Higher Education Teaching and Learning

MCSHE Seminar Series - 2023
Entangled pedagogy, complexity and postdigital education

Find out more
https://www.monash.edu/medicine/mcshe/research-seminars

Constructivism is a learning theory that claims that knowledge construction and meaning-making happens through social interaction and collaboration.

As part of Pedagogy and Pancakes we will be hosting a conference on “practical pedagogy”. A day-long session of advice, tips and tricks that can be applied directly into your practice. The Practical Pedagogy conference focuses on the practical implementation of teaching and learning strategies. Talks will focus on strategies that have been practically tested.

Practical Pedagogy will be hosted at the University of Lincoln (Virtually) Monday 13th of September.

Offered by University of Illinois at Urbana-Champaign. Education is in a state of flux – transitioning from traditional architectures and ... Enroll for free.

Dead Ideas in Teaching and Learning is a podcast from the Columbia University Center for Teaching and Learning. Our mission is to encourage instructors, students, and leaders in higher education to reflect on what they believe about teaching and learning. In each episode, guests are invited to share their discoveries of “dead ideas”—ideas that are not true but that are often widely believed and embedded in the pedagogical choices we make.

Best practices, which aim to standardize teaching and flatten the differences between students, are anathema to pedagogy.

The work of teaching is hard. And much of the work is unexamined, exactly because the work is so precarious—because many teachers are not given the space or the support they need to improvise and experiment in their classes.

This is the latest report in our annual series exploring new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.

One of the biggest potential obstacles to the learning of students with disabilities is the quality of pedagogy, Dr John Munro told educators at this year’s National Disability Summit.

“Do adults learn differently?” This has been a fundamental question that I have been asked time and time again. Much of what we know about learning and memory comes from research on students To generalize from these studies to someone mid-career… is that reasonable?

Having a theory of how people learn would allow teachers to plan pedagogy more effectively and examine all factors relevant to learning, argue Stephen L. Chew and William J. Cerbin.

A successful theory of learning does not imply a particular pedagogical approach.

Michael Sankey, Learning Futures, Griffith University This article was originally published in Chinese, as a peer reviewed article in the Journal of Distance Education in China. Citation: Sankey, M. (2020). Putting the pedagogic horse in front of the technology cart. Journal of Distance Education in China. 5, pp .46-53. DOI:10.13541/j.cnki.chinade.2020.05.006 Both the original Chinese version and an English…

Photo by Austrian National Library on Unsplash In the so-called “factory schools” that originated in early 19th-century Prussia education was provided by the state and learning was regimented. Before that formal education was reserved for the elite and those who could afford it. But as industrialisation changed the way people worked, it created the need…

On one level, Panicgogy means understanding students' limitations. Some only have smartphones. Some have family responsibilities. But ultimately, panicgogy is about applying compassion to learning.

Sixteen educators from across the country find common cause in putting student well-being at the center of instruction. Now, the collection aids small

How many of us closely read our own syllabi, not for typos but for pedagogy? How many of us think about the subtle and overt messages they send to our students?

Responsive, adaptive pedagogies are necessary to address the needs of the increasingly diverse students we actually teach.

According to a recently published research project, large classes — those with 40 or more students — are best for "foundational and factual knowledge acquisition," and smaller enrollments — 15 or fewer students — are better for courses intended "to develop higher order thinking, mastery of complex knowledge and student skill development."