Tag: I – Innovation and Impact

A Diagram of the Synthesised Model of Reflection (SMoR). Stage 1 A rectangle encompassing the following questions and prompts to indicate a self-evaluation. What roles interest me? Who do I want to be? Prompts - Knowledge. Intra/interpersonal learning. Experiential learning. Identity. Arrow leading from the self-evaluation to "Goals". Arrow leading from "Goals" to three separate experiences in Stage 2. Stage 2 There are three rectangles labelled "Experience 1", "Experience 2" and "Experience 3". Each rectangle is surrounded by three questions: What? So What? What next? Arrows point from each question to the next forming a circle. This is to indicate the reflection of each experience. Dotted arrows point from each experience to Stage 4, passing through Stage 3. Stage 3. The dotted arrows pass through a box stating "What was influenced by me and my role? What have I learned about myself?". The box and arrows are captured by a large circle which states "What was influenced by context?". The arrows passing through Stage 3 indicate the evaluative process which occurs between Stages 2 and 4, synthesising the experiences together. Stage 4. A rectangle encompassing the following questions and prompts: Who am I now? What are my next steps to progress? Prompts - Knowledge. Intra/interpersonal learning. Experiential learning. Identity. Finally, an arrow leads from this rectangle back to goals to indicate that this is a cyclic process.
Annual NTF Symposia

The Synthesised Model of Reflection (SMoR): A new approach to assess reflections

CANTF

Dr Iain Wilson, Senior Lecturer in Psychology, Nottingham Trent University  I attended my first Association of National Teaching Fellows annual symposium earlier this year, which was hosted at De Montfort University. I was extremely grateful and honoured to have my abstract accepted and be able to talk about my Scholarship sabbatical work.  Self-reflection is essential… Continue reading The Synthesised Model of Reflection (SMoR): A new approach to assess reflections

Cartoon-style representation of a mobile telephone with arm outstretched holding up a loud speaker. A speech bubble emerging from the loud speaker is surrounded by emoji style thumbs up and heart responses
Annual NTF Symposia

A practical approach to amplifying scholarly practice through digital technology

CANTF

Sue Beckingham NTF Sheffield Hallam University and Professor Dawne Irving-Bell NTF BPP University   At the recent ANTF Symposium we shared some tips on how scholarly practice can be amplified using digital technology and why this is beneficial. We began by acknowledging the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research… Continue reading A practical approach to amplifying scholarly practice through digital technology

Student team working around a desk, using paper and pens to solve a problem.
Annual NTF Symposia

Introducing Team-Based Learning – was it worth the bother?

CANTF

Natalie Capel,1 Laura Hancock,1,2 Chloe Howe,1 Graeme Jones,1 Daniela Plana1 and Tess Phillips,1 1. School of Chemical and Physical Sciences Keele University; 2. School of Chemistry University of Birmingham  The quick answer is Yes, but if you want to know more then read on……  In the white-hot heat of discovering that new wonder teaching strategy,… Continue reading Introducing Team-Based Learning – was it worth the bother?