012: 'Lifting the Mask of the Imposter'
- Simulation in Clinical Education: A Reflective and Critical Account
- Guest Editorial A Harmonics of Teaching and Learning: An Editorial in Three Voices
- VLE segregation or integration? How should distance learning and taught modes be treated?
- Reflecting on the Transition from Practice to Education The Journey to Becoming an Effective Teacher in Higher Education
- Volume 2 Issue 1 March 2012
-
- Editorial
- Book Reviews
- Key Pedagogic Thinkers: Jaques Lacan
- Evaluation of a Global MBA programme
- Peer Assisted Learning: Project Update
- Student engagement and the role of feedback in learning
- Will health students engage with a health information blog
- Learning and Teaching in Business Through Rich and Varied Information Sources
- Thriving as an International Student: Personal responses and the trajectories they create
- Embedding a curriculum based information literacy programme at the ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼
- Learning Beyond Compliance: A comparative analysis of two cohorts undertaking a first year social work module
- Volume 1 Issue 2 November 2011
-
- Editorial
- Book reviews
- Moving Online
- The Gift of Dyslexia
- Open Educational Resources: Shared Solutions for Higher Education
- Information literacy and Web 2.0: developing a modern media curriculum using social bookmarking and social networking tools
- Reading Students' Expectations: a talking point
- Standing Up For Teaching: The 'Crime' of Striving for Excellence
- Can 'Quality Marking' be used to provide effective feedback within Higher Education?
- Scenario Based Evaluation of an Ethical Framework for the Use of Digital Media in Learning and Teaching
- Volume 1 Issue 1 July 2011
-
- Editorial
- Book reviews
- I get by with a little help from my friends Peer Assisted Learning
- Research project: Effective academic posters and poster exhibitions
- Brands and movie making: Using storyboards to develop spatial design students' understanding of narrative
- Learning to chat: Developing a pedagogical framework for facilitating online synchronous tutorial discussion
- The role of perception in divergent approaches to teaching and learning through the transition from foundation to bachelor degree: a preliminary exploration
Editorial
Mark Atlay, Director of Teaching and Learning
Writing – why bother?
at the University of Ottawa has estimated that the number of journal articles that have ever been published is around 50 million, with over a million now being published each year (Jinha 2010). Just why is there this seemingly insatiable compunction for people to publish their work? With so much being published, in so many fields, who reads it – and if no one reads it, does it matter?
To start with there's the aspect of publishing that keeps academics in their jobs – it's one of the mechanisms by which we are judged, so publishing adds to job security. Both appointments and promotions hinge on it. I once attended a job interview for a research post in a major multi-national petrochemical company where one of the interview questions was 'what is the primary purpose of this company?', to which my answer was 'to keep all its staff in employment'. I was not successful.
Publishing, and being seen to be published, is important for departments and institutions because it contributes to how they are perceived in formal and informal league tables. Formal mechanisms such as the REF contribute significantly to this, of course, but academics make judgments about other institutions based on less formal assessment of the work of their colleagues in other departments. Making judgments about academic output is fraught with difficulty. Quality or quantity? How do you compare one seminal paper with another that may be twice as long but of much less value? How do you compare an article with a book? A consultancy report with an exhibition? Internally, disciplines may have their own metrics, but comparing across subject boundaries is problematic. Furthermore, in making value judgments about authors, few consider the context in which the work was undertaken. How do you compare the quality and quantity of output of someone with a teaching load of fifteen hours across a year with another who has the same teaching commitment each week?
At an individual level it is very satisfying to see something that you have nurtured and slaved over finally making its way into print. The peer review process is a mechanism by which your work becomes 'validated' in the eyes of colleagues across the sector, adding to one's sense of identity and self-worth. Thus, publishing is part of an academic's identity. Ernest Boyer (1990) identified four aspects to scholarship: discovery, integration, application, and teaching. Discovery is closely aligned with the traditional view of , which is about creating new knowledge and understanding and is fundamental to what universities do. Integration is about making connections across disciplines. Interesting research often happens at the intersections of different discipline areas. Application is about using the research, taking it out of the laboratory and into production, influencing policy and professional practice. Finally, in the Boyer view, teaching is seen as a core element of scholarship. The scholarship of teaching is itself multi-dimensional. At one level, through publishing discipline-based research, we are effectively engaged in the activity of teaching others. But the scholarship of teaching is also about bringing to bear the same qualities of critical analysis and evaluation that we apply to our discipline-based scholarship to our work with students. Articles in the JPD illustrate this dimension in action.
One final thought on why publishing is important. Articles do not arrive in their final format fully fledged. They go through an internal and often lengthy process in which the author, or authors, consider, review, develop, challenge and refine what they want to say. Often this involves sounding out colleagues and sharing early drafts. Final articles then go to editors or peer-reviewers for further consideration and dialogue. Thus it is in the process of writing for publication that ideas get honed and refined, and where deep and meaningful learning takes place. Writing is often seen as an individual process; in reality it's co-operative, collaborative and collegiate.
If you're not already engaged in writing for publishing then I would encourage you to do so. There are a range of mechanisms in place to help and support this endeavour, which is at the heart of academic practice. As you read the articles in this journal think not only about their content but consider their long journey from original outline to final refined product.
References
- Arif Jinha (2010). Article 50 million: an estimate of the number of scholarly articles in existence Learned Publishing, 23 (3), 258-263.
- Ernest Boyer (1990) Scholarship Reconsidered: Priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching.
address
Academy for Learning and Teaching Excellence
̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼
University Square
Luton, ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼
LU1 3JU