*apologies for cross-posting*
Call for Papers: RGS/IBG Annual Conference, London 31 August - 2 September 2011
Learning and teaching in a post-Browne world: pedagogical responses and sharing best practice
As universities in England absorb the implications of the Browne review, one glimmer of hope amid the pervasive marketisation of the HE sector is that learning and teaching is once again clamouring for attention alongside research activity. Aside from legitimate concerns that the new fee structure will encourage ever-more 'clientelistic' students, there is a seemingly genuine push across the sector to re-engage with learning and teaching and to 'raise our game' with regard to our practices.
In many universities this has included a push towards active, student-centred learning (student as ‘co-producer’) and blended learning (integrating technology into the classroom and assessment), as two ways of dealing with the changing nature of higher education. This session will focus on how lecturers/instructors have interpreted these pedagogical trends in their own practice (or why they haven’t). This session is interested in sharing innovative practices involving technology (clickers, wikis, blogs, podcasts, Articulate presentations etc.) and active learning (buzz groups, role play, group projects, peer review), concentrating on student response. We are also interested in papers that examine ways of dealing with fees-induced heightened student expectations regarding teaching quality, contact time, feedback and so on.
Please send abstracts of no more than 250 words to Nancy Worth ([log in to unmask]) and Louise Waite ([log in to unmask]) by February 11th.
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