In this post, I explain what ableism in the curriculum is, and what we as teachers can do to counter ableism in the curriculum.
exam: 60 Results found.
This is my contribution to the PASAR Connecting Communities conference, which was held in November 2017.
This is my contribution to the CSHE Research Festival 2017, which was held in October 2017 at the University of Kent.
This is the link to the PDF version of the article "Preventing plagiarism and fostering academic identity: a practical approach" (Brown and Janssen, 2017).
I am often asked how much reading is enough? In this post I outline what you should consider in order to decide when it is enough.
In this post I report some preliminary outcomes from the pilot phase of my fibromyalgia study. This is about learning to accept.
Providing feedback is important to improve learning. So here are some examples for providing feedback that foster students' engagement.
This post shows the Korean educational context and how I have discovered that you can be half-way around the world, and yet nothing changes.
The KSSEE (Korean Society for the Study of Elementary Education) had invited me to Seoul, South Korea, to give a talk about ICT in the Primary Curriculum in the UK.
Strategies for learning names at the beginning of an academic year, and reasons for why learning names is important.
This review is about "Study skills for students with dyslexia". This is a good resource for teachers helping prepare students for University.
Thoughts on what constitutes and characterises communities of practice and what is required to make communities of practice efficient and effective.
Universities need to teach professional values and integrity, if plagiarism and cheating is to be prevented in the long-term.
In this post I describe what identity boxes are, how I developed the idea and why identity boxes can be used in research.
This post provides some guidance on how to organise your lesson to flip successfully, as to flip cannot be done thoughtlessly.
Games are often used as motivators in lessons, but games shall not become the main focus. We are teachers and learning needs to be central to lessons.