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Inspire: Learning for Teaching in Higher Education

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Inspire: Learning for Teaching in Higher Education

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As societies continue to respond to the grand challenges of our time, so too must Higher Education. This book explores what innovation and change could look like within Higher Education, and what could be done to facilitate it. Inspire: Learning for Teaching in Higher Education considers the grand pedagogic challenges facing the Higher Education sector, captured through a series of detailed dialogues and debates between disciplinary colleagues. Reflecting on forward-looking frameworks and exploring how they may be facilitated, each co-authored chapter platforms insights from educational experts. The focus of this book is on action, seeking to inspire those teaching, facilitating, and leading in Higher Education to bring conceptual understanding to actuality.

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Inspire: Learning for Teaching in Higher Education – Nova Science Publishers

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Anna McNamara, PhD - Professor, Surrey Institute of Education, University of Surrey, Guildford, Surrey, UK Dominic Mahon, PhD - Lecturer, Higher Education, University of Surrey, Guildford, Surrey, UK Vasiliki Papageorgiou, PhD - Lecturer, Higher Education (Curriculum Design), University of Surrey, Guildford, Surrey, UK Janet Ramdeo, PhD - Lecturer, Higher Education (Inclusive Education), University of Surrey, Guildford, Surrey, UK Series: Education in a Competitive and Globalizing World BISAC: EDU015000; EDU037000; EDU000000 DOI: https://doi.org/10.52305/MFHB5151 As societies continue to respond to the grand challenges of our time, so too must Higher Education. This book explores what innovation and change could look like within Higher Education, and what could be done to facilitate it. Inspire: Learning for Teaching in Higher Education considers the grand pedagogic challenges facing the Higher Education sector, captured through a series of detailed dialogues and debates between disciplinary colleagues. Reflecting on forward-looking frameworks and exploring how they may be facilitated, each co-authored chapter platforms insights from educational experts. The focus of this book is on action, seeking to inspire those teaching, facilitating, and leading in Higher Education to bring conceptual understanding to actuality. **Order the printed version and SAVE 50% on the e-book with Print+eBook**

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The Academic Skills Handbook, second edition - inspection copies available.

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The Academic Skills Handbook, second edition - inspection copies available.

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'The Academic Skills Handbook' provides tailored support, helping students identify where their strengths lie, what they need to work on and how to improve their study skills.

From assessment literacy, academic writing and critical thinking, to harnessing AI, getting the most out of online learning and demystifying university culture, it takes students step-by-step through the challenges, triumphs and expectations of university life.

Get your free inspection copy here

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B24_3025 Hopkins & Reid 2e social banners_1

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Design Thinking in Education: Adding Collaboration, Uncertainty, Phronesis and Fairydust to Curriculum Design

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Design Thinking in Education: Adding Collaboration, Uncertainty, Phronesis and Fairydust to Curriculum Design

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(https://www.ijmar.org/v10n2/23-020.html) We wrote this as a way of exploring curriculum design as our art - and therefore our Practice Based Research can involve the analysis of our curriculum design ... it was fun to write and we hope you don't mind us recommending it...

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Design Thinking in Education: Adding Collaboration, Uncertainty, Phronesis and Fairydust to Curriculum Design | Sinfield | International Journal of Management and Applied Research

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Design Thinking in Education: Adding Collaboration, Uncertainty, Phronesis and Fairydust to Curriculum Design

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A practical guide full of global case studies, excellent for PgCAP courses, highly recommended 😊

Also has a companion website https://inclusivelearningdesign.com/

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I found Professor Ahmed's book frequently referenced in resources I used as part of my MA in art education. Having finally read it, I can't recommend it enough. I've now got a well-annotated paperback copy and find myself listening to it via audible as I work in the studio - just as I did when I first 'discovered' bell hook's Teaching to Transgress. In it, Ahmed taking an embodied approach as she applies critical theory to concepts I'd 'felt' but not had the language to explain.

In Part 1, she outlines the significance of who we cite and how 'wilful' is pejoratively applied to girls and women - something I experienced growing up in Australia in the 1990s. She substantiates her position using rich quotes from her lived expereinced that includes 30 years in HE and usefully defining terms such as 'polite racism' and institutional 'comfort'.

'Chapter 4 / Trying to Transform' outlines some of the complexities of diversity work. She asserts that rather than upholding a commitment to transform, many HEIs 'perform' such work as a form of PR and image management - writing brilliant documents that become a substitute for doing the work and explains how the very appearance of transformation can stop something from happening. There are many personal anecdotes, including an explanation of her resignation from her post as Professor at Goldsmiths - in protest at the university's failure to address sexual harassment - and the university's curious response, in which her own Feminist work was appropiated as evidence against her resignation claim.

Heady, or as she would say, 'sweaty' work!

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101 Creative Ideas to Use AI in Education

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101 Creative Ideas to Use AI in Education

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Free and open access!

Chrissi Nerantzi, Sandra Abegglen, Marianna Karatsiori, & Antonio Martínez-Arboleda (Eds.). (2023). 101 creative ideas to use AI in education, A crowdsourced collection. Zenodo. https://doi.org/10.5281/zenodo.8224168

This open crowdsourced collection by presents a rich tapestry of our collective thinking in the first months of 2023 stitching together potential alternative uses and applications of Artificial Intelligence (AI) that could make a difference and create new learning, development, teaching and assessment opportunities.

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Crossing borders in University Teaching and Learning

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Crossing borders in University Teaching and Learning

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Recently published account of staff and student perspectives of HE using an intercultural lens, which layers very nicely with an LD academic literacies approach! Will be a good contribution to the theoretical basis for LD as well as an interesting exploration of how our students understand their learning and participation in HE

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Uncovering aspects of university culture which are often hidden or misunderstood, this book brings together international perspectives, showing the matches and mismatches between experience and expectation, as both staff and student face new academic cultures.

Drawing on the stories of students and members of staff in the higher education sector as starting points for analysis, this book considers aspects such as the dynamics and pragmatics of university settings, from tutorial to lecture; the assignment and multiple text types from reflective logs to essays; different interpretations of grades, grading and feedback. Topics are explored with examples from critical incidents and narratives in international contexts - both where staff or students cross cultures and borders, and where they are functioning within the university culture with which they are most familiar.

Ideal both for those new to learning and teaching in higher education, and those seeking to refresh their practice, this must-read book uses case studies and narratives to illustrate key challenges academics and students face. With consideration given to learning across cultures, the narratives and topics lead to enquiries which the reader can ask and research for themselves to find helpful answers to explain their own university experiences.

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Crossing Borders in University Learning and Teaching: Navigating Hidden Cultures

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Uncovering aspects of university culture which are often hidden or misunderstood, this book brings together international perspectives, showing the matches and mismatches between experience and expectation, as both staff and student face new academic cultures.

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I really loved the resources from Sian Bayne, Jen Ross and Michael Gallagher to seed creative sessions for re-thinking HE. They supply Tarot Cards, Posters and Short Stories! Brilliant!
https://www.de.ed.ac.uk/news/higher-education-futures-8-scenarios-8-tarot-cards-and-8-short-stories

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Henry Giroux: Making Education Central...

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Henry Giroux: Making Education Central...

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A very readable and pithy (4pp) plea to make higher education part of the struggle to resist the rise of a denatured education - and to work together to develop education as the practice of freedom:
"At the very least, education is central to politics because it provides the foundation for those of us who believe that democracy is a site of struggle, which can only be engaged through an awareness of both its fragility and necessity. There is a need to rethink and relearn the role that critical education and civic literacy have and can play in producing a collective anti-capitalist consciousness. There is no democracy without an educated public and there is no educated public without the support and existence of institutions that define education as a public good and as a crucial public sphere." https://www.academia.edu/96866475/Making_Education_Central_to_Politics_in_the_Age_of_Pandemics

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Winner of the Critics Choice Award from the American Educational Studies Association in 2001. In 1932 George Counts, in his speech, "Dare the School Build A New Social Order," explicitly challenged teachers to develop a democratic, socialistic society. In DSE we take seriously the question of what social studies educators can do to help build a democratic society in the face of current antidemocratic impulses of greed, individualism, and intolerance. The essays in this book respond to Counts' question in theoretical analyses of education and society, historical analyses of efforts since Counts' challenge, and practical analyses of classroom pedagogy and school organization. This book provides educators with ideas that challenge the taken-for-granted meanings of democracy, citizenship, culture, work, indoctrination, evaluation, standards, and curriculum within the purposes of social studies education.

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Making Education Central to Politics in the Age of Pandemics

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Winner of the Critics Choice Award from the American Educational Studies Association in 2001. In 1932 George Counts, in his speech, "Dare the School Build A New Social Order," explicitly challenged teachers to develop a democratic, socialistic society.

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Optimising learning through cognitive science

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Optimising learning through cognitive science

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Putnam, A. L., Sungkhasettee, V. W., & Roediger, H. L. (2016). Optimizing Learning in College: Tips From Cognitive Psychology. Perspectives on Psychological Science, 11(5), 652–660. https://doi.org/10.1177/1745691616645770

This article explains useful strategies for students to learn better, based on cognitive science. It is useful for lecturers and teaching staff to help us create a learning design that is effective. These strategies can be used in conjunction with the Learning Scientists six strategies for effective learning.

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I've not yet read this - but have downloaded the PDF! It says: In this volume, an interdisciplinary team of researchers shares insights from three years of intensive design research resulting in a game for assessment of computer science and data science skills.
It offers a really creative game for students to lay that makes data and data analysis meaningful - to contexts they would be interested in.
https://press.etc.cmu.edu/books/playful-testing
I definitely want to use it on our PGCert - my module being Managing the Assessment and Feedback Process...

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In this volume, an interdisciplinary team of researchers shares insights from three years of intensive design research resulting in a game for assessment of computer science and data science skills. The context, grounded in New York City public schools and the needs of middle school students and teachers, set a challenging innovation agenda. Beats Empire, the formative assessment game designed in response to these challenges, quickly garnered many awards and downloads.

The game offers each student an opportunity to manage recording artists, shaping the parameters of their recordings in response to their analysis of song trends in an imaginary metropolis. The learning and assessment themes align to a national computer science framework; the topics of data collection, storage, visualization and interpretation are key data science skills that are relevant across many subjects, such as math, science, and social studies. Game play maps realistically onto how today's music industry producers and managers use data to increase their artists' followers, listens, and sales.

This book follows the team through the initial design process, the development of the game, its implementation in a middle school classroom, the research that came from game data, and reflections on lessons learned and future directions. By explaining in detail the team's game design process, and connecting this account to prior research on game and assessment design, this book offers important insights into the design of assessment games.

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In this volume, an interdisciplinary team of researchers shares insights from three years of intensive design research resulting in a game for assessment of computer science and data science skills. The context, grounded in New York City public schools and the needs of middle school students and teachers, set a challenging innovation agenda.

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Teaching, Learning and Study Skills: A Guide for Tutors, 2004

by Tom Burns and Sandra Sinfield

https://uk.sagepub.com/en-gb/eur/teaching-learning-and-study-skills/book226600

This is an empowering book for tutors, lecturers and teachers in further and higher education, who need to teach their students how to study, learn and communicate effectively.

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Introduction - and How to Use This Book

University Teaching, Widening Participation and Study Skills

How to Assess - A Short Preface on Assessment

How to Understand Our Students

How to Promote an Effective Transition to University - and Raise Student Awareness of What Is Expected of Them

How to Promote Student Self-Confidence

How to Promote Effective Organization and Time Management

How to Promote Effective Research and Reading Strategies

How to Promote Effective Note-Making

How to Promote Effective Presentations and Seminars

How to Promote Effective Writing

How to Support Effective Revision and Exam Techniques

How to Support Effective Group Work

How to Promote Reflective Practice

How to Promote Overall Success

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Introduction - and How to Use This Book University Teaching, Widening Participation and Study Skills How to Assess - A Short Preface on Assessment How to Understand Our Students How to Promote an Effective Transition to University - and Raise Student Awareness of What Is Expected of Them How to

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Collaboration in Higher Education: A New Ecology of Practice, 2023
edited by Sandra Abegglen, Tom Burns and Sandra Sinfield

This volume synthesises theoretical perspectives and current practice to present case study examples that advocate for a more inclusive, cooperative, collaborative, compassionate and empowering education, one that sees learning and teaching as a practice that enables personal, collective and societal growth. The human element of education is at the core of this book, focusing on what we can do and achieve together: students, academic staff, higher education institutions and relevant stakeholders.

https://www.bloomsbury.com/uk/collaboration-in-higher-education-9781350334052/

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Foreword, Gordon Asher (Independent Scholar and Developer, UK)
1. Introduction: Why Collaborate, Sandra Abegglen (University of Calgary, Canada), Tom Burns (London Metropolitan University, UK) and Sandra Sinfield (London Metropolitan University, UK)
2. Choose Your Own Collaboration: An Adventure in Academic Time and Space, Alke Gröppel-Wegener (Staffordshire University, UK), Eleanor Johnston (Staffordshire University, UK) and Lydia Bales (Open University, UK)
3. Staff Collaborations to Enhance Teaching and Learning, Kevin Brazant (London Metropolitan University, UK), Dee Tracey (London Borough of Southwark, UK), Quentin Allan, Robyn McWilliams, Sue Raleigh (Auckland University of Technology, New Zealand), Philippa Soccio, Kate Tregloan (University of Melbourne, Australia), Laura Barclay, Sharon Bittner ,Anne-Kathrin Reck, Rhiannon Parry Thompson (University of Portsmouth, UK), Katherine Herbert, Julia Lynch (Charles Sturt University, Australia), Humayun Murshed (University of New South Wales Global, Australia), Pranit Anand (Queensland University of Technology, Australia), Byron Tsz Kit Lui (UOW College Hong Kong, Hong Kong), Diana J. Pritchard, Helen Connolly, Amanda Egbe, Mohamed Saeudy, Paul Rowinski, James Bishop, Tamara Ashley (University of Bedfordshire, UK) and Nicholas Worsfold (Brunel University London, UK)
4. Students as Partners, Anna Maria Jones, Danielle L. Kurtin, Tianshu Liu, Alisia Southwell (Imperial College London, UK), Annamaria Szelics, Sonya Frazier, Holly Kerr, Jack Knowles, Declan Prosser, Lara Ryan, Victoria Paterson, Nicola Veitch, Stewart White (University of Glasgow, UK), Daron Benjamin Loo, Nima Javanbakht, Zhiqing Rong, Xun Wang (National University of Singapore, Singapore), Andrew Struan, Monica Catherine O'Brien, Ewan D. Hannaford (University of Glasgow, UK), Stuart J. Taylor (Edinburgh Napier University, UK), Lynn Wright (Abertay University, Scotland, UK), Max Korbmacher (Western Norway University of Applied Sciences, Norway), Martha Gardiner, Julia Ngadi, Ayesha Shahid and Scott M. Hardie (Abertay University, Scotland, UK)
5. Collaboration With Stakeholders, Gabriella Rodolico (University of Glasgow, UK), Deborah Simpson (UK), Geoff Barrett (Woodlands Primary School, UK), Carol Ainley (Manchester Metropolitan University, UK), Donna Palmer, Rachel Van Krimpen and Susanna Ison (University of Nottingham, UK)
6. Creative and Digital Partnerships, Briony Supple, Siobhán O'Neill (University College Cork, Ireland), Alex Pentek (National Sculpture Factory, Ireland), Guangbo Hao (University College Cork, Ireland), Alina Georgeta Mag (University "Lucian Blaga" of Sibiu, Romania), Jessica Slotte (University of the Arts London, UK), Kiu Sum (University of Westminster, UK), Jennie Blake, Adam Cooke, Jasmine Nisic (University of Manchester, UK) and Karen Arm (Solent University, UK)
7. Decolonising Relationships and Partnerships for Social Justice, Ryan Arthur (Birkbeck College, University of London, UK), Nahid Huda (London Metropolitan University, UK), Cybele Atme (Erasmus University Rotterdam, The Netherlands), Pauline Bon (Alumni University of Amsterdam, The Netherlands), Mila de Graaf (University of Amsterdam, The Netherlands), Daniel Haudenschild (University of Kassel, Germany), Mieke Lopes Cardozo, Melina Merdanovic (University of Amsterdam, The Netherlands), Eleonore Nouel (Alumni University of Amsterdam, The Netherlands), Tony Kalume (Diversity Lewes, UK), Jess Moriarty (University of Brighton, UK), Vikki Hill, Louise Taylor (University of the Arts London, UK), Uzma A. Siddiqui (London Metropolitan University, UK), Tess Czerski (University of Amsterdam, The Netherlands) and Jana Finke (Utrecht University, The Netherlands)
8. Reflections on Collaboration, Hélène Pulker (The Open University, UK), Chrissi Nerantzi (Manchester Metropolitan University, UK), Emma Gillaspy (University of Central Lancashire, UK), Anna Hunter (University of Law, UK), Ed Bickle (Bournemouth University, UK), Silvina Bishopp-Martin (Canterbury Christ Church University, UK), Paul Chin (University of Bath, UK), Ian Johnson (University of Portsmouth, UK), Ralitsa Kantcheva (Bangor University, UK), Jane Nodder (Northern College of Acupuncture, York, UK), Victoria Rafferty (University of Sunderland, UK), Kiu Sum (University of Westminster, UK), Karen Welton (Plymouth College of Art, UK), Manuela Barczewski, Keith Beckles, Simone Maier (London Metropolitan University, UK), Monika Hrebacková, Martin Štefl, Jana Zverinová (University of Chemistry and Technology Prague, Czech Republic) and Tanja Vesala-Varttala (Haaga-Helia University of Applied Sciences, Finland)
Afterword: Collaboration, Community Building and 'Brokering', Debbie Holley (Bournemouth University, UK)
Index

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Foreword, Gordon Asher (Independent Scholar and Developer, UK) 1. Introduction: Why Collaborate, Sandra Abegglen (University of Calgary, Canada), Tom Burns (London Metropolitan University, UK) and Sandra Sinfield (London Metropolitan University, UK) 2. Choose Your Own Collaboration: An Adventure in Academic Time and Space, Alke Gröppel-Wegener (Staffordshire University, UK), Eleanor Johnston (Staffordshire University, UK) and Lydia Bales (Open University, UK) 3.

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Writing as liberatory practice: Unlocking knowledge - Buckley & Syska

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Writing as liberatory practice: Unlocking knowledge - Buckley & Syska

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Great article on writing as liberatory practice - and that we as LD need to embrace writing - more. We need to write ourselves into disciplinary existence!

Beautifully reflected on in their #Take5 blog: https://lmutake5.wordpress.com/2022/09/15/take5-76-writing-as-liberatory-practice/

Article in Teaching in Higher Education (https://www.tandfonline.com/doi/abs/10.1080/13562517.2022.2114337?journalCode=cthe20)

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Using examples of real students' successful group projects, this succinct and supportive guide will help students tackle group assignments with confidence. Bite-sized chapters take students from forming a group and establishing roles through to dealing with conflict and delivering a group assessment. The book contains practical advice on making decisions and active listening, alongside opportunities to reflect on progress and identify opportunities for improvement. A resource for all students who are expected to produce a group project as part of their course, regardless of their level or discipline.
https://www.bloomsbury.com/uk/success-in-groupwork-9781350933491/

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https://visualliteracytoday.org/
A valuable source for all levels of teaching offering resources, teaching frameworks, literature and much more. Initiated by the International Visual Literacy Association.

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Visual Literacy Today is an ongoing conversation about visual literacy, a field of study and practice that explores how we see and interpret images, how we use visuals to convey meaning and what it means to be literate in a digital age.

Image: Michal Parzuchowski

We welcome contributions from all disciplines - within and outside of academia - to help us create a body of content that truly reflects the breadth, complexity and potential of visual literacy today.

This website is home to Dana Statton Thompson's Recommended Reads, an extensive, annotated bibliography of visual literacy. Whether you are new to visual literacy or a seasoned expert, this reading list gives an excellent snapshot of research across the field.

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Visual Literacy Today - An online magazine for visual literacy and visual learning

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Visual Literacy Today is an ongoing conversation about visual literacy, a field of study and practice that explores how we see and interpret images, how we use visuals to convey meaning and what it means to be literate in a digital age.

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https://www.creativeacademic.uk/magazine.html

An open access online journal published two or three times a year under a Creative Commons Licence for the benefit of the Higher Education community.

It features and curates content that relates to the themes of:

creativity in everyday life and in all types of practice

creative teaching and learning

the encouragement and support for students' creative development

the strategies used by universities to encourage, recognise and reward staff and student creativity

creativity as an ecological phenomenon

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Abegglen, S., Neuhaus, F. & Wilson, K. (Eds.) (2022). Voices from the digital classroom: 25 interviews about teaching and learning in the face of a global pandemic. University of Calgary Press.

Bringing together twenty-five interviews from the frontline of emergency remote education, Voices from the Digital Classroom portrays the struggles, innovations, and resilience of students, instructors, and educational professionals in the face of COVID-19. These interviews offer a unique, of-the-moment perspective on an exceptional time - and provide inspiration for the future of remote education in a post-pandemic world.

https://press.ucalgary.ca/books/9781773852782/

Available open-access - and as paperback.

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About the Book
A fascinating inside view of the rapid transition to remote education as emergency COVID-19 response and an inspiration for the future of digital learning in a post-pandemic world.
The sudden shift to remote education in response to the COVID-19 pandemic created both a unique challenge and a unique opportunity. Students and instructors alike were required to quickly adapt to the digital classroom, adjusting methods, material, and pedagogical approaches on the fly.

Bringing together twenty-five interviews from the frontline of emergency remote education, Voices from the Digital Classroom portrays the struggles, innovations, and resilience of students, instructors, and educational professionals in the face of COVID-19. These interviews offer a unique, of-the-moment perspective on an exceptional time.

Complemented by additional voices that expand on stories told to reflect on challenges, successes, and lessons learned, Voices from the Digital Classroom is both a time-capsule and a vision for the future. It provides new insights into pandemic teaching and learning, a remarkable lens into the daily realities of the digital classroom, and an inspiration for the future of remote education in a post-pandemic world.
Published by LCR Publishing Services
About the Editors

Fabian Neuhaus is associate professor in the School of Architecture, Planning, and Landscape at the University of Calgary. He is the research lead for the Richard Parker Initiative and principal investigator for TALON, the Teaching and Learning Network.

Sandra Abegglen is a researcher in the School of Architecture, Planning, and Landscape at the University of Calgary. She is the project lead for TALON and has published extensively on emancipatory learning and teaching practice, creative and playful pedagogy, and remote education.

Kylie Wilson is a graduate student in the School of Architecture, Planning, and Landscape at the University of Calgary. She is a graduate assistant researcher for TALON.

Praise for Voices from the Digital Classroom

Voices from the Digital Classroom sets an agenda for online education in academia. It does so in powerfully grounded ways via the stories, practices, and experiences of those at the interface of learning and teaching, and technological change. The collection serves as a time capsule for the operations of knowledge sharing and network effects in higher education during the COVID-19 global pandemic.

-Phillip Kalantzis-Cope, Chief Social Scientist, Common Ground Research Networks

Table of Contents

Foreword
Introduction
Acknowledgments

Series One Interviews

Gregory Tweedie
Patrick Kelly
Anthony Seto
Isadora Mok-Kulakova and Laura Perissinotti
Kris Hans and Erik Christiansen
Tom Burns
Brian McDonough
Robin Whitteker
Anna-Maria Meister
Darby-Marie Henshaw
Charlie Smith
Jane MacFarlane
Sandra Sinfield
Christal Ramanauskas

Portraits
Rationale for Portraits

Series Two Interviews

Maha Bali
Ruth Healey
Rujuta Nayak
Dimitri Giannoulis
Mary-Ellen Tyler
Guy Gardner
Lisa K. Forbes and David Thomas
David Gauntlett
Kiu Sum
Lisa Silver
Thomas Keenan

Rationale for Design
Afterword
TALON Manifesto
TALON Glossary
TALON Team

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Voices from the Digital Classroom - University of Calgary Press

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A fascinating inside view of the rapid transition to remote education as emergency COVID-19 response and an inspiration for the future of digital learning in a post-pandemic world. The sudden shift to remote education in response to the COVID-19 pandemic created both a unique challenge and a unique opportunity.

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https://playhybrid.education/

The Playful Hybrid Higher Education project explores faculty and student experiences in the hybrid classroom to develop guidance for educators on the new education model, with a focus on playful and creative pedagogy.

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Essential Study Skills: The Complete Guide to Success at University

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Essential Study Skills: The Complete Guide to Success at University

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Tom Burns & Sandra Sinfield
Fifth Edition, 2022, Sage

https://us.sagepub.com/en-us/nam/essential-study-skills/book278189

Packed with study tips, activities, templates and quotes from students, this is an essential guide to university for students, showing step-by-step how to study effectively and make the best of time at university.

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How To Learn, How to Study How To Survive and Thrive Part II: The Survival Kit How To Enjoy Academic Reading How To Make the Best Notes How To Be Analytical and Critical How To Become an Excellent Digital Scholar Part III: The Big Assessment Toolkit: Assessments - How To Excel University Assessment and How to Succeed How To Reference and Avoid Plagiarism How To Write Great Essays How To Produce Excellent Reports How To Devise and Deliver Excellent Presentations How To Revise For and Pass Exams PART IV: The Employability Kit

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https://aldinhe.ac.uk/networking/the-ld-project-podcast/

The Learning Development Project podcast explores the scholarship of teaching and learning within the field of learning development.

You can subscribe wherever you listen to podcasts (https://open.spotify.com/show/0VZhC4ksp3JYMHcvpzQu7t) and follow the LD Project on Twitter: https://twitter.com/TheLDPpodcast

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The Learning Development Project podcast explores the scholarship of teaching and learning within the field of learning development. The purpose of the LD

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The #creativeHE community is open to anybody who is interested in exploring creativity in learning and teaching within and beyond the UK.

Find out more - and register for free events:
https://creativehecommunity.wordpress.com

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Journal of Learning Development in Higher Education

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Journal of Learning Development in Higher Education

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https://journal.aldinhe.ac.uk/index.php/jldhe

Twitter: @jldhe1

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Journal of Learning Development in Higher Education

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Journal of Learning Development in Higher Education

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TALON, the Teaching and Learning Online Network

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TALON, the Teaching and Learning Online Network

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https://taloncloud.ca/

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Doctoral Writing: Practices, Processes and Pleasures by Susan Carter, Cally Guerin and Claire Aitchison

This is a good easy read and provides a simple and effective approach to doctoral writing using ongoing reflection and lived experience. It's nicely written with short case studies, vignettes and practical actions to help with research writing and overcoming writing challenges.

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Adopts a unique format that blends the distinctive and lively style of blogging with scholarly critique and reflection

Includes practical advice drawn from over 60 years of combined experience in training and supporting doctoral students

Speaks to all writers and readers themselves on the practice of writing

Table of contents (7 chapters)

About this book

This book on doctoral writing offers a refreshingly new approach to help Ph.D. students and their supervisors overcome the host of writing challenges that can make-or break-the dissertation process. The book's unique contribution to the field of doctoral writing is its style of reflection on ongoing, lived practice; this is more readable than a simple how-to book, making it a welcome resource to support doctoral writing. The experiences and practices of research writing are explored through bite-sized vignettes, stories, and actionable 'teachable' accounts.Doctoral Writing: Practices, Processes and Pleasures has its origins in a highly successful academic blog with an international following. Inspired by the popularity of the blog (which had more than 14,800 followers as of October 2019) and a desire to make our six years' worth of posts more accessible, this book has been authored, reworked, and curated by the three editors of the blog and reconceived as a conveniently structured book.

Keywords

Communicating practices in doctoral writing

Thesis and Dissertation Writing

Writing Thesis Acknowledgments

Voice and clarity in thesis writing

Good writing habits for PhD students

Publishing from a PhD thesis

Avoiding plagiarism in doctoral writing

Overcoming writer's block

Supervising and advising doctoral writing

Supporting doctoral writers

Managing writing productivity

Crafting doctoral writing

Disseminating research

Academic literacy for research students

Research communication and writing

Being and developing doctoral writers

Academic Writing for Graduate Students

Authors and Affiliations

The University of Auckland, Auckland, New Zealand

Susan Carter

University of Adelaide, Adelaide, Australia

Cally Guerin

University of South Australia, Adelaide, Australia

Claire Aitchison

About the authors

Associate Professor Susan Carter is an academic developer at the Centre for Learning and Research in Higher Education at the University of Auckland, New Zealand. Prof. Carter has spent eight years putting together a generic doctoral programme, designing and facilitating seminars, writing retreat workshops, and preparing half-yearly fora. She has designed and taught workshops for supervisors, including several on sustaining their candidates' writing. Funded by Ako Aotearoa, a research project that she led provides good-practice advice for supervisors at the national level. She also provides workshops for academics seeking support with research writing. She is a founding co-editor of the DoctoralWriting blog.

Dr. Cally Guerin is a Senior Lecturer at the University of Adelaide, South Australia. Dr. Guerin has worked in researcher education, running workshops and short courses for research students and supervising Ph.D. candidates at the School of Education. Her active involvement in doctoral education includes serving on the organizing committees of key conferences in the field, Quality in Postgraduate Research (QPR) and the International Doctoral Education Research Network (IDERN). She is a founding co-editor of the DoctoralWriting blog and a Senior Fellow of the Higher Education Academy (now known as Advance HE). Her research interests include research writing, academic identities, academic mobility and internationalization, academic integrity, the academic workforce, and doctoral education.

Dr. Claire Aitchison is a Senior Lecturer working as an academic developer at the Teaching Innovation Unit, University of South Australia. At Western Sydney University, she provided individual and writing group support for researcher scholars, a context in which she researched doctoral and supervisor writing practices and established on-campus and online writing programmes. Her interests include pedagogies for supporting doctoral writing and publication, emotions in candidature, external non-traditional support for doctoral candidates, and social media spaces for doctoral writing and support. As co-founder and contributor to the DoctoralWriting blog, she regularly rehearses her supervisory practices and delights in the collegiality of social learning networks.

Bibliographic Information

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This book discusses the doctoral writing which is a refreshingly new approach to help Ph.D. students and their supervisors master the gamut of writing challenges that can blight-or delight-candidature and speaks to all writers and readers themselves on the practice of writing