
Welcome to the Jan-March Learning & Teaching Enhancement theme: In-class Perspectives to Engaging and Empowering Learners
In the third instalment of this series, I am excited to share the thoughts and reflections from authors represented in seven blog posts. Focussing on experiences and traditional classroom norms, these posts delve into what today’s classroom experience might look like to foster deeper engagement. This series unfolds with a look at how different educators have addressed the complex challenges in today’s education environment, providing anecdotal evidence and tips that support engagement and empowerment.
In the third instalment of our series focused on engaging and empowering learners through diverse perspectives in the classroom, the authors of these blog posts share reflections on how their educational practices and personal experiences shape their approaches to student engagement. This series of seven posts aims to explore the various methods these educators have employed to cultivate vibrant student communities. Many of the authors have been recognised with nominations for EUSA teaching awards, highlighting their innovative contributions to enhancing classroom environments.
The first blog in the series by Glen Cousquer commences with a compelling introduction to ‘open-hearted learning,’ a concept that challenges traditional educational paradigms by emphasising empathy, insight, and a profound connection to one’s subject matter. He delves into how cultivating these elements can lead to a more enriched and resonant learning experience, especially during times of significant global and environmental changes. By advocating for an educational approach that is not only receptive but also dynamically responsive to the complexities of the human and ecological condition, Glen sets the stage for a series that unearths the transformative power of deep, reflective educational practices.
In the following two blog posts, both Celine Caquineau and Meg Maclean challenge the conventional structure of large classroom settings, advocating for a shift that positions students not merely as recipients of information, but as active and valued partners in the educational process. They explore how the conventional approach to large classes often inhibits meaningful interaction and personal connection, potentially leading to student disengagement. By introducing innovative strategies that emphasise student agency and collaboration, Celine and Meg illustrate effective methods to foster a sense of belonging and importance among students. These approaches include structured small-group discussions, peer learning opportunities, and inclusive teaching methods that encourage each student to contribute uniquely to the collective learning experience. Their insights highlight the transformative potential of rethinking and restructuring large class environments to enhance educational outcomes and student satisfaction.
In the subsequent two blog posts, the spotlight shifts to experiential learning and its impact on student engagement and understanding. Yoko Sturt discusses how integrating traditional Japanese cultural elements into her courses not only piques student interest in the Japanese language but also embodies the concept of ‘Learning by Doing.’ By engaging students in hands-on activities that resonate with cultural practices, Yoko enhances the learning process, making it both dynamic and relevant. Meanwhile, Qingrou Zhou, a PhD student, addresses the challenges students face with difficult subjects by introducing interdisciplinary approaches in her tutorials. She encourages students to draw connections across various concepts, helping them to overcome the initial intimidation of complex topics. Her strategy facilitates a deeper understanding by showing how different disciplines intersect and influence one another, thus demystifying the complexities and reducing student anxiety. This approach not only alleviates fears but also broadens students’ academic perspectives, fostering a more holistic educational experience.
Next, Sarah Ward discusses her innovative approaches to small-group learning, detailing its critical role in enhancing student engagement and deepening comprehension. She elucidates how smaller, more intimate learning settings allow for personalised interactions, making it possible for students to actively participate and feel more directly involved in their learning processes. Sarah highlights how this method helps in building stronger relationships not only between the students themselves but also between students and instructors, creating a supportive and collaborative learning environment. By implementing various participatory techniques such as discussions, collaborative projects, and peer reviews, she ensures that small groups become vibrant spaces for shared knowledge creation, where every student feels valued and empowered to express their ideas.
In the final blog post of Series 3, Marc di Tommasi, Ania Byerly, and David August share their experiences in creating a sense of community across three different schools. They delve into the methods and strategies they have employed to foster an inclusive educational environment that transcends traditional academic boundaries. Each educator brings a unique perspective on community building, grounded in their distinct disciplines and student demographics.
As this series concludes, I hope it has sparked a renewal in our approach to teaching, offering fresh perspectives on how we can more effectively engage and empower our students. By exploring the diverse strategies our contributors have implemented across various disciplines, we’re reminded of the boundless potential for innovation in education. Let’s take these insights forward, adapt them creatively in our own classrooms, and continue to transform learning environments to better meet the needs of all students.
Kirsten Cowan
Dr Kirsten Cowan is a Senior Lecturer in Marketing in the Business School. She has been working at The University of Edinburgh for the past six years, teaching mostly undergraduate students. Her research explores how immersive technologies can influence consumer decision-making by changing the way that people think and remember. This research has led to the creation of a book entitled ‘The Reality of Virtuality’ and several articles published in top marketing journals. Her research has also led her to integrate virtual reality in the classroom to facilitate student learning. She has a PhD from The University of North Texas.