Walker, Simon (2018) Editor's introduction. Compass: Journal of Learning and Teaching, 11 (2). ISSN 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v11i2.996)

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Abstract

Our eighteenth issue of Compass: Journal of Learning and Teaching contains twenty-four papers representing opinion pieces, case studies, articles, conference reflections and technology reviews, all illustrative of issues affecting higher education today. This bumper issue has a broad scope, with something of interest to everyone. Here, the authors explore matters of teaching and learning – from poetry to banking and from group work to field work - as well as student engagement (through the lenses of classical storytelling and innovative technologies) and much more besides. Two articles, written by colleagues working in an Egyptian university, add an international flavour - they examine sector-wide pedagogical concerns similar to those experienced in the UK and show how their authors' interest in researching pedagogy led to an improved understanding of the impact of student-centred teaching on attainment and equity. This issue of Compass is delightfully varied and reflects the serious feelings of staff passionate about their practice and about student learning; it also demonstrates how their quest for evidence underpins critical and active responses to changing practices. Evident in these papers are such common patterns as increasing awareness of the importance of inclusivity, well-designed interventions and ways of supporting professional development and enhancing curriculum design; so too is a preoccupation with improving the student experience.

Item Type:	Article
Uncontrolled Keywords:	Pedagogy, pedagogical research, higher education, active learning, learning design
Subjects:	L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Educational Development Unit Greenwich Research into Innovative Pedagogies (GRIP)
Last Modified:	29 Jan 2019 13:04
URI:	http://gala.gre.ac.uk/id/eprint/22544

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