Innovations in Practice (LJMU)
Not a member yet
106 research outputs found
Sort by
Self-directed learning: a toolkit for practitioners in a changing higher education context
Full text linkAlthough self-directed learning (SDL) first emerged as a pedagogic model over forty years ago, recently it has been all but mandated as a fundamental principle of higher education. This paper examines recent literature from the Quality Assurance Agency and Higher Education Academy, published research and research projects by the author. These sources inform discussion about implications for teachers of SDL in contemporary practice, with particular reference to changes in the student profile in higher education: where might it be most appropriate, how might it be facilitated, and what cautions might need to be exercised? The paper concludes with a basic toolkit of principles and ideas for practitioners who may be interested in implementing SDL in their own teaching.The concepts presented in this paper were initially given in presentations delivered at the Liverpool John Moores University 2014 Learning and Teaching Conference (16-17 June), and the Higher Education Academy 10th Annual Conference (2-3 July 2014), Aston University, UK
Student expectations: what is university really about?
Full text linkStudents spend 12 to 14 years in school learning in a carefully controlled and structured system. It appears that many students enter university with unrealistic conceptions of what is expected of them in many aspects of teaching and learning, including assessment. Hence, when they reach university they are faced with the challenge of adjusting to radically different styles of teaching, learning and assessment. It follows that this lack of preparedness is key reason why students drop out or take longer to complete their studies. To compound the issue, university teachers may not fully appreciate students\u27 expectations and are unable to anticipate and address these in curriculum development and delivery. Therefore, developing a better understanding of students’ perceptions, expectations and experiences is crucial to being able to deliver programmes of study that support students in the transition from school to university and as they move through their university life. This paper explores the perceptions of Level 5 and Level 6 students on two LJMU programmes in the Faculty of Education, Health and Community with the overarching aim to investigate key aspects of the student experience relating to induction, support and transition. By exploring students’ ideas around key areas we hope to be able to better understand what the student expectation is and identify strategies to bridge any gap that exists between staff and student beliefs
The lecture is broken: a manifesto for change
Full text linkoai:openjournals.ljmu.ac.uk:article/47Let me start by saying that I love lecturing. I take pride in preparing high-quality slides and standing in front of the class imparting my knowledge to a captive audience who seem to appreciate it, on the whole. But if I’m honest, I’m just not convinced the lecture is fit for purpose. There is growing evidence that the traditional didactic lecture is past its use-by date. Students are now sophisticated IT-literate learners who demand a rich, multimedia experience from their studies. They have grown up on a diet of rich media (YouTube, iTunesU, podcasts, blogs, Facebook, Twitter, Wikipedia, Google, etc.) and are fully conversant in finding information quickly to satisfy their needs. Didactic lectures are often delivered in rooms that serve multiple purposes and fail to address the unique needs and desires of aural, visual and kinaesthetic learners with a single, blunt instrument (often a PowerPoint presentation). Attendance patterns in lectures exhibit some large variations and if the main tool in our arsenal is the lecture, there may be over 40 per cent of our students who may regularly missing (or avoiding) this mechanism. This paper highlights some of these problematic areas and propose some radical ideas for a future teaching environment in which the lecture takes a back seat in favour of a ‘didactic mash-up’ of engagement activities and exploitation of the full power of the Internet as a learning tool. This includes looking at how our IT facilities are used, how staff-student ratios can be better applied, how our future learning spaces should be constructed and how academic staff can guide students through the mass of online learning that is available 24 hours a day via the Internet
Book Reviews
Full text linkBooks reviewed:Betty Leask (2015) Internationalising the Curriculum, Abingdon: Routledge (978-0-415-72815-7 [Pbk], 208pp)Laura Ritchie (2015) Fostering Self-efficacy in Higher Education Students, London: Palgrave (ISBN 978-1-137-46377-7 [Pbk], 159pp)Markus K. Harmes, Henk Huijser, & Patrick Alan Danaher (Eds.) (2015) Myths in Education, Learning and Teaching: Policies, Practices and Principles Basingstoke: Palgrave Macmillan (ISBN 978-113747699-9 [Hbk], 205pp)Andrew Middleton (Ed.) (2015) Smart Learning: Teaching and Learning with Smartphones and Tablets in Post-Compulsory Education, Sheffield: Media-Enhanced Learning Special Interest Group and Sheffield Hallam University (ISBN 978-1-84387381-5 [ePub]; 978-184387383-9 [Print on Demand], 297pp)Christian Beighton (2015) Deleuze and Lifelong Learning: Creativity, Events and Ethics, Basingstoke: Palgrave Macmillan (ISBN 978-1-137-48079-8 [Hbk], 204pp
Personal tutoring: positioning practice in relation to policy
Full text linkMost academic staff will at some point in their career be asked to take on the role of being a personal tutor for a group of students. It can be an ill-defined role that lacks focus in terms of what it is trying to achieve. This paper is a reflection on my own practice as a personal tutor, and views this within the context of the policy drivers and changing nature of higher education. In particular, it identifies three levels of interaction: the macro, meso and micro. The macrolevel is informed by the wider national and strategic debates on issues such as retention and transition; the mesolevel’s focus is on staff responsiveness to enact policy; and the microlevel on student well-being and satisfaction. The paper argues that there are tensions between how personal tutoring is identified and pursued, especially if it is approached with managerialist intentions
Navigating the discourses of unauthorised collusion and collaboration: a UKES narrative
Full text linkAn often misunderstood challenge facing higher education students is the tension of legal regulation of authorial rights discourse and the dilemma which with is reinforced by institutional discourses about student engagement and collaborative learning. This paper draws on the reflections of staff and students in focus group data from the Geography, Law and Mathematics programmes, who were offering feedback on the UK Engagement Survey (UKES)
Data sources:
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)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)
Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)
Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)Access Repository Dashboard
Do you manage Innovations in Practice (LJMU)? Access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard!