Journal of PGR Pedagogic Practice最新文献_第2页

Designing and evaluating the Supervision workshop series – embracing overlapping and contradictory views 设计和评估督导工作坊系列--接受重叠和矛盾的观点

Journal of PGR Pedagogic Practice Pub Date : 2023-11-23 DOI: 10.31273/jppp.vol3.2023.1477

Bing Lu, Ben Sinclair, Youn Affejee

{"title":"Designing and evaluating the Supervision workshop series – embracing overlapping and contradictory views","authors":"Bing Lu, Ben Sinclair, Youn Affejee","doi":"10.31273/jppp.vol3.2023.1477","DOIUrl":"https://doi.org/10.31273/jppp.vol3.2023.1477","url":null,"abstract":"This reflective piece focuses on the workshops of the Superb-Vision Network: a series of student-led workshops to support doctoral students’ learning of their supervision experiences. As a continuation account of the writing in the previous volume of this journal, this piece introduces how the development and evaluation of the workshops has been informed by the principles of educational design research (McKenney & Reeves, 2018) throughout. As a co-created work between three authors, who acted as facilitators and participant in the workshop, this writing discusses how the multiple evaluation/reflection cycles break down facilitator-participant barriers and contribute to methodological inclusion in terms of improving the future workshops. This writing recognises various challenges in incorporating various feedback when evaluating the workshops and centralises inclusivity when facilitating innovation, such as how to embrace participants’ contradictory views and critical feedback. In the spirit of educational design research, the other goal of this piece is to balance the need to develop a quality ‘product’ whilst simultaneously formulating broader design principles to contribute to ‘scientific understanding’, benefiting the development and evaluation of other peer-based learning initiatives.","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing Postgraduate Taught Students’ Engagement 提高研究生授课学生的参与度

Journal of PGR Pedagogic Practice Pub Date : 2022-10-17 DOI: 10.31273/jppp.vol2.2022.1230

Yiduo Wang, Zhizhuo Su, Di Wang

引用次数: 0

Afterword: Colleagues and Care 后记:同事与关怀

Journal of PGR Pedagogic Practice Pub Date : 2022-10-17 DOI: 10.31273/jppp.vol2.2022.1237

Sara Hattersley

引用次数: 0

Using Google Images, Maps and Earth to teach critical thinking: decolonising the curriculum and beyond 使用谷歌图片、地图和地球来教授批判性思维:去殖民化课程及其他

Journal of PGR Pedagogic Practice Pub Date : 2022-10-17 DOI: 10.31273/jppp.vol2.2022.1231

Christoffer Guldberg

{"title":"Using Google Images, Maps and Earth to teach critical thinking: decolonising the curriculum and beyond","authors":"Christoffer Guldberg","doi":"10.31273/jppp.vol2.2022.1231","DOIUrl":"https://doi.org/10.31273/jppp.vol2.2022.1231","url":null,"abstract":"In this article I outline how Google Images and Google Earth can be used to visualise to students the constructed nature of legal and political concepts in law and international relations. The method consists of asking students to critically discuss the gendered and racialised nature of Google results when googling such legal, geographical, and political concepts as “drug trafficker”, “international development”, “Great Britain”, or “Brazil”, as well as discovering the different layers of natural, cultural and political boundaries and connections that crisscross the world by using Google Earth. \u0000As an innovative method for technology-assisted teaching this method can be used in both face-to-face and virtual learning situations to teach students critical thinking in a way that is both interactive and multimodal, while drawing on technology that students know from their everyday lives. The method can be applied creatively by both students and teachers, and ideally should allow for students to become their own critical researchers, able to uncover the ways in which apparently neutral concepts are shaped by and shape global structures of inequality.","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114690366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Editorial: PGR Teachers and the (Post) Pandemic World 编辑:PGR教师和(后)流行病世界

Journal of PGR Pedagogic Practice Pub Date : 2022-10-17 DOI: 10.31273/jppp.vol2.2022.1223

Imogen Knox, Sophie Pain, Shakiratul Hanany Abd Rahman

引用次数: 0

Digital learning experience of engineering students in the pandemic 大流行中工科学生的数字化学习体验

Journal of PGR Pedagogic Practice Pub Date : 2022-10-17 DOI: 10.31273/jppp.vol2.2022.1232

D. Wang, Yiduo Wang, Zhizhuo Su

{"title":"Digital learning experience of engineering students in the pandemic","authors":"D. Wang, Yiduo Wang, Zhizhuo Su","doi":"10.31273/jppp.vol2.2022.1232","DOIUrl":"https://doi.org/10.31273/jppp.vol2.2022.1232","url":null,"abstract":"During the unprecedented world crisis of COVID-19, traditional offline courses were forced to be delivered online. Most students struggled with this change of delivery approach due to difficulties in accessing online resources, overwhelming and independent work, communication and concentration, isolation and longlines issues in online learning. Therefore, providing a positive digital learning experience for students was an important concern in UK Higher Education. Graduate teaching assistants (GTAs) are an indispensable part of the teaching community at the University of Warwick to deliver modules and facilitate WMG engineering students’ learning. Owing to the dual identity of student and teaching staff, doctoral researchers have a unique perspective in investigating students' digital learning experiences. As students, doctoral researchers empathise with the affective impact and physical constraints of online learning that hinder the student experience and learning. And as tutors, doctoral researchers recognise the pedagogical strategies that the digital tools enable, such as peer learning or reflection. This paper provides a reflective evaluation of how effective digital tools, and their uses are supporting the constructive alignment of learning while benefiting the student experience, such as Vevox, Padlet, and Microsoft Teams. In sharing a reflexive account of experiences with digital tools for learning and teaching, guidance is provided on how students’ digital learning experiences can be improved.","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125290337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Exploring student and demonstrator perspectives of the teaching and learning provided by demonstrators during undergraduate laboratory practical sessions 探索学生和演示者在本科实验室实践课程中提供的教学和学习的观点

Journal of PGR Pedagogic Practice Pub Date : 2022-10-17 DOI: 10.31273/jppp.vol2.2022.1224

Vicky Palumbo, Christopher Cammies

{"title":"Exploring student and demonstrator perspectives of the teaching and learning provided by demonstrators during undergraduate laboratory practical sessions","authors":"Vicky Palumbo, Christopher Cammies","doi":"10.31273/jppp.vol2.2022.1224","DOIUrl":"https://doi.org/10.31273/jppp.vol2.2022.1224","url":null,"abstract":"Graduate teaching assistants (GTAs) such as demonstrators are integral to higher education teaching. However, undergraduate student perceptions on the impact of demonstrators to their teaching and learning is understudied. Similarly, demonstrator perceptions on the quality and value of their teaching also remains largely unexplored. We addressed both students’ and demonstrators’ perceptions of demonstrator teaching and learning within undergraduate Biology practical sessions at a UK research intensive university. We combine quantitative and qualitative data to explore students’ ideas around where their learning and feedback comes from, and the effectiveness of demonstrators during their practical sessions. This was paired with analogous data from demonstrators derived from the same concepts, thereby helping to assess their dynamic. Most students considered demonstrators to be important for teaching and learning in the laboratory setting by delivering high quality pedagogy, creating a positive learning environment and by being their primary source of feedback. Conversely, a small number of students raised issues regarding demonstrator consistency and lack of knowledge when compared with a lecturer. Students largely considered demonstrators to have sufficient knowledge and to be more approachable than lecturers. Demonstrators also recognised their valuable contribution to teaching and learning and largely mirrored the ideas undergraduate students had about effective demonstrators. Many demonstrators believe they need to be allocated more paid time to fully prepare for teaching and maximise their potential. Finally, we reflect on lessons learnt from both students and demonstrators regarding how demonstrators can improve their teaching and how universities can support this. ","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122753399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Setting up the Superb-Vision Network: Establishing a “dispersed learning community” 搭建超视觉网络:建立“分散学习社区”

Journal of PGR Pedagogic Practice Pub Date : 2022-10-17 DOI: 10.31273/jppp.vol2.2022.1236

B. Sinclair, Bing Lu

{"title":"Setting up the Superb-Vision Network: Establishing a “dispersed learning community”","authors":"B. Sinclair, Bing Lu","doi":"10.31273/jppp.vol2.2022.1236","DOIUrl":"https://doi.org/10.31273/jppp.vol2.2022.1236","url":null,"abstract":"As universities gradually re-open to face-to-face teaching, innovative approaches that encourage engagement and stimulation in the “new normal” have been readily welcomed. The Superb-Vision Network (SVN) was a response to such a call: a series of student-led workshops to support doctoral students in enhancing their supervision experience. This article is a reflection on the process of setting up the network. We will explain the decisions and actions taken and explore several critical incidents which demonstrate what collaboration between those with dissimilar perspectives and backgrounds can look like in practice. Considerations around sustainability, inclusivity, and safety posed additional challenges that vastly shaped our thinking and plans, allowing us to find balance in our social and educational outcomes. Informed by the notion of “distributed” learning (Lea & Nicolle, 2013) and “dispersed” pedagogic system (Boud & Lee, 2005), this article advocates facilitating a “dispersed” learning community for doctoral students with an emphasis on peer learning (Boud & Cohen, 2014). We hope that this interesting case study will motivate and inspire others to use opportunities, however small, to add value to their community. ","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131567654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Development of Teaching, from Covid-19 to in-person Laboratory Sessions 从Covid-19到现场实验教学的发展

Journal of PGR Pedagogic Practice Pub Date : 2022-10-17 DOI: 10.31273/jppp.vol2.2022.1235

Tobias Slade-Harajda

引用次数: 0

Battles for Better or Prepare for Worse 为更好而战，为更坏而准备

Journal of PGR Pedagogic Practice Pub Date : 2022-10-17 DOI: 10.31273/jppp.vol2.2022.1228

Nur Aminatun Naemah binti Md Noor

引用次数: 0