{"title":"\"omg same\"","authors":"Frances M. Morris","doi":"10.31273/jppp.vol2.2022.1225","DOIUrl":"https://doi.org/10.31273/jppp.vol2.2022.1225","url":null,"abstract":"Literature on education at all levels, from early-years to postgraduate, highlights the role of positive relationships in effective teaching. My experience of teaching undergraduates as a PGR has stressed this emphatically, especially since the start of the COVID-19 pandemic. The impacts of what many students know as “the Rona” are twofold: not only has undergraduate mental health suffered through the uncertainty and isolation of the recent years (e.g. Appleby et al., 2022; Catling et al., 2022), but the already-overwhelming workload of the academic staff primarily responsible for the education and welfare of students swelled during the transition to online teaching. Overcommitting staff even further results in reduced scope for relationship-building with students, in terms of both time availability and emotional capacity. PGR teachers, by comparison, have more flexibility and freedom to connect with undergraduates directly and in smaller groups, and the role of building relationships to support learning can fall to them. \u0000In this reflective account, I consider how my role as a tutor of Science, Technology, Engineering, and Maths (STEM) subjects for interdisciplinary undergraduate students allowed me to create an encouraging space for them to build relationships with me and each other. I found that near-peer teaching and the mutual trauma of studenthood in the pandemic created a strong connection where I was able to hear the students’ worries and concerns, not simply about the calculus I taught but regarding their entire course structure, systemic biases affecting their experience of their degrees, and the approach of the university as a whole. ","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"35 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":"129783830","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}
{"title":"Learning Management System in Higher Education","authors":"Zhizhuo Su, Yiduo Wang, Di Wang","doi":"10.31273/jppp.vol2.2022.1233","DOIUrl":"https://doi.org/10.31273/jppp.vol2.2022.1233","url":null,"abstract":"Moodle (Modular Object-Oriented Dynamic Learning Environment) is broadly used in the United Kingdom Higher Education environment and the rest of the world owing to its feature of being user-friendly as a learning management system (LMS). Since the pandemic, the pivotal role of Moodle is strengthened to facilitate virtual learning during the lockdown and enhance hybrid learning with face-to-face teaching gradually coming back. During the routine tutorials, some students reported their difficulties and concerns about Moodle, such as digital literacy, information density, and feedback. In this reflection, three postgraduate researchers who work as teaching assistants in Warwick Manufacturing Group (WMG), reflect on the Moodle designing experience. We discuss various manoeuvres like adjusting the structure, using virtual badges to engage students, compressing content, and updating synchronous and asynchronous learning materials to enable students to learn more efficiently. The module design is optimised based on the module nature, learning objectives, expected learning outcomes, and students' learning needs in the hybrid learning environment. With the students' feedback and previous learning experience, suggestions are proposed to contribute to the best practices in Moodle design to improve Postgraduate Taught Students’ learning experience in Higher Education. ","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"11 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":"116723292","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}
{"title":"Who am I? Teacher identities and the PGR tutor","authors":"Evelyn Strongylakou","doi":"10.31273/jppp.vol2.2022.1227","DOIUrl":"https://doi.org/10.31273/jppp.vol2.2022.1227","url":null,"abstract":"This reflective piece is meant to produce more questions than answers. It can be used as a framework both by PGRs who enter a classroom for the first time and by more experienced ones. PGRs who teach will often question their role inside the classroom: “am I a teacher or a facilitator? which side of the fence am I at? Am I one of the students or one of the teachers?” Questions like these usually arise from the ambiguity of a tutor’s role, whether they are there to facilitate understanding of a lesson that someone else taught, or if they are actually the teacher of this module for a specific group of students. Being a teacher for a few years before pursuing a PhD, I found myself wondering the exact same thing when I first entered the classroom as a PGR tutor. In this written piece, I briefly go through the literature on teacher roles and identity, and I reflect on how my previous experience helped inform my identity as a PGR tutor.","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"41 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":"123336356","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}
{"title":"Designing and delivering teaching to facilitate a decolonising of the classroom: reflections from a Black Bahamian male","authors":"Francis K. Poitier","doi":"10.31273/jppp.vol2.2022.1226","DOIUrl":"https://doi.org/10.31273/jppp.vol2.2022.1226","url":null,"abstract":"Global conversations about racial inequities have grown significantly, including in the United Kingdom. These conversations include critical discourse about the impact of colonialism and its legacy that manifests in physical, socio-cultural, and political structures and our higher education institutions. Many of these structures are still apparent in formerly colonised countries such as The Bahamas, which gained independence from England in 1973. This made teaching a module which aims to unravel the making of our current global systems particularly relevant and of critical importance. \u0000This article reflects on the experience of teaching an undergraduate module in Politics and International Studies about the impact of colonialism and its legacy from a Black Bahamian male perspective. It highlights how reflection as praxis, choice examples and studies, and feedback can be used in the delivery and design of teaching to facilitate a decolonising of the classroom. \u0000As higher education institutions consider ways to decolonise, teachers must be deliberate in the tools and techniques used to enact necessary change. ","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"1 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":"115803482","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}
Shakiratul Hanany Abd Rahman, Nicole Berríos Ortega
{"title":"“Sorry, you’re muted!”","authors":"Shakiratul Hanany Abd Rahman, Nicole Berríos Ortega","doi":"10.31273/jppp.vol2.2022.1229","DOIUrl":"https://doi.org/10.31273/jppp.vol2.2022.1229","url":null,"abstract":"The COVID-19 crisis is an unprecedented tragedy that has affected the education sector worldwide in a way that no one has probably ever imagined before. The ongoing lockdowns had forced schools and higher education institutions (HEIs) to close, and this has had a huge impact on us as we were planning for our drama modules for language learning to be conducted face-to-face. In this reflective piece, we recollected not only the challenges that we faced along the way, but also the opportunities that we saw whilst navigating drama in this whole new online world. ","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"14 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":"129458175","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}
{"title":"Coaching at a developmental level: informed practices are not limited to teaching","authors":"Youn Affejee","doi":"10.31273/jppp.vol2.2022.1234","DOIUrl":"https://doi.org/10.31273/jppp.vol2.2022.1234","url":null,"abstract":"In this article, I reflect on a semester of coaching handball at the University of Warwick. Discussions revolve around creating a training session plan, delivering a training session, and coaching participants with differing goals. I hope to introduce developmental sports coaching in the context of university societies to an academic audience and showcase an alternative pathway to teaching for the PGR community. ","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"68 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":"124946617","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}
{"title":"There's No 'I' in Teams","authors":"Pierre Botcherby","doi":"10.31273/jppp.vol1.2021.930","DOIUrl":"https://doi.org/10.31273/jppp.vol1.2021.930","url":null,"abstract":"This short reflection is about community-building in the classroom. It draws on personal experiences of Microsoft Teams from the last twelve months or so, and makes some suggestions for why community-building doesn’t always work as well as desired. I don’t propose hard-and-fast rules or specific ‘do’s’ and ‘dont’s’ but, hopefully, some light food-for-thought and reassurance for tutors who’ve been suffering connection issues whilst teaching online.","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128152985","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}
{"title":"Online Teaching and Digital Inequalities","authors":"Giulia Lorenzi","doi":"10.31273/jppp.vol1.2021.931","DOIUrl":"https://doi.org/10.31273/jppp.vol1.2021.931","url":null,"abstract":"In this brief piece, I look back at the experience of teaching logic seminars in a fully online setting during the past winter, reasoning on the strategies I adopted to adapt to the situation and to mitigate difficulties emerging from digital inequalities. I highlight how, in some cases, overcoming practical difficulties generated by the online environment led to unexpected positive outcomes and how, in others, the issues persistently affected the students’ experience in a way that was difficult to attenuate.","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125475343","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}
{"title":"Filling the Void","authors":"Lynn L. Rudd","doi":"10.31273/jppp.vol1.2021.928","DOIUrl":"https://doi.org/10.31273/jppp.vol1.2021.928","url":null,"abstract":"This reflective piece records my experience of switching to online seminars during the pandemic with small groups of first year English literature undergraduates. I reflect on issues I experienced promoting student interaction in small group seminars and how professional development opportunities available through the Warwick Academic Development Centre helped with my use of technology and improving the level of engagement. I hope that it contains some ideas which may be useful starting points for PGRs looking to develop flipped or blended learning environments in the future. Perhaps it will also shed light on the way the current cohort of students reacted to online learning which may help in supporting them when returning to more traditional, or, more likely, hybrid pedagogies.","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126639971","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}
{"title":"In Search of Lost Space","authors":"Matteo Mazzamurro","doi":"10.31273/jppp.vol1.2021.927","DOIUrl":"https://doi.org/10.31273/jppp.vol1.2021.927","url":null,"abstract":"In this reflection, I discuss the changing affordances of physical and virtual spaces in PGR seminar teaching during the Covid-19 pandemic. I start by reviewing how physical space has been conceptualised in the pedagogical literature in terms of its material aspects, affordances, and interactions with users. I then translate the above concepts to virtual teaching spaces. I discuss how the affordances of both physical and virtual spaces have evolved throughout the different stages of the pandemic, exemplifying the process through my personal experience of seminar teaching. I conclude with a personal reflection on the challenges and unexpectedly positive consequences of having to dynamically adapt one’s pedagogy to changing affordances and constraints.","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133379104","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}
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