Suchergebnisse

AbstractThis study focuses on the spaces and places for learning and teaching connections in higher education. Using a photovoice research method, we ask: what role do spaces and places play in offering opportunities for learning and teaching connection, and what do they tell us about the evolving practices of teachers in contemporary higher education? Whilst considerable attention has been paid to the learning spaces of students, we argue that less attention has been devoted to the spaces in which educators learn. Our findings are considered against a backdrop of the ongoing disruption of the Covid-19 pandemic, meaning that opportunities for interaction have assumed even greater significance, and the ways in which we use and understand teaching spaces are in flux. As such, our data highlights how the move to digital and hybrid learning is blurring the boundaries of spaces and places, reorienting what it means to teach and to learn in a postdigital higher education landscape. We engage sociomaterial and spatial concepts to examine how spaces entangle with university teachers' experiences, and we explore the shifting nature of interaction and space in post-pandemic times.

Chapter 1. The single voice fallacy; Simon Lygo-Baker, Ian M. Kinchin and Naomi E. Winstone -- SECTION I. Engaging with diverse student voices -- Chapter 2. Finding an identity in the crowd: a single-case framed narrative of being in the invisible majority; Ian M. Kinchin and Alexander M. Kinchin -- Chapter 3. The value of working with students as partners; Kathryn A. Sutherland, Isabella Lenihan-Ikin and Charlotte Rushforth -- Chapter 4. The voice of the student as a 'consumer'; Louise Bunce -- Chapter 5. International Student Voice(s) - Where and what are they?; Anesa Hosein and Namrata Rao -- Chapter 6. Developing oracy skills for student voice work; Marion Heron and David M. Palfreyman -- SECTION II. From voice to voices: Engaging student voices beyond metrics -- Chapter 7. Developing assessment feedback: From occasional survey to everyday practice; Naomi E. Winstone and David Boud -- Chapter 8. What happens after what happens next? The single voice of DLHE and its distortions on the student learning journey; Keith Hermann -- Chapter 9. Mechanisms to represent the doctoral researcher voice; Shane Dowle, Sam Hopkins and Carol Spencely -- SECTION III. Engaging student voices across the higher education experience -- Chapter 10. 'Duck to water' or 'fish out of water'? Diversity in the experience of negotiating the transition to university; Naomi E. Winstone and Julie A. Hulme -- Chapter 11. Making learning happen: Students' understanding of academic and information literacies; Karen Gravett -- Chapter 12. Collaborating with students to support student mental health and wellbeing; Dawn Querstret -- Chapter 13. Reconciling diverse student and employer voices on employability skills and work-based learning; Katarina Zajacova, Erica Hepper and Alexandra Grandison -- Chapter 14. Students' perceptions of graduate attributes: A signalling-theory analysis; Anna Jones and Judy Pate -- SECTION IV. The influence of student voices on academic work -- Chapter 15. Valuing uncertainty; Simon Lygo-Baker -- Chapter 16. Pluralising 'student voices': evaluating teaching practice; Adun Okupe and Emma Medland -- Chapter 17. Student voice(s) on the enactment of the research-teaching nexus; Ian M. Kinchin and Camille B. Kandiko Howson -- Chapter 18. Engaging students as co-designers in education innovation; Karen Gravett, Emma Medland and Naomi E. Winstone -- Chapter 19. When all is said and done: consensus or pluralism?; Simon Lygo-Baker, Ian M. Kinchin and Naomi E. Winstone