- 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
PAL Experience
Katrina Cole, ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼
I was first contacted about PAL just before the start of my second year. I am currently a third year computer security and forensics student, based at Luton campus. I was emailed by Eve Rapley the PAL Coordinator, advising that my name had been put forward to be a possible PAL leader. The email had a brief explanation of what PAL was.
I was so curious I emailed her back straightaway and was booked in for an interview. We discussed PAL and the training that I would have to attend and what was needed throughout the year. The idea seemed very good so I agreed and my journey with PAL started.
I originally wondered why I was selected for PAL. Reflecting back on my first year at University I would have to say that it was probably because I was always helping others anyway, whether it was my colleagues in group work or if someone was genuinely just stuck. They would often come to me for help and I was more than happy to help them. I guess that the lecturers saw my helpfulness as well as a dogged determinedness would be good attributes for a PAL leader.
The PAL training took place over two days at both Luton and Bedford campuses and contained everything we should need to run PAL sessions throughout the year, along with some ideas for breaking the ice and what we could do for the initial PAL session.
Training complete we were handed over to our academic course contacts who would assist us throughout the year as well as setting up the PAL groups and assigning the PAL leaders. Our first contact with the students was at induction. Dr Daly (academic course contact) introduced PAL to the first years and we briefly spoke about ourselves and how we would be assisting them throughout the year.
As the first session approached I was a little nervous but also excited to try something new. I think I understand how new teachers must feel, looking forward to helping people but with the small nagging doubt at the back of your head that students may not find what you say interesting or even useful. The disadvantage of not being a lecturer or tutor is that there is always the chance that the students will not listen or will be disrespectful but I suppose that is a chance you take being a tutor as well.
Despite my nerves the first session went reasonably well, I could tell at the start who was going to be a problem and who would listen and take note. Still nothing dreadful happened, no rotten fruit was thrown at me and we established some guidelines for future sessions before I bid them farewell.
As the year progressed things did not seem to go as I always planned. Some of the students did not seem to want to engage which I found very frustrating and even annoying. Putting work into some of the students did at times seem pointless and I was on the verge of giving up on numerous occasions.
Then something happened that changed my mind and made me want to stay. Someone said the advice I had given them was very helpful and thanked me for it. There is nothing quite like that feeling that someone has appreciated your advice and even better has found it helpful. Although PAL only ran over the first two terms I still saw my PAL group at University and they still asked me for my advice on exam revision and how they could get the best results. I took this as a great compliment rather than an intrusion on my examination revision and even encouraged my fellow second years who were not PAL leaders to assist the first years.
PAL Part Two: The Story Continues…
After I completed my first year as a PAL leader I have to say I felt a great sense of accomplishment and pride and even a little sad that my PAL journey had ended. I was however pleasantly surprised that this was not the case. At the end of the academic year I and a few of my colleagues were contacted to see if we were able to assist with the training of the new PAL leaders.
I started assisting with the training for the new PAL leaders which took place over two days just as the original training had, once at Bedford and once at Luton. I was surprised and pleased that PAL had grown so much and there were so many new PAL leaders joining the group and that more subject areas had joined our little club. The training went well and the enthusiasm was infectious and reminded me why I loved being part of PAL.
With the training complete, the new and battle worn but reinvigorated PAL leaders went out to help the new batch of first years. As happened in the pilot programme there were initial teething problems as PAL bedded in and the new batch of first years met their new PAL leaders and the sessions started again.
The problems from this year do seem to be slightly different from last year but the rewards are the same. The first time a new student smiles and realises that they are not alone and that there are fellow students are willing to help them without judging. One of the benefits of this year is that the first years get the benefit of not only the second years' experiences but also of the third years'. This gives them a unique perspective of what they can expect in years 2 and 3. This can be really useful when students are struggling and cannot see the light at the end of the tunnel.
Overall PAL has proved to be a very positive experience and I have gained a number of skills that will prove to be very beneficial in the future. For example I am now more confident when presenting to a large group of people and have found I can communicate more effectively to people at all levels, from first and second years to academics. In my opinion PAL is very beneficial to all concerned whether you are a PAL leader, a participant in the PAL group or even a lecturer, there is something for everyone.
address
Academy for Learning and Teaching Excellence
̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼
University Square
Luton, ̨ÍåÁùºÏ²Ê¿ª½±¼Ç¼
LU1 3JU