Book: Ableism in Academia
The book "Ableism in Academia" provides an interdisciplinary outlook on ableism that is currently missing. Through reporting research data and exploring personal experiences, the contributors theorise and conceptualise what it means to be/work outside the stereotypical norm.
Supervising PhDs: Dealing with ‘atypical’ students
This is an extract from a guest post on the Supervising PhDs Community Blog, where I explore the experience of "atypical" students, and what research supervisors can do to better support those "atypical" students.
Chapter: The embodied academic
In this chapter I explore my journey from a secondary teacher to teacher educator to lecturer, a journey that signifies for me the transition from a teacher interested in embodiment to an embodied teacher and finally to an embodied academic.
LEGO® reflections in Higher Education
This is a guest post on the Advance HE website published after I had delivered a successful workshop at the HEA Annual Conference demonstrating how to use LEGO reflections in higher education.
Chapter: Assessments: letting students decide
If students are to take responsibility for their learning, then why are they not also in charge of their assessments? This question forms the basis for this paper that is co-written between two students and one member of staff.
Article: Creative and embodied methods to teach reflections
This article describes a project at the Rambert School of Dance that introduced the use of creative methods for teaching reflection and reflective practice.
Reshaping higher education
This is my reshaping higher education contribution to the post-strike Big Meeting organised by Reclaim the University in June 2018.
A conversation about creative and art-based methods in research
This entry shows the edited outcome of a video-recorded conversation regarding the use of creative and art-based methods in research.
More messages from the classroom
We need to think about what the messages are we send. So here are some more messages from the classroom.
Presentation from the SEDA conference
This is about my contribution to the SEDA conference in November 2016, which was about aspects of the Secondary Teacher Education Programme.
Integrity at the core of strategies to prevent cheating and plagiarism
Universities need to teach professional values and integrity, if plagiarism and cheating is to be prevented in the long-term.
Preventing plagiarism from the UCLTL conference
See feedback from the conference workshop about Preventing Plagiarism and the Role of Identity Codes.
How to make writing more academic
In tutorials students often tell me that they are not confident regarding their writing skills and they ask me how to make writing more academic. Every University, every faculty and even departments will have their own philosophy relating to writing, so these guidelines must be adhered to. However, I personally think that students' attempts to make writing more academic often result in less structured and weaker essays.
Teaching with artefacts
Artefacts can be used to get students interested in a lesson, but artefacts can do more than just represent an engaging hook. In this post I am discussing the use of artefacts in lessons based on questions that I have been asked in teacher training sessions.
Lesson planning – some recommendations
When observing experienced teachers in lessons or when looking at their lesson plans, the lesson planning process appears easy. However, once you start planning your first lesson you will soon realise that there are many aspects that you must take into consideration. Here are some recommendations to get you started.
Reflective model according to Brookfield
This is a brief description of how Brookfield's four lenses work in reflective practice.