Academic Development, Faculty Development, Hochschuldidaktik, Play and Creativity in Higher Education, SoTL
I have been making some headway catching up with literature on education, educational theories and helpful instructional books for emerging teachers in higher education. There is a lot of ‘because I say so’ writing. As Erziehungswissenschaftler (educational scientist) this is rather a nuisance. It makes we want to rebel: Continue reading I propose to you to rebel.
Auf Deutsch Teil der Erkenntnis die mich letzte Woche befiel war, dass Deutsch für akademisches Schreiben die wesentlich zufriedenstellendere Sprache für mich ist. (Auch wenn Google mir gerade sagt, dass ‘zufriedenstellendere’ ganz bestimmt nicht richtig geschrieben ist, und mir Zweifel ob der nicht mehr ganz so neuen Rechtschreibung kommen.) Aber nun ein Mal von vorn: Alles … Continue reading Epiphany
I have begun to create this document a while ago. Looking to create a resource of free and easily accessible gadget, websites, apps that could be used for learning, teaching, and collaborating. Continue reading EdTech Spreadsheet
My talk about supporting international PGT students through Informal learning spaces won the price for best presentation at the 8th Learning and Teaching Conference at the University of Glasgow. Prezi Slides with all the Links for the Presentation https://prezi.com/embed/jcbnlmm6mw2l/?bgcolor=ffffff&lock_to_path=1&autoplay=0&autohide_ctrls=0# Abstract Presenter: Nathalie Sheridan, Student Learning Service Literature (Briggs et al, 2012) suggests that students experience cultural displacement … Continue reading Supporting International PGT Students through Informal Learning Spaces
I had a storyteller as coach Remember a while back my peer reviewer said that PowerPoint doesn’t work well for me because I am a storyteller? The problem with being a storyteller who has to rely on a linearly structured aid is that sometimes it works very well and sometimes not at all. So I … Continue reading Of story telling, coaching, and teaching in HE
On Friday I had the first group of master engineering students for a morning session on writing their dissertation reports. Now, I am new to this college and the students so I needed a way to understand, how far the students were with their projects and how thought-out the process. Further, I needed an icebreaker. Design … Continue reading Play-dough is not just for kindergarten!
Rambling insights from trying to write up my research project—stumbling into Guerrilla research The accidental Guerrilla research project—I think We were tasked to conduct an action research project, exploring the impact or effect or benefits or outputs a new teaching strategy or method has on our students. This was the rough task provided within the … Continue reading The accidental Guerrilla researcher …
In my other work-place we work closely with a Writing Fellow: The lovely Katie Grant. Who generously agreed to have a meeting, so I could understand her role and have a chat about writing. This post briefly reflects on her tips for paragraph-writing, and I have her permission to share her paragraph-matrix with you. Building … Continue reading On Writing Paragraphs
Being filmed when teaching … and other peer review tools I was not so much thrown by my colleague’s presence in the seminar room, but by the video camera. Normally teaching is fleeting; it is a fluid, temporal, and private space, where my students and I create meaning, interact, laugh, banter, and discuss. However, being … Continue reading Of Peer Learning and Being Filmed Teaching
Reflective Writing The students in Health and Life Sciences have to learn reflective writing; contemplating their placement experiences. One of the biggest problems most students have is linking their experience to theory and research. That problem places writing sometimes into the category: deliberations in a teenage-diary. The students are not happy with their writing, and … Continue reading Fortune Cookie Reflections
The impossibility of simple 26th January 2019. Culling this blog, I enjoy revisiting some of the posts and ideas. Even though most of them are half-baked. They are junctions without signposts from crossroads walked in a time and space long gone. But the tracks are still there. Like footprints in the sand. What I learned, … Continue reading Teaching and the Notion of Kata
The Issue I wanted my students, to take ownership of ‘how’ they use English in their presentations, instead of just focussing on bringing content across any-which-way. As master students the class are all professionals, used to present and speak in front of peers. However, translating this confidence into a different language is challenging—I am speaking … Continue reading Radiography, Gallery of Modern Art & International Students
The quest for my researcher identity is a challenge to say the least. The following saccharine considerations sprang from a meeting I had today. I talked to the master of grants, exploring various options and I realised the worst question someone could possibly ask me is: So what do you want? Look at the trees … Continue reading On the Quest for a Researcher Identity
Connecting the Dots: Culture of Vulnerability, Possibility Thinking & Resilience Friday thoughts in three dots I am currently working on a couple of projects and research ideas. Some of the conceptual considerations came (more or less) together this morning. Mind you this post is the mind-mappingly drafting of a draft in an attempted linear form. … Continue reading Vulnerability, Possibility thinking and Resilience
Learning Spaces When you undertake a biggish research project, such as a PhD, there will be topics that are like Alpine Marmots. You technically know they are there. You know they can randomly pop-up, unexpectedly, surprisingly, and twitch their little noses right in your face. However, these Alpine Marmot topics make only marginal appearances throughout … Continue reading Learning Space—An Alpine Marmot
Nathalie Tasler, PhD, SFHEA, MPhil, PGDip CCM, PGCert LTHE 