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Reaching Out and Shouting Loud: Capturing best practice in learning and teaching scholarly practice at The University of Salford. Innovative Practice in Higher Education.

Blezard, Eve; Power, Jess; Whitnall, Davina; Taylor, Wendy

Reaching Out and Shouting Loud: Capturing best practice in learning and teaching scholarly practice at The University of Salford. Innovative Practice in Higher Education. Thumbnail


Authors

Eve Blezard

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Ms Wendy Taylor W.M.Taylor@salford.ac.uk
Open Research Coordinator (Publishing)



Abstract

This paper presents a panoramic view of the Institution's engagement with learning, teaching, and scholarly activities, shedding light on the critical mass of knowledge and initiatives that define contributions to the field of pedagogy. Findings reveal a focus on practice-based learning, predominantly within Health and Society disciplines, reflecting Salford University’s commitment to enhancing student outcomes/experiences. The thematic analysis identifies primary themes, including L&T(Learning and Teaching) Practice, Learning Technologies, and Student Experience, aligned with the scholarship of L&T. Additionally, themes such as Inclusive Practice, Non-traditional/Alternative Teaching Approaches, and Knowledge Transfer signify the institution's dedication to collaboration and broader perspectives. A holistic approach to growth within pedagogical innovation and contribution to knowledge within higher education related to digitally enabled, societally focused, and inclusive learning communities is presented. While acknowledging limitations, we emphasise the significance of sharing and celebrating L&T outputs. As higher education evolves, collective efforts to transform pedagogy remain essential.

Citation

Blezard, E., Power, J., Whitnall, D., & Taylor, W. (2024). Reaching Out and Shouting Loud: Capturing best practice in learning and teaching scholarly practice at The University of Salford. Innovative Practice in Higher Education. Innovative practice in higher education,

Journal Article Type Conference Paper
Acceptance Date Feb 15, 2024
Online Publication Date Feb 15, 2024
Publication Date Feb 15, 2024
Deposit Date Feb 23, 2024
Publicly Available Date Feb 28, 2024
Peer Reviewed Peer Reviewed
Publisher URL https://journals.staffs.ac.uk/index.php/ipihe/index

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