Signature pedagogy/powerful pedagogy: The Oxford tutorial system in the humanities

Horn, Julia

doi:10.1177/1474022213483487

Cited by 10 publications

(6 citation statements)

References 12 publications

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“…54-55) These structures come together to constitute the ways students experience the 'doing', 'being' and 'knowing' of a profession through the ways that are taught and learned in higher education. While some researchers (Gurung et al, 2009;Shulman, 2005) consider signature pedagogies as those that characterizes a particular discipline, others (Horn, 2013;Waern, 2013) conceptualize them as distinctive practice. The notion of a signature pedagogy can therefore be used both as a horizontal lens looking across institutions to find the common traits of a specific profession, or as a vertical lens looking into ways of teaching and learning which have such influence that they may themselves shape disciplines (Horn, 2013).…”

Section: A Signature Pedagogy For Playful Learning In Higher Educationmentioning

confidence: 99%

“…While some researchers (Gurung et al, 2009;Shulman, 2005) consider signature pedagogies as those that characterizes a particular discipline, others (Horn, 2013;Waern, 2013) conceptualize them as distinctive practice. The notion of a signature pedagogy can therefore be used both as a horizontal lens looking across institutions to find the common traits of a specific profession, or as a vertical lens looking into ways of teaching and learning which have such influence that they may themselves shape disciplines (Horn, 2013). It is using the second interpretation that we present a model for an emergent signature pedagogy for playful learning in higher education.…”

Section: A Signature Pedagogy For Playful Learning In Higher Educationmentioning

confidence: 99%

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Playful learning in higher education: developing a signature pedagogy

Nørgård

Toft-Nielsen

Whitton

2017

International Journal of Play

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Increased focus on quantifiable performance and assessment in higher education is creating a learning culture characterized by fear of failing, avoidance of risk, and extrinsic goal-oriented behaviours. In this article, we explore possibilities of a more playful approach to teaching and learning in higher education through the metaphor of the 'magic circle'. This approach stimulates intrinsic motivation and educational drive, creates safe spaces for academic experimentation and exploration, and promotes reflective risk-taking, ideation and participation in education. We present a model of playful learning, drawing on notions of signature pedagogies, field literature, and two qualitative studies on learner conceptions of enjoyment and reasons for disengagement. We highlight the potential of this approach to invite a different mind-set and environment, providing a formative space in which failure is not only encouraged, but a necessary part of the learning paradigm.

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Section: A Signature Pedagogy For Playful Learning In Higher Educationmentioning

confidence: 99%

Section: A Signature Pedagogy For Playful Learning In Higher Educationmentioning

confidence: 99%

Playful learning in higher education: developing a signature pedagogy

Nørgård

Toft-Nielsen

Whitton

2017

International Journal of Play

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“…In the Humanities at Oxford, students typically prepare an essay in advance of a one-hour tutorial, which takes place with one tutor and up to two other students (for a detailed exposition of the tutorial system, see Ashwin, 2005;Horn, 2013). The essay is written in response to a choice of titles and reading list for that week of study.…”

Section: Abstract Writing In English Tutorials: Approach and Evaluationmentioning

confidence: 99%

“…This article began as a small-scale practitioner evaluation of the addition of an extra task to tutorial preparation for a group of first and second year English undergraduates studying Old and Middle English literature and language with the tutor at an Oxford college. In the Humanities at Oxford, students typically prepare an essay in advance of a one-hour tutorial, which takes place with one tutor and up to two other students (for a detailed exposition of the tutorial system, see Ashwin, 2005;Horn, 2013). The essay is written in response to a choice of titles and reading list for that week of study.…”

Section: Abstract Writing In English Tutorials: Approach and Evaluationmentioning

confidence: 99%

Closeness and distance: Using close reading as a method of educational enquiry in English studies

Brookman

Horn

2016

Arts and Humanities in Higher Education

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This article draws on a pedagogical case study in order to reflect on the value of using a Humanities disciplinary practice (the 'close reading' of literary studies) as a method of educational enquiry and to provide a worked example of this approach. We explore the introduction of a pedagogic strategy -students writing abstracts for essays and sharing them in advance of group discussion -into the tutorial at the University of Oxford, and an evaluation of it. We then read the student 'texts' (written abstracts and evaluation forms) more closely, to problematize the initial evaluation findings and reveal hidden aspects of student learning and the teaching relationship. We reflect upon our approach and suggest some of the difficulties and advantages of 'close reading' student texts while achieving scholarly 'distance' as a pedagogic research practice. In addition, we explore further the relations between social science and humanities approaches to educational enquiry.

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“…In the following sections, we identify the key structures and practices that characterize a collaborative studio environment. Specifically, we outline a "signature pedagogy" (Shulman, 2005a;Shulman 2005b;Horn, 2013) of design thinking that forms the foundation of a making culture in makerspaces. We discuss ways to bring critical pedagogy and perspective taking to foster the development of maker culture citizenship that addresses problems relevant to the communities in which we are situated.…”

Section: Figure 1: Design Based Research As An Ongoing Process Of Innmentioning

confidence: 99%

Game-Centric Pedagogy and Curriculums in Higher Education

Murray¹,

Nørgård²,

Morgan³

2017

Proceedings of the 29th International Academic Conference, Rome

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This paper examines some recent trends in game-centric education for STEAM (science, technology, engineering, art and mathematics) fields, especially those that explore and promote collaboration among multiple disciplines. We discuss various multimodal design research activities that draw upon the applications and usage of popular technical hackathons and game design jams in educational environments. The intent of this work is to guide and inform new approaches to the core components of STEAM curriculums. Game-centric methods appear to be well-suited to a variety of education and training circumstances, particularly those that apply in transnational settings and/or serve highly diverse student populations. The benefits extend beyond the direct game-building activity; for example, the process can promote broader design thinking skills and encourage better appreciation of the typical understand-create-deliver flow process, which may be found in many different contexts. Other advantages can include the encouragement of critical thinking skills, the ability to safely tinker and experiment, and the empowerment to fail and start over. In these respects, we view game-making as a form of 'future-making', and thus a valuable vehicle for enhancing general education and long-term life skills. We conclude by describing some opportunities to undertake qualitative and quantitative research on teams of participants in popular game development events, such as the multinational Global Game Jam (GGJ) series. This process involves examining their background demographics, and characterizing the team dynamics and behaviors in the context of their game design and development activities during the game jam.

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Signature pedagogy/powerful pedagogy: The Oxford tutorial system in the humanities

Cited by 10 publications

References 12 publications

Playful learning in higher education: developing a signature pedagogy

Playful learning in higher education: developing a signature pedagogy

Closeness and distance: Using close reading as a method of educational enquiry in English studies

Game-Centric Pedagogy and Curriculums in Higher Education

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