Uncover the magic of "Storytelling as a Pedagogic Tool for Engagement" in this podcast episode! We explore how storytelling transcends the boundaries of traditional teaching, captivating hearts and minds while delivering crucial lessons. Hear from Dr Sarah Telfer who highlights the impact of narrative-driven teaching for fostering engagement, enhancing comprehension, and igniting a lifelong love for knowledge.

Dr Sarah Telfer is an Associate TIRI (Teaching Intensive Research Informed) Professor in Education at the University of Bolton.  Sarah is programme leader for Initial Teacher Education (ITE) 14+ Programmes for the Further Education and Skills Sector and is an experienced educational leader and teacher educator, with a background in ESOL and Literacy teaching and staff development in a range of different educational contexts. Her area of special academic research is the use of storytelling as a pedagogic tool in educational practice. 

In this episode, Dr Amanda Costello shares her insights on leveraging LEGO bricks to foster creativity, teamwork, and problem-solving skills. Uncover the secrets behind this colourful, hands-on approach that transcends age barriers and transforms traditional learning into a dynamic, engaging experience!

Dr Amanda Costello is a Fellow of HEA and Senior Lecturer and Researcher at the University of Bolton. Amanda is also a Programme Lead for MSc Pathways in the School of Nursing and Midwifery.  Her research interests include learning disabilities and autoethnography work, assessment literacy and cross faculty development research and learner attrition HEE funded research. She has published and presented her research work in several international conferences. Amanda also facilitates research workshops across the University of Bolton in addition to supervising on PhD programmes. 

This podcast features two internationally acclaimed Authentic Assessment experts Professor Sally Brown and Kay Sambell, who illuminate the transformative potential of authentic assessment methods in Higher Education through their expertise and experience. Drawing upon a range of global examples, Sally and Kay provides guidance for the integration of genuine tasks and real-world contexts to elevate student engagement and competency development, advocating for a more meaningful pedagogical approach to evaluation.

Professor Sally Brown is an Independent Consultant in Learning, Teaching and Assessment and Emerita Professor at Leeds Beckett University where she was, until 2010, Pro-Vice-Chancellor. She is also Visiting Professor at Edge Hill University and formerly at the Universities of Plymouth, Robert Gordon, South Wales and Liverpool John Moores and at Australian universities James Cook Central Queensland and the Sunshine Coast. 

She holds Honorary Doctorates from the universities of Plymouth, Kingston, Bournemouth, Edinburgh Napier and Lincoln. Sally is a Principal Fellow of the Higher Education Academy, a Staff and Educational Development Association (SEDA) Senior Fellow and a National Teaching Fellow.

Sally is widely published on learning, teaching and particularly assessment and enjoys working with institutions and teams on improving the student learning experience. Her publications can be accessed on ⁠www.sally-brown.net⁠ .

Professor Kay Sambell is widely known internationally for her contributions to the Assessment for Learning (AfL) movement in Higher Education, which seeks to emphasize the ways in which assessment processes can be designed to support and developing students’ learning, as well as measure it. For over two decades she has spearheaded a range of pragmatic innovations, research projects and initiatives focused on improving university student learning via assessment. She co-led the pioneering Centre for Excellence in Assessment for Learning during her time at Northumbria University. She is a UK National Teaching Fellow (2002) and a Principal Fellow of the Higher Education Academy. She is currently an independent consultant and Visiting Professor of Assessment for Learning at the University of Sunderland and the University of Cumbria.

Kay also helped to establish and support a series of international conferences aimed at rethinking assessment practice. She is currently President of the vibrant Assessment in Higher Education (AHE) conference series, ( https://ahenetwork.org/.) which leads the development of assessment for learning. 

Continuing from Part-1, Emerita Prof. Sally Brown and Prof. Kay Sambell critically explore the role of student involvement (either directly or indirectly) in creating effective authentic assessments in this episode. In addition, Sally and Kay outlines and explains the 6 steps method of designing authentic assessments using this time-tested and evidence informed approach to foster learning and engage students in a 'productive messiness' for optimised pedagogic experience. 

For a rich collection of scholarly work on authentic assessments from Sally and Kay, visit: 

⁠www.sally-brown.net

In this episode, we explore the exciting intersection of education and entertainment by focusing on the use of escape rooms in the classroom. What exactly are escape rooms, and how can they be transformed into powerful learning tools? We talk with experienced educationist, Dr Jenny Moffett, who sheds the spotlight on integrating these immersive experiences into teaching practices. Discover how escape rooms boost student engagement and learning outcomes, making lessons more dynamic and interactive compared to conventional methods. We also discuss the challenges educators may face when implementing escape rooms, from logistical hurdles to ensuring accessibility for all students. Finally, Jenny shares some strategies for designing escape rooms that cater to diverse classroom needs, ensuring every student can benefit. Whether you're an educator or a curious learner, this episode offers valuable insights into how escape rooms can transform education!

Jenny Moffett is an Educationalist and Faculty Developer based at the Health Professions Education Centre in RCSI University of Medicine and Health Sciences. Jenny leads on the university’s Postgraduate Diploma in Health Professions Education, and her research interests lie in psychological safety, online learning and educational escape games.

Are you a higher education professional considering the prestigious National Teaching Fellowship (NTF)? In this episode, we break down everything you need to know to prepare a successful application. We start by explaining what the NTF is and who it's designed for, highlighting why it's a valuable opportunity for advancing your career. We also tackle common misconceptions about the application process, providing clarity on what reviewers are really looking for. Our guest, an experienced NTF reviewer and Teaching Excellence Award Lead, shares insights on where to begin your application journey and answers frequently asked questions from prospective applicants. Whether you're just starting to think about applying or already deep into the process, this episode offers essential tips and strategies to help you craft a compelling NTF application. Link to resources shared in this episode:

NTF and CATE Flashcards

National Teaching Fellowship Advance HE

NTF Association 

Dr. Deeba Parmar's career is deeply rooted in her commitment to fostering a supportive culture and recognising excellence in teaching. She is dedicated to motivating, developing, and nurturing her colleagues' pedagogical and professional growth to enrich the student experience. As the Head of the Centre for Academic Practice Enhancement, she leads and implements key initiatives, including reward and recognition through the internal Professional Recognition scheme, the National Teaching Fellowship, and the Collaborative Award for Teaching Excellence. She also champions equality, diversity, and inclusion within the curriculum and student voice. Dr. Parmar emphasises genuine collaboration between academic and professional services, leveraging collective expertise to improve teaching and learning outcomes.

What is SoTL and what is its significance in teaching and learning in Higher Education? 

In this episode, we explore the transformative journey of becoming a Scholarship of Teaching and Learning (SoTL) researcher. Guest speaker, Dr. Elizabeth Goode, shares her personal experiences—what inspired her to pursue SoTL, how it has shaped her teaching practices, and the challenges she has navigated along the way. If you are an early career academic or an experienced educator looking to deepen your engagement with SoTL, this conversation with its valuable insights and practical advice from Liz, would be of interest to you!

Dr Elizabeth (Liz) Goode is a Teaching Scholar in the Academic Portfolio Office at Southern Cross University, Australia. She leads various scholarship of teaching and learning projects that investigate student engagement and success in immersive block models in higher education. She is a path-ways/access educator and the recipient of numerous teaching awards, including an Australian Office for Learning and Teaching Citation for Outstanding Contributions to Student Learning.