Pedagogy and Pancakes is a practice-sharing seminar series. The idea is that you get your breakfast, sit down, relax, and enjoy some lightning talks run by colleagues. In each talk, the speakers will share their teaching and learning experience and provide some concrete examples that you could adopt or adapt for your own practice. Based on interest and commitment we are hoping to run the series every two weeks with a range of exciting speakers.
If you would like to join the seminar series, please express your interest by filling out this form. We will then add you to the Pedagogy and Pancakes Microsoft Teams site. New seminars will be sent out to all members as a virtual meeting invite. By joining the team you will always be kept up to date with the latest talks as soon as they are announced.
The rules are simple, you must be either eating breakfast or be in the spirit of eating breakfast!
12th of August at 9am
9:00 am: Using Classroom Assessment Techniques (CATs) as Lightweight Feedback Mechanisms (LFMs)
Chris Headleand (Lincoln)
In this talk, I will discuss my experience using CATs as a way of gathering per-lecture feedback. This can help keep students engaged, and can help you to adapt and improve your taught content during a module. I will cover a few case studies and provide some quick, practical examples that you can include directly into your own practice.
9:20am: Augmented Reality in Higher Education (AR in HE)
Sara Muršić (Edge Hill)
Augmented reality (AR) has become a common element in our everyday life – it has changed the way we see our environment and the way we interact with it. In order to make our teaching practice engaging and relevant, we should recognise the potential of visualisation features this innovative technology offers. In this talk, I will introduce augmented reality and highlight features valuable for higher education teaching and learning practice. Following the theoretical foundations, a few practical examples of educational AR tools will be demonstrated. Focusing on simple, affordable and accessible designs, participants will see how to implement those ideas into their educational practice in a quick and meaningful way.
9:40am Using Lego© Serious Play© to Enhance Communication in Groupwork
Suzanne Faulkner (Strathclyde)
One of the key aspects of Lego© Serious Play© (LSP) is that everyone participates and everyone is heard. Following a skills-building exercise the students respond to questions by building their answers and subsequently communicating through their Lego © models. LSP is versatile, it can be used to facilitate meetings, problem-solving, team building. Its applications are endless.
27th of August at 10am
10am: Educational video hosting: an options appraisal mapped to pedagogical intentions
Chavan Kissoon (Lincoln)
This short talk will cover the different video hosting options available with specific reference to the options available at the University Lincoln (but with broad reference to general HE practice) explore the strengths and weaknesses of each for different pedagogical intentions.
10:20am: Ready player 1
Rachelle O’Brien (University of Liverpool)
Ever wondered why people struggle to turn off their console? Or why they just need to finish this turn before they stop? Ever wondered what might happen if we apply some of those principles in education? This talk will consider the holding power of games and will explore examples of how we can use games, whether board games, digital games or video games in education, whether that be to deliver learning in a novel way, or to provide motivational and engaging experiences for students.
10:40am: Exploring the Anatomy of an Online Discussion Board Activity
Danielle M Hinton (University of Birmingham)
Discussion boards are vital components in remote teaching, blended, distance and online learning, providing a great platform to engage students with a wide range of conversations. These conversations can be used to challenge students on what they’ve learnt, to invite them to reflect on experiences or simply to share with the wider cohort and build a sense of community. Let’s explore how we can create better online asynchronous discussion activities.
9th of September at 9am
Helen Chilvers (Lincoln)
9:20am: Formative assessment using Socrative and Zoom for physiology teaching during COVID-19 crisis
Mohammed Abdulla (University College Cork)
A novel approach for synchronous online assessment using the student response system, Socrative, integrated with the teleconferencing platform, Zoom, was utilised for physiology teaching in the pre-clinical years of a medical programme in University College Cork, Ireland. The goal of this integrated approach was to allow students to assemble in virtual classrooms for the provision of real-time formative assessment and feedback from instructors, irrespective of location.
Alexandra Carlin (Lincoln)
22nd of September at 10am
Kelly Sisson (Lincoln)
10:20am: The doors are closed but the archive is open: helping students locate and use primary sources online
Hope Williard (Lincoln)
Learning to use primary sources is a key part of history students’ development of advanced skills in research and analysis, and work with texts produced by people who lived through the events they described frequently forms a key part of undergraduate and postgraduate dissertations. Online archives are a popular choice for student researchers, yet students are often unsure how to go about finding one.This talk will address how I help students locate and identify online archives that are appropriate for academic work and relevant to their research.
10:40 am: Facing ‘social risks’ as ‘non-learners’: Connecting Prisoner Learner and Mature HE Student Identities
Helen Nichols (Lincoln)
This presentation will propose arguments about the shared experiences of ‘otherness’ and ‘non-learner’ identity across social institutions. Highlighting the ‘othered’ identities of prisoner learners and mature students will create a space for considering lessons for pedagogical practice from the high-security prison setting to the university.
8th of October at 9am
9am: Embedded or centralised? The benefits of different levels of integration in English language and study skills support, and how they inform the ELC at Lincoln.
Malgorzata (Gosia) Drewniok (Lincoln)
In this talk I will discuss various levels of English language support integration – from centralised service, through tailored, aligned course, to a fully embedded module, drawing on my experience as an HE educator and EAP (English for Academic Purposes) practitioner. I want to focus on the benefits to give colleagues a clearer idea what sort of support would be most helpful for their students’ needs. I will then talk about how the benefits of different models inform the current direction of Lincoln English Language Centre (ELC) is taking.
- 15th of July (Session 1) – https://chrisheadleand.com/2020/07/16/pedagogy-and-pancakes-session-1/
- 28th of July (Session 2) – https://chrisheadleand.com/2020/07/28/pedagogy-and-pancakes-session-2/
Be a Speaker
Would you like to share your practice at a future seminar? Let us know by adding your details to this form