Thursday, 9 January 2020

Decolonising the curriculum - reports from Brighton


Open University Innovation report

Innovating Pedagogy 2020

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.
Download Innovating Pedagogy 2020

This eighth report, produced in collaboration with the National Institute for Digital Learning (NIDL), Dublin City University, Ireland, proposes ten innovations that are already in currency but have not yet had a profound influence on education in their current form.
You can see a summary of each innovation using the Current themes menu on the right.
Please add your comments on the report and the innovations on this blog, or comment on social media using the hashtag #IP2020report

Monday, 6 January 2020

Journal of Applied Learning and Teaching Issue on Pedagogy and Play

Journal of Applied Learning and Teaching Issue on Pedagogy and Play
Vol 2 No 2 (2019):

Lydia Lymperis
Self-organised learning: Empowering the most marginalised schools of
rural Greece?

Robert J. Bonk
Technologically enhanced pedagogies in Professional Writing

Mark Wheaton, Brendan O'Connell, Giovanni Merola
The effectiveness of inter-teaching: Some international evidence

Paola A. Magni, Jolene M. Anthony, Raja M. Zuha
Forensic science and student mobility programs in the Indo-Pacific
region: Unveiling the potential of an international and intercultural
project in forensic science education

Stevphen Shukaitis
The Play’s the Thing… an introduction to the Special Section on
“Pedagogy and Play in Teaching Today”

Bina Rai, Hui Shin Tan, Chen Huei Leo
Bringing play back into the biology classroom with the use of gamified
virtual lab simulations

Shao Han Tan, Alanna Yeo, Stevphen Shukaitis
Learning inside the magic circle: An interview with Curious Chimeras

Juliana Lim, Kenny Leck, Stevphen Shukaitis
Challenges of the independent cultural economy in Singapore: A
masterclass with Juliana Lim and Kenny Leck

Xi-Wei Yeo
The game plan: Using gamification strategies to engage learners as
active players

Stephen D. Brookfield, J├╝rgen Rudolph; Eric Yeo
The power of critical thinking in learning and teaching. An interview
with Professor Stephen D. Brookfield

Samson Tan
The rise of immersive learning

Rob Burton
A review of Nearpod – an interactive tool for student engagement

Kara Jung
Learning English is already a misspelling minefield without using
programs that will confuse children

Justin O'Brien
Giving and receiving feedback - role play exercise


Thursday, 19 December 2019

Fwd: LJMU Innovations in Practice


LJMU's Innovations in Practice is now available, and can be viewed here: .  This issue features papers on:


·         religion and faith on the campus

·         BAME underrepresentation in universities

·         Personal tutoring for undergraduates

·         Barriers to student engagement in sports clubs and societies

·         A review of UK HE policy reports and papers (Feb to Aug 2019)


(Plus book reviews on the feedback process, teaching online and mental health.)


The journal is intended to support those staff, new or experienced, in teaching and student support – to develop their scholarship and writing and critical reflection skills.


Hope you enjoy the issue, and wishing all a great Christmas/new year break.



Virendra Mistry




Liverpool John Moores University

Virendra Mistry BA (Hons) MA CertHE PhD FHEA
Academic Practice Developer, Editor-in-Chief Innovations in Practice
Teaching and Learning Academy
Exchange Station, Tithebarn St, Liverpool, L2 2QP, UK
t: 01512318114 e:



Tuesday, 17 December 2019

Fwd: Call for Contributions: Becoming Well Read 2020 (BWR20)

The Keele Institute for Innovation and Teaching Excellence (KIITE) would like to welcome contributions to Becoming Well Read, our annual academic reading symposium, April 1st 2020.

This exciting, practice-focused day brings together experiences from a range of communities to explore academic reading practices, reflect on the challenges of teaching reading for academic purposes, and share interesting and innovative methods.
Following last year's highly successful event, the second symposium will continue to explore this vital but often overlooked aspect of academic literacy. It will be valuable to anyone whose central focus is educational, learning or academic development, and to academic teaching staff who are looking for new ways of supporting their students at undergraduate and postgraduate levels.

Within the general theme of reading for academic purposes, we welcome proposals for active and participatory workshops of 45 minutes on the following themes:

> Innovative approaches to teaching or supporting academic reading practices.
> Relationships between reading and scholarship/research/disciplinary identity.
> The role of social reading practices in the academic community.
> Academic reading as pleasure.
> Searching, selecting and curating reading (library perspectives).
> Transitions from FE to HE.
> The use of digital technologies to support critical reading.

Proposals should be submitted by midnight on Monday, 27th January, 2020 here.
For more information, please visit the conference webpage and follow discussions about this on Twitter using #WellReadHE

Posted on behalf of my colleague
Angela Rhead, SFHEA
Teaching Fellow /Learning Developer
Student Learning / Keele Institute for Innovation and Teaching Excellence  01782 734093

Dr Chris Little
Teaching Fellow/Learning Developer - PGCE, MA, SFHEA, CMALT, ALDinHE Certified Leading Practitioner
Student Learning - Keele Institute for Innovation and Teaching Excellence
Twitter: @drlittle26

Working Group Member: LearnHigher

Friday, 6 December 2019

Fwd: New issue of Journal of Information Literacy

Dear Colleagues,

I'm delighted to announce that the December issue of the Journal of Information Literacy has been published and is free to read and download at

This is our biggest issue ever, with a whopping nine peer-reviewed articles and seven project reports covering topics ranging from Social Living Labs to the Funds of Knowledge first-generation students bring with them to the academic setting.

This issue also carries a guest editorial by Dorothy Williams, Editorial Board member and Emeritus Professor of Information Science at Robert Gordon University.

Please read, enjoy and share with your colleagues!


All good wishes,


Emma Coonan

Editor-in-Chief, Journal of Information Literacy


Dr Emma Coonan

Research Fellow, Centre for Innovation in Higher Education


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