- Journal of Pedagogic Development
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
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- 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
Guest Editorial
By Bill Rammell
'I have learned one great truth: The answer for all of our problems… comes down to one single word - education.' Lyndon B Johnson, September 1964
Lyndon B Johnson delivered those words at Brown University's bicentennial in 1964. A private University, inspired by the ambitions of a Baptist pastor from Wales, and pre-dating the War of Independence; at first glance it may not seem that relevant to the ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼'s modern mission.
Our aim, and my personal conviction, is to transform lives through access to an excellent educational experience. A diverse student (and academic and staff) population is integral to the ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼ experience. It equips students and staff alike with the tools to be modern, educated and employable global citizens.
Back in colonial New England, Brown was the first American college to accept students from all religious affiliations. The University's current website proclaims this 'spirit of openness', set out in the original charter as '(students) shall never be admitted any religious tests… forever enjoy full, free, absolute, and uninterrupted liberty of conscience.'
We do more than adhere to a 'spirit' of openness and diversity here at ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼. A diverse and international student body is a good thing. But it must be harnessed so that it improves the academic experience, making it work for all students, the University and our local communities. We need to be at the forefront of creating a generation of graduates who are comfortable, competitive and curious about the globalised economy and environment.
As part of the same equation, I want to see more outward mobility for UK students. A period abroad, studying and working if possible, massively increases self-confidence, external awareness and development of skills relevant to the workplace. We at ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼ are funding 150 places for students to attend a Summer School in China – we've had over 600 expressions of interest in a matter of weeks. We are determined to be a sector-leader in this kind of work and opportunities.
I believe in a University that is locally and regionally rooted, but that can and must play its part on the national and international stage. The Journal of Pedagogic Development is an excellent example, already gaining an impressive reputation for sharing and exploring pedagogic practices. The Editor's (DM) passion for both this journal, and peer support in general, was evident when we met ahead of my writing the guest editorial.
My passion for the ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼ comes from my belief in the place and purpose of higher education. I'm fortunate to have inherited, from my predecessor and good friend Les Ebdon, a University that is both financially stable and that has substantially grown in recent years. He led the University through certain periods of adversity and challenge, and now continues his commitment to higher education as a force for social justice in his new role as the Director of the Office for Fair Access.
But the University now faces different challenges. We have a competitive and marketised higher education environment in England. We also operate in an international context, one which has provided many opportunities for us, but one that requires constant review and relevance of our offer.
As the new Vice Chancellor, enhancing the student experience is my number one priority. Delivering the best possible University environment depends on an excellent academic experience alongside the social aspect, but also ensuring that we embed employability in our offer to students.
This is not a view of higher education limited to the economic. Student placements; a practice-based approach through our Business School; getting practitioners and experts into seminar rooms across faculties; and having students involved in the delivery of campus services all help nurture an appreciation and understanding of contemporary society. It enables students (and graduates) to shape the world around them.
Delivering that kind of student experience not only equips graduates with the range of skills and competencies that our economy needs, it gives them the drive to continue learning whilst they're earning. We foster a curiosity about the wider world. That is integral to our place and purpose in society.
As a 'widening access University' we mustn't be shy about celebrating and promoting this contribution. The communities we serve, locally and nationally, will seize opportunities if they are empowered to do so. Once they get the chance, it will change their lives and their future contribution to community and country.
One of our local boroughs, Luton, is far from being the most economically prosperous in Britain. However, it is in the top five areas in England for young people who progress to higher education after completing A Levels or Equivalents. The ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼'s significant contribution to that life-changing opportunity is something of which to be very proud.
The University's place in the public square of debate, discourse and discovery is important to me as a leader of a significant civic institution. At ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼ we have the capacity to drive forward big ideas, following through our own efforts but also as a forum for others.
I've instigated a series of public policy lectures at the University, starting with the former UK Home and Education Secretary of State, David Blunkett MP. It is vitally important that we combine the creativity nurtured on campus with challenge and perspective from outside. The next speak will be John Bercow MP, Speaker of the House of Commons.
Starting with David, the series brings thought-leaders into conversation with the University in a public forum where we can advance real impact at a local and national level. I hope to see many of you at this and future events in the series.
There is a challenging future for higher education in the UK. We are not immune to those challenges at the ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼. But I am confident that our commitment to high-quality teaching and the best learning environment and experience possible, will ensure that we achieve further success for staff, students and our communities.
address
Academy for Learning and Teaching Excellence
̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼
University Square
Luton, ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼
LU1 3JU