Support for students taking on research projects
This is a link to a webinar organised to offer support for students taking on research projects. My contribution was based on my book Making the Most of Your Research Journal.
The relationship between creative and participatory approaches to research
This is a presentation based on my article Scope and Continuum of Participatory Research. This video was recorded for the MPE/MeCCSA Practice Network Symposium 2021.
Disclosure dances: The experience of PhD students with invisible disabilities in higher education
This post is a link to a recording from my presentation "Disclosure Dances" presented on the 30 June 2021 at the UCL Institute of Education.
Ice breakers: starting lessons or meetings
This post is about ice breakers, and how we can plan for starting a session effectively without distracting from our contents.
Conferencing “disabled style”
This is an extract from a guest post on the Conference Inference blog published upon invitation in relation to my ableism in academia work. In this post, I illustrate what it means to do conferencing "disabled style", when your body and/or mind are not typical, and what the realities are of navigating and negotiating conference spaces under the influence of visible and invisible conditions.
Using creative methods to collect data in social research
Workshop to explore creativity within research and to identify opportunities to use creative methods within the research process.
Meaningful, external-facing assessments
This is my presentation related to a collaborative project at UCL to develop portfolios to become meaningful, external-facing assessments.
Presentation from the HEA Annual conference
This is my contribution to the HEA annual conference that was held in Manchester in July 2017.
What are “communities of practice”?
Thoughts on what constitutes and characterises communities of practice and what is required to make communities of practice efficient and effective.
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.
Using audience response systems for teaching
In my experience using audience response systems in secondary or higher education can improve participation and engagement amongst learners.
Teaching empathy in dance classes
A report about teaching empathy in dance classes
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.
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.
Sarah Pink: Doing Sensory Ethnography
Pink's understanding of ethnography is broader than that of a study relating to the culture or society of humans. Really, ethnography in Pink's view is a phenomenological study of life world and in the book she offers ways of accessing this life world through a range of channels. Pink suggests including the human senses at all levels of research. This book offers great justification for a less conventional approach to research; an approach where openness to what happens is paramount.
Teaching and reflective practice
Teaching and learning are complex due to the many factors that impact what happens in a classroom. Teachers need to constantly adapt and change their activities and plans accordingly. And in order to do just that in an efficient and effective way, teachers must be reflective.