Wednesday, 28 February 2018, 4-5.15pm, Room 1/10 Craiglockhart
‘Hidden learning in higher education: what is it and
why do we need to know about it?’
Paul Orsmond (Staffordshire University)
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In this Arise lecture Paul Orsmond suggests
that a re-evaluation of learning in higher education is required, one which
prioritises participatory learning, that is, learning which is indivisible from
its context and embedded in social processes. This, he maintains, could be
achieved by implementing socio-cultural approaches to learning such as those
associated with communities of practice (CoP).
Within higher education there is increasing interest in learning within
communities of practice. Weger and Nȕckles (2015) make the distinction between
learning viewed in terms of acquisition of a knowledge entity which is ‘owned’
or ‘bought’, and the participation metaphor, whereby knowledge is recognised in
what someone does. This shifts the
focus from learning as the individual activity of ‘getting’ something, to
emphasise learning as a process of enculturation into a community of practice,
which is about ‘becoming’.
Throughout his 45 minute presentation, and
the linked facilitated discussion session which follows it, participants will
have chance to hear about Paul’s research, ask questions and consider the
implications for their own practice.
Paul’s approach is likely to resonate
strongly with the growing interest many have in fostering a sense of community
and ‘belonging’ at university.
Come along and find out more!
Paul Orsmond is Senior lecturer in Biology at Staffordshire
University. He is well-known -both nationally and internationally- for carrying
out leading-edge pedagogical research projects in higher education. He has
published widely on a range of important topics, including assessment and
feedback, peer observation of teaching, the use of self and peer assessment in
HE and students’ social learning practices.
Examples of his outputs include:
Orsmond, P., Maw, S. J., Park, J. R., Gomez, S. and Crook A. C. (2014) Moving Feedback Forward: theory to practrice. Assessment & Evaluation in Higher Education, 38 (2), pp.240-252.
Orsmond, P. and Zvauya, R. (2015) Community of Learners: charting learning in first year graduate entry level medical students during problem-based learning (PBL) study. Advances
in Health Sciences Education, 20 (2), pp.479-497.
Orsmond, P., Merry,
S. and Callaghan, A. (2013) Communities of practice and ways to learning:
charting the progress of biology undergraduates. Studies in Higher Education,
38 (6), pp.890-906.
Book your place now >>
Monday, 25 September 2017
International Students in UK Higher Education: Understanding the Socio-cultural, Academic and Political Context of International Learning
Do you work with international students? Come along to this lecture to gain a deeper understanding of the international student experience of UK higher education. What factors influence their learning and what is your role in influencing the positive development of an international community?
Professor Catherine Montgomery will talk about the contemporary construction of the international student in UK higher education and explain how the socio-cultural, academic and political environment of higher education in the UK influences the learning experience of international students. Catherine will refer to a number of past and current research projects she has carried out on internationalisation in higher education in order to explore our institutional constructions of the international student and dispel the deficit model of the student. She will also present a comparative view from her more recent work on China and East Asia which illuminates current challenges in the directions of the UK approach to internationalisation and international students.
Catherine Montgomery is Professor of Education in the Department of Education at the University of Bath. Her research and teaching career have largely focused on international higher education and she has recently developed a strong research interest in international and transnational higher education in China and Vietnam. Before joining Bath she held research and teaching roles at the universities of Hull, Northumbria, Essex and Newcastle. She was Professor of International Higher Education at the University of Hull for four years and prior to that, she was Research Director for the Centre for Excellence in Teaching and Learning, focusing on Assessment for Learning at Northumbria University. This 5-year project centred on autonomy in learning and the balance between high-stakes testing and formative assessment in Higher Education. Catherine is the author of the book ‘Understanding the international student experience’ which has sold widely in the UK, Australia and the USA since its publication in 2010. She has published extensively on international education and pedagogy and she is also currently Deputy Editor for the Journal of Education for Teaching.