All Library Entries
The Library is divided in four main categories that you can explore starting from the Library Home page: 1) Student-Centred environment, 2) International and intercultural integration, 3) Emotional intelligence and 4) Staff and Students Wellbeing.
Filtering the pedagogies according to additional useful criteria
In addition to such categories, each pedagogy has been 'tagged' according to useful criteria that can allow you to further filter them so you can find the right type of inspiration. These filters are:
* Class-size (100, 30, etc.),
* Class level (First Year UG, PGT, etc.),
* Class type (online, seminar, lecture, etc.),
* Preparation time,
* Time during the term (preparation, start, middle, end) and
* Conditions to wellbeing promoted by the pedagogy.
In order to filter the pedagogies according to these additional criteria, please use the filter system on the right hand side of this page. For starting filtering, please make sure you first click on 'Select none'. Once you have done this, please select as many or as little tags as you wish (e.g. 10 Conditions to Wellbeing: Flexibility, Class Size: Large, Preparation Time: Short) and then click 'Show Selected'. The pedagogies that respond to the categories you have selected will come up as result of your search. For exploring all the relevant filtered pedagogies, click on the buttons 'Latest News, Older news, Newer news' at the bottom of the page.
Student Devised Assessment (SDA)
The Student Devised Assessment (SDA) offers students a personalised chance to display their critical engagement with the themes and theories of modules and to take a considered approach as to how they might practically apply what they have learned in a medium of their choosing.
Audio-Visual Assessment Brief
This pedagogy involves creating an audio or visual rubric for assessment briefs to replace the traditional written style. This aims to facilitate a more inclusive environment for those students who learn in different ways and encourages a less daunting feeling when it comes to assessments.
Dual-Task Deficit Explanation
The use of electronic devices can be disruptive in any learning environment, despite their utility to some students (i.e., note taking, vocabulary support of ESL etc.). However, non-essential use of personal devices (e.g., mobile phones, social media monitoring) in class, can be especially counterproductive- disturbing not only the student, but their learning environment ‘neighbours’ and ultimately, their instructors. This pedagogy involves requesting ‘radio silence’ -except for emergency or pre-arranged academic reasons, gives a theory-driven rationale for the request, and also facilitates student choice in response to the request.
Negotiated Curriculum
A negotiated curriculum allows students to choose (within set parameters) the content of a module. By empowering students to choose topics that they find the most urgent, important, or interesting, the practice of a negotiated curriculum enhances student engagement, active learning, and inclusivity.
E-Portfolio
An e-portfolio is a digital collection of evidence and artefacts that represents the knowledge, skills, and accomplishments of an individual or group. There are different types of e-portfolios but in SMLC we use the ‘assessment portfolio’, where our students can reflect about their learning, achievements and challenges in their own time. Thus, it can be very beneficial in the promotion of metacognition. It can also include more specific tasks or group work projects. Another advantage of using these online platforms is that students can be creative and include audio-visual materials.
Social Contracts
This approach is for use in anticipation of a short to medium term project in which students are to work together in a team. It affords the team the opportunity to identify and agree to a set of ground rules in the form of a social contract which they will all respect in order to facilitate optimal teamworking and consideration of one another’s wellbeing.