Nathalie Tasler, PhD, SFHEA, MPhil, PGDip CCM, PGCert LTHE
Academic Development, Faculty Development, Hochschuldidaktik, Play and Creativity in Higher Education, SoTL
Reflective Practice with focus on learning and teaching
Reflections on a summer holiday where almost nothing went as planned My granddad always said: There is always something to learn, in every situation, and in the least you will learn how not to do a thing. Writing some contributions to the Life Wide Magazine* for which the editors asked to reflect on how imagination … Continue reading You can find Learning Everywhere
An Introduction of Sorts #ETConf20 reflection part two, which again is one of these posts I began writing weeks … or is this months ago now? In this I am pondering three things, Nordic Walking, walking conferences, and the ADHD side of life. One of the things I am constantly working on is finding ways … Continue reading The Walking Brain #ADHD
Identities in Crisis My reflections this month are a bit late. Too much going on. Too many directions to run into. Too much input. Too much expected outputs. Too many turn-around timelines. Too much. On all levels. But this rainy Scottish weekend, brings–unexpectedly–time. It was too wet even for us to go for a long … Continue reading #SoTLWalk June
Today’s topic on the FOS201 Course was OERs my academic knowledge around OERs is rudimentary at best, an image that came to mind during the FOS201 reflection was that I use OER like the fancy coffee machine in our seminar room. I use it when we are permitted to, let my colleagues know when they … Continue reading #FOS201 OER and OEP
Two Foot in Front of You This is how far I ought to look according to the SO. He said: ‘It’s like mountain biking. You do not look at the mountain. You do not look up the hill you have to cycle up. You look at the two foot in front of you.’ This was … Continue reading Two Foot in Front of You
I have fallen in love with the SoTL walk. It is a great way to engage in reflective practice and with colleagues across the world. This month’s topic was more challenging than I thought. Once I began writing it grew vines and tentacles all over the place. So instead of sharing directly on the padlet, … Continue reading Monthly SoTL-walk: Emergence
Mindfulness Mindfulness has been a bit of a tricky topic for me. I cannot stand having to sit or lie still and then focus on my breathing. A friend of mine eventually suggested to read an article about walking meditation [1,2]. Much better. I often take my camera. The camera asks for a focus, and … Continue reading Mindful Breaks
Reflexive Practice, Research Diaries and Witchcraft I feel at the moment I want to begin every post with: in the current situation, or during this challenging time … whilst I do not want to amplify the platitudes, the pandemic has amplified fractures, and needs. More than ever do I find solace in reflective writing, in … Continue reading Reflective Practice During a Time of Change
The view from over your own shoulder Evaluating your teaching. This was the CPD session I ran today for university teachers at all levels. Technicians who ensure that researchers learn to work complex (and expensive) equipment, tutors, graduate teaching assistants, and lecturers. One of the things that strikes me most when teaching sessions on evaluating … Continue reading Reflective Practice
Today made me think about judgements a lot. Partially because it is this time of the year, where academia is running the personal development reviews, or annual reviews, or performance reviews–whatever your local label. Partially, because in a training session I ran today the topic of judgement came up in a very intensive debate. And … Continue reading Judgements
Rich Furman @WriteNThrive and I had a video coaching session to advice on writing issues specific to academics with ADHD. I am still (months and months later) deconstructing and reconstructing all the advice. Sharing some of the key insights from the session on my blog #acwri #publishing #writing #academicwriting #highered Continue reading How to get back into Academic Writing
One of my aims for this year was to write a reflective practice paper, and submit for publication. I really struggled with identifying the story I actually wanted to tell. Additionally, I am currently working on my SFHEA application and I just realized that I began my professional journey studying and researching how we make … Continue reading Being a reflective practitioner
Planting a tree is purposeful engagement; putting my winter rosemary into a bigger pot because it became pot-bound is an act of caring. I am pausing to observe the robin curiously observing me. The air is still chilly, and the winged ethnographer quickly loses interest in his subject. Working in my garden is an act of self-care and an act of deep work. Continue reading Working in the garden
The lovely people from the #ALT Winter Conference have already uploaded the recordings from our sessions yesterday. #disruptivepedagogies #activelearning #edtech #storytelling Continue reading ALT Winter Conference–Our Recorded Session
Originally posted on #LTHEchat:
Active Learning and Disruptive Pedagogies In this #LTHEChat, we would like to explore the disruptive potential of active learning. It is probably easier to define what active learning is not, than what it is. While a concise definition for active learning remains elusive, during our Active Learning course, we have bought into Kovbasyuk and Blessinger’s (2013) ‘vision of education’ as an ‘open meaning-making process’; the interaction between the teacher, student and… Continue reading Active Learning and Christmas Festivities
Nathalie Tasler, PhD, SFHEA, MPhil, PGDip CCM, PGCert LTHE 