Innovative pedagogies

Hill, Jennifer ORCID: 0000-0002-0682-783X and France, Derek (2019) Innovative pedagogies. In: International Encyclopedia of Human Geography. Elsevier, pp. 331-339. ISBN 9780081022962

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Abstract

In this chapter we scope eight innovative pedagogies that have the potential to provoke major shifts in teaching, learning and assessment in geography at the undergraduate level. We argue that there are further opportunities for geography educators to embrace newly emerging pedagogies to the positive benefit of students, staff and the health of the discipline. We contend that the next decade of higher education geographical pedagogy might focus less on individual elements of our practice and more on how to integrate latent pedagogies into an effective process for future-facing lifelong learning. This might be achieved by focusing on heutagogy in borderland spaces of learning; bringing together a multiplicity of geography and other disciplinary students over diverse spaces and times to dialogically co-construct understanding, allowing them to determine their own learning needs, and preparing them to be successful citizens in a dynamic and uncertain future.

Item Type: Book Section
Uncontrolled Keywords: Undergraduate; Pedagogy; Assessment; Borderland spaces of learning; Embodied learning; Ethical geography; Fieldwork; High impact educational practices; Learning with Lego®; Mobile learning; Participatory field pedagogy; Productive failure; Self-authorship; Social constructivist learning
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Professional Services > Academic Development Unit
Research Priority Areas: Environmental Dynamics & Governance
Depositing User: Rhiannon Goodland
Date Deposited: 27 Aug 2020 14:52
Last Modified: 27 Aug 2020 14:52
URI: http://eprints.glos.ac.uk/id/eprint/8678

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