L&T Chat Show

Jack and I talk about the work he has been doing at Abertay University where they have created a 20 credit space in all 1st year programmes to support student success and transition to university. This 20 credit space is made up of 5 credit microcredentials and students are required to undertake 1 core microcredential (ABE101 Being Successful at Abertay) which helps them to identify their strengths and areas for development to enable them to make an informed choice and choose 3 options. 

If you have something you're passionate about and would like to join the podcast just email me at [email protected]

Today I talk with my guests about various aspects of co-creation, if you'd like to find out more then check out Tanya and John's initial collaborative blog post from summer 2020:

https://www.teaching-matters-blog.ed.ac.uk/the-potential-for-co-created-learning-and-teaching-in-digital-and-hybrid-spaces/

and their subsequent, collaborative article published earlier this year:

Lubicz-Nawrocka, T. & Owen, J. (2022). Curriculum co-creation in a postdigital world: Advancing networked learning and engagement. Postdigital Science & Education. https://doi.org/10.1007/s42438-022-00304-5

More on the blog-based co-creation assessment can be found in John's Masters in Public Health called Why Public Health, which asks students to reflect on why they have chosen to study public health:

https://medium.com/introduction-to-public-health

If you have some aspect of learning and teaching you're passionate about contact me to discuss adding it to the podcast [email protected]

Theo and I discuss how the brain works, compassion and student interactions. This is part 1 as we covered so much ground I don't think we could do it justice, if you enjoy the show, keep your eyes peeled for part 2. Here are the references for what we covered:

Compassionate Mind Foundation Established as a charity in 2006, The Compassionate Mind Foundation (CMF) is the home of Compassion Focused Therapy (CFT) and Compassionate Mind Training. Available: https://www.compassionatemind.co.uk/

Dal Monte, O., Fan, S., Fagan, N.A., Chu, C.C.J., Zhou, M.B., Putnam, P.T., Nair, A.R. & Chang, S.W. (2022) ‘Widespread implementations of interactive social gaze neurons in the primate prefrontal-amygdala networks.’ Neuron. Available: Widespread implementations of interactive social gaze neurons in the primate prefrontal-amygdala networks - ScienceDirect

Duhigg, C. (2016), ‘What Google learned from its quest to build the perfect team.’ The New York Times Magazine. Available: www.nytimes.com/2016/02/28/magazine/what-google-learned-from-its-quest-to-build-the-perfect-team

Gilbert, T. (2017) ‘When looking is allowed: What compassionate group work looks like in a

UK university.’ In P. Gibbs (Ed.) The Pedagogy of Compassion at the Heart of

Higher Education. Springer: London. Chapter 13, pp 189-202.

Gilbert, T. (2016) Assess compassion in Higher Education? Why and how would we do

that? LINK, 2(1) : Available at: Assess compassion in Higher Education? | LINK (herts.ac.uk)

Kim, J.J., Cunnington, R. & Kirby, J.N. (2020). ‘The neurophysiological basis of compassion: An fMRI meta-analysis of compassion and its related neural processes.’ Neuroscience & Biobehavioral Reviews, 108, pp.112-123.

Klimecki OM, Leiberg S, Ricard M & Singer T. (2014) ‘Differential pattern of functional brain

plasticity after compassion and empathy training.’ Soc. Cognitive Affect Neuroscience 9 (6):873–9

Spikins, P. (2015) How compassion made us human: the evolutionary origins of tenderness, trust and morality. Pen and Sword.

Turner, Y. (2009). ‘Knowing me, knowing you, Is there nothing we can do? Pedagogic

challenges in using group work to create an intercultural learning space.’ Journal

of Studies in International Education, 13(2), 240-255

Vertegaal, R. & Ding, Y. (2002). ‘Effects of eye gaze on mediated group conversations:

Amount or synchronization?’ Proceedings of the 2002 ACM Conference on Computer Supported Cooperative Work. (pp. 41-48). New Orleans.

Vertegaal, R., Weevers, I., Sohn, C. & Cheung, C. (2003). ‘GAZE-2: Conveying eye contact

in group video conferencing using eye-controlled camera direction’. Proceedings of

the SIGCHI Conference on Human Factors in Computing Systems. Lauderdale.

Yalom, I. & Leszsz, M. (2005). The theory and practice of group psychotherapy. (5th ed.)

New York: Basic Books.

Tom and I talk about the various ways of encouraging engagement whether online or in a live setting through the use of various platforms. Tom is currently working on enable.port.ac.uk which is a team based approach to learning design with resources like explore.port.ac.uk helping people to understand the tools available. If you'd like to learn more about Tom's work you can check out his youtube channel here: https://www.youtube.com/channel/UCX1cUFXDkQXsvYeqnrWjZwQ 

Sue has developed a handbook on embedding study skills, which can be downloaded for free here  https://www.musostudy.com/toolkit/musostudy-handbook.pdf and if you'd like more details you can visit the web site here www.musostudy.com

After an extensive study across numerous countries and academics James Fenton, Julio Giminez, Katherine Mansfield, Martin Percy and Mariangela Spinillo have produced a book International Perspectives on Teaching and Learning Academic English in Turbulent Times. Published by Routledge and available to order now using discount code FLE22 for 20% off.

Alison introduces some ideas about the use of play-based learning, linked to her book The Value of Play in HE: A study, which is available free at https://engagingimagination.com/the-value-of-play-in-he-a-study-free-book/ and if anyone is interested in contacting her directly you can do so using [email protected] 

Tab is one of the organisers of the Active Learning Network that operates as a global community for those interested in more engaging learning and teaching. Today he talks to me about offering students the opportunity to explore ways of learning through making decisions and creating their own journey. He covers aspects such as the zone of proximal development, opportunities for students to be more active in their own learning using a narrative to provide fantasy and encouraging curiosity.

If anyone is interested in learning more about the Active Learning Network then check out the website: https://activelearningnetwork.com/

Today Nayiri talks to me about an activity that embeds a micro-course on sustainability in a module and helps them consider wider implications.

Nayiri Keshishi

Teaching Fellow (Learning Development), University of Surrey

[email protected]

Bio: Nayiri is a Learning & Development Teaching Fellow, with over seven years' experience in the design, development and delivery of engaging learning programmes, with a focus on academic and professional skills development. She has an MSc in Occupational & Business Psychology and is also a Fellow of The Higher Education Academy.

Web: https://www.surrey.ac.uk/people/nayiri-keshishi 

Hiral and I talk about the way spaces impact on learning. For further information check out these links:

Our podcast series: https://futurelearningenvironments.org/podcasts/

The design-research studio on university learning spaces (students' visions of their campus, based on their experiences): https://futurelearningenvironments.org/le-dr-lab/

Survey of capabilities in HEI that I mentioned and the tool that I am developing: https://orca.cardiff.ac.uk/id/eprint/148222/

Pilot of the ‘Learning-space alinger’ tool at CU https://orca.cardiff.ac.uk/id/eprint/141424/. More pilots happening now.

A book chapter on my research on the library – the theoretical basis for my work so far - https://centaur.reading.ac.uk/76702/