Innovations in Practice (LJMU)
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106 research outputs found
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The context of the institutional teaching and learning conference: a ground-clearing exercise
Full text linkInstitutional teaching and learning conferences are a significant part of the academic calendar in many UK universities. A simple ground-clearing exercise was undertaken to investigate the scale and scope of these events in the 2015/16 academic year. This study notes the impact that national discussions have had on the content and focus of some conferences, and highlights consistencies in theme and sub-theme, with sessions imbued with a learning, teaching or strategic orientation. Institutional teaching and learning conferences are pervasive but their essence is also shaped by institutional culture and mission. However, patterns of conformity were apparent in the way programmes were structured, often with a mix of short paper presentations and workshops. The paper concludes by considering these implications and offers questions for future research. A version of this paper (‘Measured discussion: what UK institutional teaching and learning conferences tell us about ‘what matters most’’) was first presented to the HEIR (Higher Education Institution Research) Conference, hosted by LJMU in September 2016
Case Study: The development of a learning communities model to support the delivery of high quality physical education intitial teacher training and continuing professional development
No full textThis paper explores the potential of a proposed learning communities model to support high quality physical education initial teacher training and continuing professional development. A case study strategy has been implemented focused on secondary physical education within the context of a university and school initial teacher training partnership. The purpose of the study was to examine the context and delivery of mentor training for schools in an initial teacher training partnership through a learning communities perspective. It developed the notion that mentors involved with initial teaching training were engaged in continuing professional development through the nature of their role and expectation of the partnership. A grounded theory approach was adopted to utilise evidence gathered from questionnaires to the 150 PE partnership schools, participant observation and a selection of interviews. The results showed an emergence of a number of key concepts that support a successful learning communities model to develop ITT and CPD. The conclusion reflects on the possible need to reconfigure our view of partnership in ITT and the way that it is resourced and managed
Joining up work-related learning: working effectively with industry
No full textAt Liverpool John Moores University\u27s Centre for Sport, Dance and Outdoor Education, staff within the Sport Development programmes feel it is vitally important to enable students to gain as broad a range of employment-related skills as possible. To that end, tutors work to ensure that work-based learning (WBL) and work-related learning (WRL) are an integral part of the BA (Hons) Sport Development with Physical Education (PE) programme and this has been the case since its inception in 1999
Perceptions of the natural environment in undergraduate students: influence of degree programme and learning style
Full text link A study of over 400 first year undergraduates sought to link environmental perception with the degree programme being taken and their perceived approach to learning using a range of measures. A questionnaire was used to assess whether students had a strong feeling of closeness of association with nature; assessed their views on environmental issues and if they thought of the natural environment in a wide, ‘wholistic’ way or a narrow, compartmentalist way. Results indicated that their environmental perception varied significantly according to the type of degree being taken, with those taking natural science subjects and arts tending to perceive a greater closeness to nature, hold more pro-environmental views and perceive the natural environment in a more integrative way than students taking psychology and law degrees. Students taking pharmacy and biomedical programmes scored more highly on pro-environmental views than students taking either psychology or law but tended to perceive the environment in a more narrow, compartmentalist way. The students perceived approach to learning was not a significant controlling variable in determining their closeness to nature, to their environmental views or perception of the natural environment
What is a good higher education teacher?: "Am I what I say I am?"
No full textThe Postgraduate Certificate in Learning and Teaching in Higher Education (LTHE) programme has been in place at Liverpool John Moores University (LJMU) since 1995; one of the first to be nationally recognised by the Staff and Educational Development Association (SEDA). Since then it has been revised several times drawing on a range of sources and influences including participant feedback, local and national educational initiatives and research into student learning to keep the curriculum relevant, up to date and appropriately challenging. In 2007 the programme underwent a major review which included mapping the LJMU aims and outcomes to the United Kingdom\u27s Professional Standards Framework that had been published in Februrary 2006. This paper outlines the impact on one participant of one of the changes introduced in 2007. It attempts to demonstrate how an assessment task set at the start of the course influenced a senior lecturer in music from the Liverpool Institute for Performing Arts and provided him with a framework for on-going interrogation of his teaching within the wider higher education (HE) context
A review of critical race pedagogies in university diversity seminars and the multicultural curriculum
No full textWhat are the political and pedagogical underpinnings of university diversity seminars and the multicultural curriculum? Can this sort of diversity work contribute to antiracist education in ways that demonstrate commitment to legal and professional standards? Can it be delivered in ways that enable students to engage critically with race and racism beyond the conservative and liberal approaches that typically dominate univesrity diversity seminars and the multicultural curriculum, if not the higher education sector per se? In order to respond to these questions, this review draws on the work of a number of critical race pedagogues, for example, bell hooks whose teaching and learning activities highligt power dynamics within university diversity seminars, thus providing an important alternative to dominant approaches to race and racis
A pilot study investigating the expectations and experiences of international students based on food related undergraduate programmes
No full textThe aim of this pilot study wsa to investigate international students\u27 expectations and experiences of teaching and learning in semester one on undergraduate food based courses, and to investigate if there were any difference between level 1, 2 and 3 students. Components of two validated questionnaires were used to address these aims. Expectations and experiences of teaching and learning were generally positive for the whole cohort. There were some small differences between level 1, 2 and 3 students. Furthermore, 4 components from the experiences of teaching and learning part of the questionnaire showed significant differences between the groups. Future research may focus on comparisions between \u27home\u27 and international students, and studies should be suitably powered and include males and females, mature students and students from varied international background
The student journey: time to make it personal
Full text linkCurrent discussion about graduate employability and career options for graduates provides the opportunity to assess the degree choices students make and the skills they learn. As part of an LJMU Curriculum Development Internship, two students contacted employers in the forensic science (and related industries) field and identified skills that employers feel that graduates lack. Three sessions were then devised to embed these enterprise/personal skills into a skills module. Student engagement was excellent and further work is now being undertaken to embed similar sessions into subject specific modules
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