Welcome to the March-April Learning & Teaching Enhancement theme: Celebrating Best Practices.
In the fourth series on the theme ‘Engaging and Empowering learning’, I am thrilled to present insights from innovative educators captured in five intriguing blog posts. These contributions explore unique pedagogical practices, moving beyond traditional norms to redefine the classroom and learning environment experience. Each post delves deeply into unique methods that effectively address today’s educational challenges, enriching student engagement and empowerment.
The first blog in the series by Jane Hislop and Simone Dimartino introduces LEGO® SERIOUS PLAY® (LSP), a dynamic, hands-on teaching approach incorporated into Edinburgh Medical School’s Summer School in Clinical Education. The technique fosters engagement through the construction of 3D models, which facilitate deep learning and collaborative interaction among participants. By building LEGO® models, learners explore complex ideas through metaphor and storytelling, making abstract concepts tangible and encouraging a diverse exchange of perspectives. The session aimed to enhance faculty development in clinical education, employing LSP to break down traditional barriers in learning and teaching.
In the following post, Dr Inma Sanchez Garcia discusses how intermediality can transform engagement in educational settings. By integrating multiple forms of media, educators can foster a richer, more inclusive learning environment that accommodates different learning styles and preferences. This approach goes beyond traditional verbal and written instruction, incorporating visual, auditory, and kinetic elements that enhance theoretical concepts with practical, interactive experiences. The post underscores the importance of creative connection and the necessity of active participation in the learning process, which is essential for meaningful engagement and deeper understanding.
In the subsequent blog post, Dr Agata Dunsmore explores innovative uses of simulation in medical education at The University of Edinburgh, addressing how new pedagogical insights and technologies have diversified simulation beyond traditional settings. Highlighting three specific innovations—Tactical Decision Games, Telephone Consulting Virtual Simulation, and Shadowbox Simulation—the post details how each method helps students develop crucial decision-making skills and adapt to real-world medical scenarios without the high costs or constraints of physical simulation labs. This advancement demonstrates a significant shift towards more accessible, flexible, and comprehensive educational experiences.
Next, Catriona Gilbert provides an insightful look into the often-intimidating world of metalwork, detailing her efforts to make the metal workshop at Edinburgh College of Art a more approachable and enriching environment for students. By simplifying induction processes, incorporating digital tools (in certain courses), and fostering a culture of safety and openness, Catriona encourages students to engage with metalwork not just as a craft, but as a medium for broader creative expression. Her work underscores the importance of technical support in art education and its role in cultivating versatile, confident artists.
In the final blog post of Series 4, Dr Polly Hashmi discusses the effectiveness of using vivid and humorous analogies to teach complex physiological concepts to first-year medical students. By relating intricate biological processes to everyday experiences and outlandish scenarios, she helps students form memorable connections to the material, facilitating deeper understanding and long-term retention. This teaching strategy not only makes learning more engaging but also encourages students to think critically and creatively about how physiological systems function and interact.
These blog posts collectively highlight innovative approaches in education that prioritise engagement, creativity, and practical understanding, catering to diverse learning needs and preparing students for real-world challenges. Each entry exemplifies the commitment of The University of Edinburgh educators to enhancing teaching methods to better serve their students in various disciplines.
As we wrap up this theme on ‘Engaging and empowering learning’, it is our sincere hope that the innovative practices showcased inspire a transformation in your educational approaches. These insights from dedicated educators challenge us to break away from conventional norms, inviting us to reinterpret how we engage and empower every learner. The creativity and adaptability demonstrated across these posts highlight the limitless possibilities for educational innovation. Let us carry forward this momentum, integrating these strategies into our teaching to enrich and evolve our learning environments, thus ensuring that we meet the diverse needs of all our students. Together, let’s continue to push the boundaries of what education can achieve.
Read the other three series in the theme ‘Engaging and empowering learning’:
- Series 1: Engaging and empowering learning at The University of Edinburgh
- Series 2: Engaging and Empowering Learning with Technology
- Series 3: In-class Perspectives to Engaging and Empowering Learners
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.
