Course designs embed implicit epistemological commitments concerning knowledge. They assume knowledge can be tentative and contested, mastered techniques are correct, and personal experiences are valid evidence. These foundational beliefs shape disciplines but often remain unacknowledged, potentially obscuring students’ understanding of how knowledge is constructed and validated.
(Coaching is available for direct entries for Fellowship. Contact me to discuss) The majority of academic staff in the United
Newly uploaded, here is the final paper that was previewed in blog postings during December 2014. Atkinson, S. P. (2014) Rethinking
The Higher Education Academy issues extensive guidance on supporting the International Student Lifecycle. This is the result of The Teaching
(extracts from a draft Working Paper) Following a review of institutional websites in October 2014 it is clear that the
(Extracted from a draft working paper) One might expect this diversity in provision in Higher Education to be reflected in
The Higher Education Academy is currently running a Teaching International Students project which aims to support teaching staff in the
It was a great please to share the new POISE resource with colleagues at The University of Gloucestershire on Friday
The UK Council for International Student Affairs has a website crammed with useful information for students planning to come to
An excellent resource for those wishing to explore their own preparedness to study, particularly overseas students looking to come and
I delivered a webinar recently on technology enhanced learning. It was a 90-minute session (possibly too long) in Adobe Connect
We really need to know what we each believe about learning, our personal epistemologies, before we start learning and teaching.