Narrative pedagogy

Narra

In the arti­cle Enabling nar­ra­tive ped­a­gogy: invit­ing, wait­ing, and let­ting be (2014), Pamela Iron­side encour­ages Nurs­ing instruc­tors to increase engage­ment of stu­dents by being more aware of “Con­cern­ful Prac­tices”. She sum­ma­rizes these prac­tices as “invit­ing, wait­ing and let­ting be” (p. 213). The result is a col­lab­o­ra­tive teach­ing and learn­ing expe­ri­ence. Her arti­cles give spe­cific exam­ples.
Iron­side PM. (2014.) Enabling nar­ra­tive ped­a­gogy: invit­ing, wait­ing, and let­ting be. Nurs Educ Per­spect. 35(4):212–8. doi: 10.5480/13–1125.1

Reflec­tive Prac­tice: Nar­ra­tive Ped­a­gogy Can Trans­form the Edu­ca­tional Par­a­digm by Gail Sher­wood pro­poses that Nar­ra­tive Ped­a­gogy pro­motes changes in behav­ior and atti­tudes among stu­dents and is a tool for mak­ing sense of enor­mous amount of content.

Syllabi and Course Learning Objectives from UW Center for Teaching and Learning

SyllabusThe UW Cen­ter for Teach­ing and Learn­ing pro­vides Guide­lines for Course Syl­labi and Course Learn­ing Objec­tives. Included are resources on course and syl­labus design, effec­tive and inno­v­a­tive courses, assess­ment and hybrid learning.

Does lecture capture reduce attendance?

question markRead about pre­lim­i­nary find­ings and research ques­tions for a study under­way at the Har­vard Ini­tia­tive for Learn­ing & Teach­ing titled Lec­ture atten­dance research: Meth­ods and pre­lim­i­nary find­ings.

A guide to help instruc­tors decide whether to use lec­ture cap­ture and for what pur­pose is pro­vided by Chris­tensen, K. (n.d.). Lec­ture Cap­ture: Best Prac­tices [Blog com­ment]. Rre­trieved from http://asthoughtsdo.com/kimberly-projects/2012/9/24/lecture-capture-best-practices.

Other resources include the following.

Al Nashash, H., & Gunn, C. (2013). Lec­ture Cap­ture in Engi­neer­ing Classes: Bridg­ing Gaps and Enhanc­ing Learn­ing. Edu­ca­tional Tech­nol­ogy & Soci­ety, 16(1), 69–78.

Bacro, T. R. H., Gebregzi­ab­her, M., & Ari­ail, J. (2013). Lec­ture Record­ing Sys­tem in Anatomy: Pos­si­ble Ben­e­fit to Audi­tory Learn­ers. Anatom­i­cal Sci­ences Edu­ca­tion, 6(6), 376–384. doi:10.1002/Ase.1351.

Le, A., Joor­dens, S., Chrysos­to­mou, S., & Grin­nell, R. (2010). Online lec­ture acces­si­bil­ity and its influ­ence on per­for­mance in skills-based courses. Com­put­ers & Edu­ca­tion, 55(1), 313–319. doi:10.1016/j.compedu.2010.01.017.

Lead­beater, W., Shut­tle­worth, T., Couperth­waite, J., & Nightin­gale, K. P. (2013). Eval­u­at­ing the use and impact of lec­ture record­ing in under­grad­u­ates: Evi­dence for dis­tinct approaches by dif­fer­ent groups of stu­dents. Com­put­ers & Edu­ca­tion, 61, 185–192. doi:10.1016/j.compedu.2012.09.011

Mahal, K. (2012). Lec­ture Cap­ture in Higher Edu­ca­tion. Van­cou­ver: Office of the VP Aca­d­e­mic and Uni­ver­sity Affairs, Alma Mater Soci­ety of the Uni­ver­sity of British Colum­bia. Retrieved from http://www.ams.ubc.ca/wp-content/uploads/2013/07/Lecture-Capture-in-Higher-Education-AMS-Report.pdf.

Marc­hand, J. P., Pear­son, M. L., & Albon, S. P. (2014). Stu­dent and Fac­ulty Mem­ber Per­spec­tives on Lec­ture Cap­ture in Phar­macy Edu­ca­tion. Amer­i­can Jour­nal of Phar­ma­ceu­ti­cal Edu­ca­tion, 78(4). doi:10.5688/ajpe78474.

Maynor, L. M., Bar­rick­man, A. L., Sta­matakis, M. K., & Elliott, D. P. (2013). Stu­dent and Fac­ulty Per­cep­tions of Lec­ture Record­ing in a Doc­tor of Phar­macy Cur­ricu­lum. Amer­i­can Jour­nal of Phar­ma­ceu­ti­cal Edu­ca­tion, 77(8). doi:10.5688/ajpe778165.

Owston, R., Lup­shenyuk, D., & Wide­man, H. (2011). Lec­ture cap­ture in large under­grad­u­ate classes: Stu­dent per­cep­tions and aca­d­e­mic per­for­mance. Inter­net and Higher Edu­ca­tion, 14(4), 262–268. doi:10.1016/j.iheduc.2011.05.006.

Shaw, G. P., & Mol­nar, D. (2011). Non-native eng­lish lan­guage speak­ers ben­e­fit most from the use of lec­ture cap­ture in med­ical school. Bio­chem­istry and Mol­e­c­u­lar Biol­ogy Edu­ca­tion, 39(6), 416–420. doi:10.1002/Bmb.20552.

Wiese, C., & New­ton, G. (2013). Use of Lec­ture Cap­ture in Under­grad­u­ate Bio­log­i­cal Sci­ence Edu­ca­tion. The Cana­dian Jour­nal for the Schol­ar­ship of Teach­ing and Learn­ing, 4(2). doi: 10.5206/cjsotl-rcacea.2013.2.4.

Best practices when using multimedia

Richard shapesMayer of the Uni­ver­sity of Cal­i­for­nia, Santa Bar­bara offers an overview of the research on how peo­ple learn from the spo­ken word, text and graph­ics. His report Research-Based Prin­ci­ples for Design­ing Mul­ti­me­dia Instruc­tion pro­vides ideas that are use­ful for instruc­tors design­ing slides and using multimedia.

Leading Change in Public Higher Education: From the University of Washington Provost

Lead­ing Change in Pub­lic Higher Edu­ca­tion: A Provost Series on Trends and Issues from the Uni­ver­sity of Wash­ing­ton is a series of pub­li­ca­tions that include a focus on tech­nolol­ogy in teach­ing and learn­ing. The reports which describe best prac­tice and tips include the fol­low­ing topics.

  • Inno­va­tors Among Us: Using Tech­nol­ogy to Engage Stu­dents, Octo­ber 31, 2014
  • Learn­ing with Tech­nol­ogy and Learn­ing for Life, Octo­ber 1, 2013
  • Putting Learn­ing First: How Stu­dents Learn and How Tech­nol­ogy Can Help, April 2013
  • Inno­va­tors Among Us: How UW Fac­ulty are Enhanc­ing Teach­ing with Tech­nol­ogy, March 2013
  • Explor­ing the Pros and Cons of Online, Hybrid, and Face-to-face Class For­mats, Jan­u­ary 2013
  • Online Learn­ing: Broad­en­ing the Con­ver­sa­tion, Decem­ber 3, 2012

Using discussion and participation to enhance engagement and learning

discussionMaryellen Weimer in her excel­lent Teach­ing Pro­fes­sor Blog writes about the Rela­tion­ship Between Par­tic­i­pa­tion and Dis­cus­sion. She explores the impor­tance of coach­ing stu­dents in effec­tive dis­cus­sions when involved in group par­tic­i­pa­tion. She pro­poses how this con­tributes to engage­ment and learn­ing in higher education.

Student-centered teaching increasing in undergraduate courses

heriOn pages 5 through 8 of Under­grad­u­ate Teach­ing Fac­ulty: The 2013–2014 HERI Fac­ulty Sur­vey, changes in teach­ing prac­tices since 1989 are illus­trated. Student-centered approaches have con­sis­tently increased. These include peer review, coop­er­a­tive learn­ing, group projects, course top­ics selected by stu­dents, and discussions.

Learner centered versus student centered

learner centeredDan Berrett in Pro­fes­sors’ Place in the Class­room Is Shift­ing to the Side explores con­cepts and research related to the chang­ing role of instruc­tors as they cre­ate learn­ing inter­ac­tive learn­ing envi­ron­ments. He also con­trasts “learner cen­tered” with “stu­dent centered”.

Journals on teaching and learning

readingThe Cen­ter for Teach­ing and Learn­ing, Uni­ver­sity of North Car­olina, Char­lotte pro­vides a list of jour­nals on teach­ing and learn­ing. Jour­nals related to higher edu­ca­tion are listed and discipline-specific jour­nals related to teach­ing and learn­ring are grouped separately.