Tuesday, 28 July 2015
One of those obvious but very powerful ideas - the Protege Effect
'via Blog this'
Thursday, 25 June 2015
Routledge would like to welcome one of our newest journals: Learning: Research and Practice. To celebrate the first published issue of Learning: Research and Practice, we have made Volume 1, Issue 1 free for the whole year!
Learning: Research and Practice aims to be the journal of choice for empirically supported learning theorisations that challenge the existing view. The intent is to support distinct and progressive research that responds to the problems of current educational practices and traditional views of learning. It seeks to publish articles that introduce innovative perspectives in due recognition of the intellectual history of the field, and grounded in empirically supported investigations of learning processes and outcomes. In recognising learning as a complex phenomenon, Learning welcomes scholarship of a variety of orientations and methodologies, drawing from, but not limited to, the psychological to the sociocultural, and the micro-genetic to the ecological.
Visit the journal’s homepage by clicking here.
We hope you enjoy!
Friday, 29 May 2015
Wednesday, 13 May 2015
Mick's website has a number of useful resources and now includes links to these archives which still contain useful subject specific information, reports and resources.
Apologies for cross-posting
Have you ever wondered what happened to all those great resources accumulated over more than 10 years on the 24 UK Subject Centre websites?
The good news is that the websites of two Centres are still maintained – Economics; and Languages, Linguistics and Area Studies (LLAS); and 16 other Centres have archived their websites. That leaves six which appear not to be available.
I have added a complete list with links to those still available to the resource page of my website www.mickhealey.co.uk.
Hope the list will be useful. If anyone has a link to any of the missing six sites please get in contact.
PS I've been amazed that the bibliographies, handouts and sets of case studies on the resources page have been downloaded almost 59,000 times in the last four years. They seem to have had as much if not more impact as my publications, which have managed fewer than 3,500 citations!
Professor Mick Healey BA PhD NTF PFHEA
Higher Education Consultant and Researcher,
Emeritus Professor University of Gloucestershire,
Visiting Professor University College London,
Adjunct Professor Macquarie University,
International Teaching Fellow, University College Cork,
Co-Editor International Desk Council on Undergraduate Research Quarterly,
HE Academy Associate and UKPSF Accreditor.
1 Cherry Brook Gardens,
DN14 7FY, UK.
Office/Home: +44 (0)1430 432 947;
Mobile: +44 (0)7952 095 129;
For three new free publications each around 40,000 words see:
(2013) Developing and enhancing undergraduate final-year projects and dissertations
(2014) Developing research-based curricula in college-based higher education
(2014) Engagement through partnership: Students as partners in learning and teaching in higher education
For a series of international articles on undergraduate research see:
There have been almost 59,000 downloads of bibliographies and case studies from my website in the last four years
'In the top 5 in the Green League Table; committed to sustainability'
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The University of Gloucestershire is a company limited by guarantee registered in England and Wales. Registered number: 06023243. Registered office: The Park, Cheltenham, GL50 2RH
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Wednesday, 15 April 2015
A new issue of the IJeP, a double-blind, peer-reviewed, open access journal, is now available online at
The following articles comprise Volume 5, Number 1 of IJeP:
Preparedness Portfolios and Portfolio Studios: Supporting Self-Authoring Engineers
Brook Sattler, University of Washington
Jennifer Turns, University of Washington
A Holocaust Exhibit ePortfolio: Actively Engaging
Melissa Jordine, California State University, Fresno
Development and Sustainability of ePortfolios in Counselor Education: An Applied Retrospective
Ann E. Luther, University of Nebraska at Omaha
Paul Barnes, University of Nebraska at Omaha
Why ePortfolios? Student Perceptions of ePortfolio Use in Continuing Education Learning Environments
Brad Wuetherick, Dalhousie University
John Dickinson, University of Saskatchewan
General Education and ePortfolios: Syllabi and the Role of Faculty
Jeffrey Appling, Clemson University
Sarah Carson, GEL Labratories
Andrew Dippre, Clemson University
Ellen Gregory, Clemson University
Megan Hembree, Clemson University
Kaitlyn Kooi, Clemson University
Kyle Pazzo, Clemson University
Avery Shawen, South Carolina College of Pharmacy
Transformation Rubric for Engaged Learning: A Tool and Method for Measuring Life-Changing Experiences
Emily Springfield, University of Michigan School of Dentristy
Anne Gwozdek, University of Michigan School of Dentristy
Andrew P. Smiler, Evaluation and Education Services, LLC
Technology, Policy, and Management Articles
Developing a Pathway for an Institution Wide ePortfolio Program
Laurie Posey, The George Washington University
Margaret M. Plack, The George Washington University
Robert Snyder, The George Washington University
Patricia Low Dinneen, The George Washington University
Melissa Feuer, The George Washington University
Andrew Wiss, The George Washington University
Reimagining Boundaries: How ePortfolios Enhance Learning for Adult Students
Therese M. Madden, Notre Dame de Namur University
A Review of ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios (WAC Clearinghouse, Parlor Press, 2013)
Elizabeth Davis, University of Georgia
Please feel free to share this announcement with interested colleagues and on appropriate listservs.
C. Edward Watson, Ph.D.
Director, Center for Teaching and Learning
Fellow, Institute of Higher Education
University of Georgia
Instructional Plaza North
Athens, GA 30602
International Journal of ePortfolio (IJeP)
International Journal of Teaching and Learning in Higher Education (IJTLHE)
Monday, 30 March 2015
Monday, 23 March 2015
Vol 5, No 1 (2015): JPD 5(1)
Table of Contents
Open Futures: An enquiry- and skills- based educational programme developed for primary education and its use in tertiary education
M. James C. Crabbe, Lucy O'Rorke, Eamonn Egan, Ali Hadawi
The learning approaches of A Level History and Geography students analysed: a Report from a Sixth Form College
David William Stoten
I am not a superhero but I do have secret weapons! Using technology in Higher Education teaching to redress the power balance
Caroline Elbra-Ramsay, Anita Backhouse
Raising Awareness of Diversity and Social (In)justice Issues in Undergraduate Research Writing: Understanding Students and their Lives via Connecting Teaching and Research
Book Review: Murray, R. (2015) Writing in Social Spaces: A social processes approach to academic writing
Is note taking a necessary academic/professional skill - I often notice that when I give the observation feedback the lecturer general makes notes - we do make notes, and our students don't - is this a problem.
When the laptop option becomes predominant there are other problems - in giving feedback to a lecturer I often comment on their eye contact with the students - if there aren't any students looking at the lecturer - that becomes problematic.
At a deeper level there is a question about the value of handwritten note-taking, I use my tablet a lot so I am not sure about this - but two recent articles about the importance of handwritten notes - http://chronicle.com/article/The-Benefits-of-No-Tech-Note/228089/ and
Useful literature review from Sandra Sinfield - http://learning.londonmet.ac.uk/TLTC/learnhigher/Resources/resources/Notemaking/Staff/Note-takingliteraturereview%20FINISHEDv2.pdf
Wednesday, 18 March 2015
Wednesday, 4 March 2015
Thursday, 26 February 2015
Wednesday, 18 February 2015
"Subject-specific self-concepts of ability predict study-related self-concepts of ability according to individuals' similarity judgements. Subject-specific mastery experience predicts expectancy of success only if the respective school subject is emphasized in the course description."
So again making the link to previous study/knowledge explicitly enhances learning and student success.
This time from the man himself – with others – it will be interesting to read the two together.
Becoming an experiential educator involves more than just being a
facilitator or matching learning style with teaching style. Experiential education
is a complex relational process that involves balancing attention to the learner and to
the subject matter while also balancing reflection on the deep meaning of ideas with the
skill of applying them.
To describe a dynamic matching model of education based on Experiential Learning
Theory and to create a self-assessment instrument for helping educators understand
their approach to education.
A dynamic matching model for “teaching around the learning cycle” describes
four roles that educators can adopt to do so—facilitator, subject expert, standardsetter/evaluator,
and coach. A self-assessment instrument called the Educator
Role Profile was created to help educators understand their use of these roles.
Research using the Educator Role Profile indicates that to some extent educators
do tend to teach the way they learn, finding that those with concrete learning styles
are more learner-centered, preferring the facilitator role; while those with abstract
learning styles are more subject-centered preferring the expert and evaluator roles.
A model for the practice of dynamic matching of educator roles, learner
style, and subject matter can aid in the planning and implementation of educational
experiences. With practice, both learners and educators can develop the flexibility to
HEA CPD Manager
Mile End, London E1 4NS