Opinion piece: non-traditional practical work for traditional campuses

IF 2.5 Q1 Social Sciences
T. Drysdale, S. Kelley, A. Scott, Victoria Dishon, Andrew J. Weightman, Richard J. Lewis, Stephen Watts
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引用次数: 2

Abstract

ABSTRACT Traditional practical work for higher education in STEM subjects is under pressure from rising student numbers and adesired increase in active learning. Investing in more buildings and staff is financially challenging, while stretching existing resources affects outcomes, health, and participation. A more pragmatic approach is to embrace a less instrumentalist view of practical work in physical spaces and instead adopt a critical post-humanist approach which mixes both humanity and technology to achieve a sum greater than the parts, not bound by the limits of either. We share the experiences of leading UK exponents of non-traditional laboratories in the four main categories of simulation, virtual laboratories, real-asynchronous, and real-synchronous activities, as well as experts in scaling digital education initiatives for university-wide adoption. We foreshadow opportunities, challenges and potential solutions to increasing the opportunity for active learning by students studying at traditional campuses, via the complementary addition of non-traditional practical work.
观点文章:传统校园的非传统实践工作
摘要STEM学科的传统高等教育实践工作面临着学生人数不断增加和积极学习不断增加的压力。投资更多的建筑和员工在财务上具有挑战性,而扩展现有资源会影响结果、健康和参与。一种更务实的方法是对物理空间中的实际工作采用一种不那么工具主义的观点,而是采用一种批判性的后人文主义方法,将人性和技术相结合,以实现大于部分的总和,而不受两者的限制。我们分享了模拟、虚拟实验室、真实异步和真实同步活动四大类非传统实验室的英国领先倡导者的经验,以及扩大数字教育计划以供大学采用的专家的经验。我们预示着通过补充非传统实践工作,增加在传统校园学习的学生积极学习的机会、挑战和潜在的解决方案。
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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