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dc.contributor.authorPollard, Eileen J.*
dc.date.accessioned2015-08-19T15:16:39Zen
dc.date.available2015-08-19T15:16:39Zen
dc.date.issued2015-05en
dc.identifier.citationPollard, E. (2015). People will never forget how you made them feel. Learning and Teaching in Action, 10(1), 33-46. Retrieved from: http://www.celt.mmu.ac.uk/ltia/Vol10Iss1/LTIA%20Issue%2010%20Volume%201.pdfen
dc.identifier.urihttp://hdl.handle.net/10034/575276en
dc.description.abstractThis reflection offers a response to the concrete experience of having my teaching observed as part of a Postgraduate Certificate in Academic Practice (PGCAP). I used David A. Kolb’s Experiential Learning Model (1975) to launch a small action-based study following this experience. My pilot produced a sample of material about what both students and teachers potentially think we are all doing in a higher education lecture theatre. These findings led to my considering what constitutes a lecture, whether or not it is ‘redundant’ in the current online landscape, and, if not, what aspects of the pedagogy of this ancient technique we might wish to emphasise or recapture.
dc.language.isoenen
dc.publisherManchester Metropolitan University (Online)en
dc.relation.urlhttp://www.celt.mmu.ac.uk/ltia/Vol10Iss1en
dc.rightsAn error occurred on the license name.*
dc.rights.uriAn error occurred getting the license - uri.*
dc.subjectPGCAPen
dc.subjectLive pedagogyen
dc.titlePeople will never forget how you made them feelen
dc.title.alternativeLife and Times of a New Lectureren
dc.typeArticleen
dc.contributor.departmentManchester Metropolitan University and University of Chesteren
dc.identifier.journalLearning and Teaching in Actionen
refterms.dateFOA2018-08-13T13:30:43Z
html.description.abstractThis reflection offers a response to the concrete experience of having my teaching observed as part of a Postgraduate Certificate in Academic Practice (PGCAP). I used David A. Kolb’s Experiential Learning Model (1975) to launch a small action-based study following this experience. My pilot produced a sample of material about what both students and teachers potentially think we are all doing in a higher education lecture theatre. These findings led to my considering what constitutes a lecture, whether or not it is ‘redundant’ in the current online landscape, and, if not, what aspects of the pedagogy of this ancient technique we might wish to emphasise or recapture.


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