Teaching and Learning in Contemporary Religious Studies
The Religious Studies Project
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Teaching and Learning in Higher Education
There has been a development in the last 15 years. Some version of a p ceight, post graduate or education con of qualification is now essential for most academics. And i think that's a very positive thing, absolutely. But as i said in the introduction, e is not just standing up and mastra. What worries some of the pedagogical insight, yesinto amindto artt, yes. Tit is er actually. I've written about what i call complex learning, which is er, huge shift from it. Nowa students have got multiple inputs, and their sole academic delivering a certain amount of information is just one of those inputs. Most of their inputs are technon
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Transcript
As we career forward into the twenty-first century, in a context where more and more students have access to higher education, where technology advances at an exponential rate, and where the logics of neoliberalism and management seemingly creep further into every aspect of everyday life, critical reflection about the role of academics in teaching has never been more necessary. In this our first podcast of 2016, Chris was joined by Dr Dominic Corrywright of Oxford Brookes University in the UK, to discuss current developments in higher education pedagogy, the challenges and opportunities that these present for Religious Studies, and some practical examples from Dominic’s own experience.
