PGCert Core Resources:

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Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Guitert, M., Herodotou, C., Maina, M., Prieto-Blázquez, J., Rienties, B., Sangrà, A., Sargent, J., Scanlon, E., Whitelock, D. (2022). Innovating Pedagogy 2022: Open University Innovation Report 10. Milton Keynes: The Open University.

Notes:

Dual learning focuses on Connecting learning in classrooms and industry workplaces.

Dual learning is about ensuring the skills you learn in the classroom are relevant to your future job.

Bringing the real world into the classroom and making sure you understand the theory behind what you're doing in the workplace.

Essential for teachers to stay current on what's happening in the industry and for companies to give students practical experience and invest in partnerships with schools.

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Ferguson, R., Barzilai, S., Ben-Zvi, D., Chinn, C.A., Herodotou, C., Hod, Y., Kali, Y., Kukulska-Hulme, A., Kupermintz, H., McAndrew, P., Rienties, B., Sagy, O., Scanlon, E., Sharples, M., Weller, M., & Whitelock, D. (2017). Innovating Pedagogy 2017: Open University Innovation Report 6. Milton Keynes: The Open University, UK.

Notes:

Training people for employment: Matches well with Problem-based learning - summative assessments of what has been learned.

Developing citizens. Broader perspective - contribute to society - produce responsible citizens

Socialising the community - blending people of different ideologies and backgrounds to give a fuller pedagogy. “Community is the curriculum”. Event-based learning brings people together. Maker Culture – a community of peers who support each other to build things.

Developing Individuals – a healthy mind in a healthy body. Learning helps us identify ourselves and understand ourselves. Learning to Learn. Incidental Learning - occurs on reflecting on teaching/learning.

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Sagan, O. (2018). Playgrounds, studios and hiding places: emotional exchange in creative learning spaces. In: D. Bahgat and P. O'Neill, ed., Inclusive Practices, Inclusive Pedagogies. [online] Croydon: CPI Group (UK) Ltd.

‍Notes:

Changing the environment impacts behaviour. Experiment with different ways to liven the learning for the students.  Spend half an hour each lesson reviewing the learning performance of you and the students. Create possible design templates for potential behaviours. Maybe create a dedicated space for students to use laptops instead of behind large workstations.

Emotional exchange in creating learning spaces notes: How can space affect learning.

We want to optimise meaningful engagement: Spaces can be powerful agents that can bring people in, breaking social/class/race/able-bodied,

Dedicated places play a very big part in students learning.

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Petty, G. (2009). Teaching today: a practical guide (4th ed). Cheltenham: Nelson Thornes
Chapter 19: Games and active learning methods (pages 247-257)

Notes:

Engage students in course material through games and activities, encouraging students to create their own questions and answers to engage them in constructivism.

Shape the games or activities around the class/lesson. Use games or activities as icebreakers.

Flexibility and accessibility around games and activities to ensure everyone can participate. Create an enjoyable environment for student learning. Motivate and improves involvement. Use existing card/board games, and TV-shows as a template for fun activities.

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McWilliam, E. (2009). Teaching for Creativity: From sage to guide to meddler. Asia Pacific Journal of Education. 29. 10.1080/02188790903092787

Notes:

The role of a teacher has evolved from the traditional giver of information. Sage on the stage

Focus on facilitating creativity. Guide on the side to Meddler in the middle.

Instead of lecturing, encourage students to explore and take risks, creating a supportive and inspiring learning environment.

Focus on experimentation, which can help students unleash their full creative potential.

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Quinlan, K. (2016). How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education. College Teaching, 64(3), pp.101-111. [online]

Notes:

Fostering Connections for Success: The Power of Relationships in Education

Unleash the full potential of your students by tapping into the significance of relationships in the learning process. Engage them with relevant subjects, involve them in the discovery process, and make education an exciting journey.

Foster positive relationships between students and teachers, and create a supportive community where students feel included and thrive alongside their peers. Empower self-discovery through transformative learning and harness the emotional impact for lasting success.

Four key relationships: Relationship with Subject, Relationship between students and teachers, Relationship with peers, Relationship with self

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Petty, G. (2015). Geoff Petty - Inaugural Professorial Lecture 9th Dec 2015. [online] YouTube.

Notes:

Existing learning of Students must be linked to new learning, like overlapping networks.

Learning involves building on top of pre-existing knowledge and collaboration between students.

4 Requirements for Co-Constructivism:

The learner must make cognitive constructs.

Activities need to be fun to create emotional involvement.

Provide opportunities for correction of constructs as soon as possible.

Questions based on reasoning. Students must think about concepts.

The human brain remembers meaning - not words. Constructivism is the process of gaining personal understanding through brain cells, creating patterns of stored information without the interference of a teacher. Co-constructivism Is the added collaborative process between student and teacher. Communities of practice three key elements: Domain: Subject matter or common ground that drives learning. Community: Community of people interested in a said domain with shared knowledge and skills.

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Bergmann, J. (2016). Simplifying Flipped Learning. [video]

‍Notes:

Traditionally the teacher lectures, and the students listen. Then the students go home to their individual spaces.

In a flipped classroom, the order of events are reversed. Before the class, the individual looks at work, then the teacher works with students in small groups.

Benefits: The teacher is amongst students through the ”hard” work.

The disadvantage of the traditional method is that teacher teaches, the student goes home, and when the student needs help, no teacher is there.

I like the concept of flipped learning as this can allow me to be flexible with how I deliver the learning materials to the students more efficiently. I also like how it encourages students to be further invested in the course content, making them more practical students.

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Personal Resources:

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Lave, J. (2019). Lave and Wenger on Situated Learning - New Learning Online. [online] Newlearningonline.com.

Notes

A process of creating a social participation of a learning subject and its community. A sense of community within the discipline.

A student should want to become part of this community and its practice.

The importance of social interaction and participation in the learning process

knowledge is not something that can be transferred but is instead developed through participation in practice within a social context and is situated within specific cultural, historical, and institutional contexts.

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Huthwaite International (2019). Creating an Effective Learning Environment.

Notes

Robin Hoyle's learner-centred approach during his Creating an Effective Learning Environment presentation.

4 key areas for an effective learning environment:

Development responsibility: Co-dependent learning responsibility between student, lecturer and peers. Example: Flipped out and in learning and group activities.

Infrastructure: Providing access to a diverse range of study materials and equipment in the room. Aim to be more competitive over “Just Google it” or YouTube.

Capability: Easy Access to knowledge exchange. Creating student-shared repositories. Activities that encourage on-the-fly problem-solving.

Culture: No condemnation, allowing students room fail, removing in-house competitiveness that could hinder sharing good practice.

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Additional Bibliography without Annotations:

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Statt, N. (2019). Sekiro’s difficulty debate results in incredible ‘you cheated not only the game’ meme - The Verge. [online] theverge.com. Available at: https://www.theverge.com/2019/4/9/18302796/sekiro-shadows-die-twice-copypasta-you-cheated-not-only-the-game-memes
[Accessed 1 Jan. 2023].

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Bernard, M. (2022). Daily Stand-up Meetings for Dev Teams: The Ultimate Guide - Hatica. [online] hatica.io. Available at: https://www.hatica.io/blog/daily-standup-meetings/
[Accessed 23 Jan. 2023].

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Hadji-Vasilev, A. (2022) 20 Discord Statistics, Facts and Trends for 2023, Cloudwards. Available at:https://www.cloudwards.net/discord-statistics/
[Accessed: 15 January 2023].

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Our building (2023). Available at: https://www.ravensbourne.ac.uk/student-life/our-building
[Accessed: 15 January 2023].

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Chang School (2015) Dr Tony Bates on Building EffectiveLearning Environments Youtube.com. Available at: https://www.youtube.com/watch?v=3xD_sLNGurA&ab_channel=ChangSchool
[Accessed: 19 January 2023].

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Cooke, H. (2022). Autism at university. [PowerPointPresentation]. Neurodiversity Training, 10th June, London.

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