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An (un)usual teaching team
Full text linkIn this article we (AUTHOR 2 ‘the nutrition lecturer’ and AUTHOR 1 ‘the academic developer’) outline our experience of working on a team taught module. Both had worked together on an undergraduate module the nutrition lecturer teaches and had undertaken some research together using playful approaches to module evaluations. When the nutrition lecturer invited the academic developer to co-develop and team teach the postgraduate module Nutrition in Practice she could not resist. Team-teaching in this case was a choice. A choice to collaborate and experiment together with creative approaches to learning and teaching and further develop practice through this process (Minett-Smith & Davis, 2019).
Academic developers work, most of the time, directly with academic staff. They are usually a layer removed from the students. This article reports a situation for both the ‘lecturer’ and the ‘developer’ when the situation was changed. What follows are reflections by the nutrition lecturer and the academic developer about their team-teaching experience
Creative psychologists: reflections on teaching and pedagogic practice inspired by an arts-based Away Day
Full text linkIn an unusual departmental Away Day, instead of delving into discussions about established disciplinary modes of teaching and research, colleagues from the Department of Psychology at MMU were invited to attend a very different type of event, and to engage with explorative activities more associated with the creative arts. The idea behind the departmental event was to facilitate us to bond as a group but also to encourage us to pursue and develop continuing professional development (CPD) by engaging with elements of teaching and pedagogic practice from a very different disciplinary perspective. In this reflective commentary, the authors share their experience and reflections from taking part in and engaging with this meeting. The authors reflect on issues such as the effect of traditional academic criticism on students’ self-esteem and creativity, as well as alternative assessment and teaching methods that aim to enhance student agency and engagement. In summary, this Think Piece is a reflection on the authors’ creative selves, and the role of expressive freedom and creativity in relation to teaching psychology in higher education.  
De-Classrooming: Moving Learning Outside the Classroom
Full text linkThis paper reflects on a teaching problem highlighted as part of a second-year undergraduate module in sociology, taught at a UK based institution of higher education. The specific teaching problem – that of student learning as encountered and revealed in seminars – was nested within other issues; some of which related to the characteristics of the discipline of sociology itself, whilst others, related to more localised issues such as the choice of materials available for students to access and download. Whilst the lecture and course material was fixed, the flexibility of the seminar framework enabled the exploration and implementation of an ad hoc intervention in the form of ‘de-classrooming’. This intervention was utilised and developed to enhance the knowledge base and conceptual understanding of the student cohort in relation to “Everyday Life” sociology. The ‘de-classrooming’ intervention proved to be an efficacious pedagogic device, which facilitated dynamic levels of flexibility and creativity by both teacher and learners. As a pedagogic device, it manifested a number of key benefits: such as aiding the clarification of conceptual confusions. Ultimately, the de-classrooming intervention operated to establish an empowered sense of ownership where knowledge and knowledge-generation were concerned, and afforded students unorthodox opportunities for learning enhancement
Connectivism, Chaos and Chaoids: How Practitioners Might Find Inspiration from Chaos to Find New Spaces for Teaching and Learning
Full text linkThe rapid development of Web 2.0 technologies has created excitement and opportunity alongside fear and confusion. It seems no part of society, culture, economy and human life generally has been untouched as a new sense of chaos emerges. Across all sectors change has been experienced with a mixture of terror and exhilaration as disruption offers opportunity while often creating more oppressive structures than before. Alongside technological development has been the proliferation of a neoliberal takeover of the ways we live, work and educate; A social condition that Mark Fisher (2010) calls capitalist realism. The impact of this growing sense of chaos on education seems significant if uncertain, generating transformative rhetoric if often ambiguous around what has been transformed. This paper looks at adult education as a space being fought over by increasingly corporate institutions and sees one thread of resistance, connectivism – a ‘new learning theory for the digital age’ - introducing chaos theory as a means of resistance. The paper goes on to argue that connectivism offers practical reflections without clear purpose. We need the philosophical purpose of Deleuze and Guattari’s approach to chaoids and chaos to go from identifying patterns to creating new forms of creating order. The paper includes a discussion on where we are now; what the significance of these two approaches to chaos are; provides exemplars of chaoids that respond to the challenge and provide alternative models of education
Disability as a Social Construction: Investigating How Autism is Represented in the Mainstream Media
Full text linkThis paper employs Critical Discourse Analysis to examine the representation of autism within a small sample of mainstream newspaper articles. The paper concludes that media, as a communicative tool, has enormous cultural power whereby the portrayal of Autism as a disability is predicated on notions of normality and underpinned by ableist ideology. Such promotion of normalcy and disability in general can serve to generate and sustain disabling barriers and oppression. This hegemonic practice therefore produces a replicative process that is detrimental to the production of social justice and equality within contemporary society and culture
Augmented Reality: A Pleasure or a Pain?
Full text linkThe following is a post-research discussion that reviews the findings of an action research project into Augmented Reality (AR) in the classroom
FE or not FE? A Play in Two Acts
Full text linkThe play that follows is a highly experimental work in progress. It is deliberately playful, and at times absurd, which all too often reflects the lived experiences of workers in the sector. The narrative form is employed to examine the potential challenges of engagement in scholarship, particularly methodology, for lecturers in further education embarking on research on, in and of the sector. The play also interrogates power dynamics in FE, its ethicality, and relationship to meaning and ownership of sectoral stories and history. A third and final act is currently under development, and the authors hope to stage a reading of the play at the ARPCE Conference in 2020
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LJMU Research Online (Liverpool John Moo...PATT40 (LJMU)Biomolecular Research Reports (BRR) (LJM...Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)
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