Search results

In this chapter, we, the authors Bishop, Etmanski and Page, argue for the need to disrupt the traditional notion of faculty solely as expert. We redefine the online faculty role to be that of a facilitator who creates the space for students to engage with both content and other students in the class. We discuss the adult learning principles behind our practices and our attention to building community. To illustrate what our online teaching work looks like in practice, we begin by providing a creative script on what online learning could look like. We then speak to utilising the specific strategies of online forums, behind the scenes outreach, synchronous meetings and assignments to create rich engagement in the online environment for higher education and learning.

We place a strong emphasis on building community among our students from the start of course and throughout. Recognising that people respond differently to different scenarios and have different learning preferences, we seek to offer a diverse range of options for experiencing community, with the intention of offering the possibility of belonging for everyone. The intention to create space for engagement in online learning has challenged us to continually ask ourselves how we can adapt or create new activities and experiences for the online learning environment, so as to enhance engagement.

In the process of obtaining my degree in the Dual License Program at the University of New Mexico, I have been asked numerous times to reflect on past educational experiences so I may then relate those experiences to my teaching style in the classroom. Reflecting on these positive and negative experiences, I was able to focus on which experiences I can replicate or revise to provide the most meaningful experiences for my students. Having chosen English language arts as my concentration field for teaching, I have focused primarily on how I can use my former experiences in past English classes to create positive educational experiences for my students. This process included reflecting on books that mattered to me, books I saw myself in, and then creating similar literacy experiences for my future students and how I can turn those experiences into a culturally relevant teaching pedagogy.

Balance is key to improving the quality of life for older patients. This article looks at barriers to participation, which exist in different forms in all areas of fitness and exercise, and are of an emotional or practical nature. The feature quotes a study published in The Gerontologist carried out by researchers at the University of Southampton's School of Psychology. They sought to identify factors that may inhibit uptake to falls‐related interventions. Dr Dawn Skelton discusses the importance of exercise to reduce the number of falls and fall‐related injuries in older people, and the BalanceMaster machine is highlighted.