Please email the Head of Education Enhancement, Sue Burkill () if you are interested in contributing to this event. If you are applying for Senior Fellowship or above, you are likely to be not only attending but also sometimes contributing to such subject-related, College and/or University events, and taking a lead on themes of particular interest to you. 4.4 Keeping up to date with research and scholarship in the and learning in ‘teaching higher education’ field While we are all very busy focusing on our own specialist, subject disciplinary and/or professional areas of work, and it is not expected that you will become an education research specialist, it can be very useful to keep up to date with some of the recent developments in the field of research into teaching and learning in HE and to consider their implications for your practice. For example, the recent, government-funded Teaching and Learning Research Programme (TLRP) has reported on a range of relevant research studies: Effective learning and teaching in UK higher education – A Commentary by the Teaching and Learning Research Programme (Accessed 15 Aug 2011) Below is an extract from that commentary, a list of principles’, which you may ‘evidence-informed find to be of interest to you in your teaching-related role. Evidence-informed principles for effective pedagogies Extract from the Teaching and Learning Research Programme commentary see link. – 1. Effective pedagogy demands consistent policy frameworks, with support for learning for diverse students as their main focus. Policies at government, system, institutional and organisational level need to recognise the fundamental importance of learning for individual, team, organisational, institutional, national and system success. Policies should be designed to create effective and equitable learning environments for all students to benefit socially and economically. 2. Effective pedagogy depends on the research and learning of all educators who teach and research to support the learning of others. The need for lecturers, teachers and trainers to learn through doing research to improve their knowledge, expertise and skills for teaching should be recognised and supported. 3. Effective pedagogy recognises the significance of informal learning to developing specific expertise. Learning with friends, families, peer groups and professionals should be recognised as significant, and be valued and used in formal processes in higher education. 4. Effective pedagogy fosters both individual and social processes and outcomes. Students should be encouraged to build relationships and communication with others to assist the mutual
Please email the Head of Education Enhancement, Sue Burkill () if you are interested in contributing to this event. If you are applying for Senior Fellowship or above, you are likely to be not only attending but also sometimes contributing to such subject-related, College and/or University events, and taking a lead on themes of particular interest to you. 4.4 Keeping up to date with research and scholarship in the ‘teaching and learning in higher education’ field While we are all very busy focusing on our own specialist, subject disciplinary and/or professional areas of work, and it is not expected that you will become an education research specialist, it can be very useful to keep up to date with some of the recent developments in the field of research into teaching and learning in HE and to consider their implications for your practice. For example, the recent, government-funded Teaching and Learning Research Programme (TLRP) has reported on a range of relevant research studies: Effective learning and teaching in UK higher education – A Commentary by the Teaching and Learning Research Programme (Accessed 15 Aug 2011) Below is an extract from that commentary, a list of ‘evidence-informed principles’, which you may find to be of interest to you in your teaching-related role. Evidence-informed principles for effective pedagogies Extract from the Teaching and Learning Research Programme commentary – see link. 1. Effective pedagogy demands consistent policy frameworks, with support for learning for diverse students as their main focus. Policies at government, system, institutional and organisational level need to recognise the fundamental importance of learning for individual, team, organisational, institutional, national and system success. Policies should be designed to create effective and equitable learning environments for all students to benefit socially and economically. 2. Effective pedagogy depends on the research and learning of all educators who teach and research to support the learning of others. The need for lecturers, teachers and trainers to learn through doing research to improve their knowledge, expertise and skills for teaching should be recognised and supported. 3. Effective pedagogy recognises the significance of informal learning to developing specific expertise. Learning with friends, families, peer groups and professionals should be recognised as significant, and be valued and used in formal processes in higher education. 4. Effective pedagogy fosters both individual and social processes and outcomes. Students should be encouraged to build relationships and communication with others to assist the mutual