Open Scholarship of Teaching and Learning
type: channel
description: The main reason for establishing this journal is that we feel too many journals inhibit submission due to their overly strict rules for submissions; where form prevents content from being shared. Our ethos is to ensure that your voice is heard. We want to capture the rich contexts, experiences, and voices from colleagues across the sector. We encourage all types of writing from more traditional educational inquiries, to working-out-loud papers and provocations.
publisher: Open Scholarship of Teaching and Learning
language: en
publication name: Open Scholarship of Teaching and Learning
issn: 2752-4116
items: Acknowledgements: oSoTL 4(2) Ukraine special issue
items: What next? Where do we go?
items: Philological studies in times of war
items: The book as a symbol
items: Darkness and light in times of war
items: Ukraine special issue part 3: Mixed narratives
items: Memories of war
items: The Tooth Fairy and other words of love—reflections
items: My personal story of the full-scale war
items: Observing the changing reality
items: Ukraine special issue part 2: Autobiographical narratives
items: Resilience through writing: How the ‘Along Came the War’ project emerged
items: Teaching Gender Studies during the Russo-Ukrainian War
items: Teaching environmental studies online during the war
items: We cannot accept war as the norm
items: Teaching in a war
items: Ukraine special issue part 1: Teaching focused narratives
items: Guest editorial for the Ukraine special issue: ‘Tempus fugit, Academia sempiterna’
items: Kyiv-Mohyla Academy: A source of national education, culture, and Ukraine’s future
items: Reviewer acknowledgements: oSoTL 4(1)
items: Editorial: oSoTL 4(1)
items: Bimblecast: Using ecopedagogy in Business Education
items: Developing an inclusivity audit for higher education
items: International postgraduate taught students’ perspectives on resources to support learning transitions: A preliminary case study
items: Mapping curriculum in higher education: Unveiling alignment, complexity, and ideology
items: Exploring content vs writer focus in written student feedback: Perceived impact on student emotional response, attention, and usefulness
items: Developing a community of student engagement practitioners: Evidence of value from a postgraduate professional development course at a UK university
items: Critical pedagogy and digital liberation: A Freirean debate for SoTL
items: Open scholars: Putting their heads above the parapet or transitioning from Grimms’ Rapunzel to Disney’s Tangled
items: Integrated Programme Assessment: 10 years on

Acknowledgements: oSoTL 4(2) Ukraine special issue
type: item
description: Acknowledgements for the Ukraine special issue, oSoTL 4(2): “Tempus fugit, Academia sempiternal”
subject: Articles
  topic: section
subject: Ukraine
  topic: keywords
subject: teaching in wartime
  topic: keywords
subject: academia
  topic: keywords
creator: Nathalie Tasler
creator: Vicki Dale
creator: Matthew Barr
rights: Copyright (c) 2025 Nathalie Tasler, Vicki Dale, Matthew Barr https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.171

What next? Where do we go?
type: item
description: This paper describes the immediate experiences of a lecturer who, with her family, was displaced during the war. After finding safety outside of Ukraine, teaching resumed via Zoom. The teacher created a purposefully ‘safe’ space online for students to participate.
subject: Articles
  topic: section
subject: displacement
  topic: keywords
subject: teaching in wartime
  topic: keywords
subject: online teaching
  topic: keywords
subject: pedagogy of care
  topic: keywords
creator: Oksana Kharchenko
rights: Copyright (c) 2025 Oksana Kharchenko https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.170

Philological studies in times of war
type: item
description: This paper presents a literary journey through poetry, philosophy, literature, and one academic’s experience of losing colleagues and students in the war. Yet, the author finishes on a hopeful note.
subject: Articles
  topic: section
subject: philology
  topic: keywords
subject: teaching in wartime
  topic: keywords
subject: historic memory
  topic: keywords
subject: truth
  topic: keywords
creator: Ludmila Kiselova
rights: Copyright (c) 2025 Ludmila Kiselova https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.169

The book as a symbol
type: item
description: This paper presents a chronological account of one academic and her family’s experiences of the war, and the importance of finding solace in books to create a sense of normality. The author also reflects on ‘push and pull’ factors in relation to migration and living outside of Ukraine during the ongoing conflict.
subject: Articles
  topic: section
subject: symbolism
  topic: keywords
subject: war
  topic: keywords
subject: displacement
  topic: keywords
subject: books
  topic: keywords
subject: reading for resilience
  topic: keywords
creator: Anna Prokhorova
rights: Copyright (c) 2025 Anna Prokhorova https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.168

Darkness and light in times of war
type: item
description: This paper represents the autobiographical reflections of an individual academic, and how her career aspirations, Covid, and war impacted on her and her family’s evolving identity.
subject: Articles
  topic: section
subject: autobiography
  topic: keywords
subject: family
  topic: keywords
subject: displacement
  topic: keywords
subject: culture
  topic: keywords
subject: war
  topic: keywords
creator: Galyna Solovei
rights: Copyright (c) 2025 Galyna Solovei https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.167

Ukraine special issue part 3: Mixed narratives
type: item
description: This third section of the special edition presents ‘mixed narratives’; academics revealing their experiences of teaching and living during wartime. Authors are cited in relation to finding beauty in the darkest places, and liken themselves to the Japanese art of Kintsugi.
subject: Articles
  topic: section
subject: war
  topic: keywords
subject: displacement
  topic: keywords
subject: poetry
  topic: keywords
subject: heritage
  topic: keywords
subject: silence
  topic: keywords
subject: safety
  topic: keywords
creator: Katharine Terrell
rights: Copyright (c) 2025 Katharine Terrell https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.166

Memories of war
type: item
description: This paper is a poetry submission.
subject: Articles
  topic: section
subject: poem
  topic: keywords
subject: war
  topic: keywords
subject: trauma
  topic: keywords
creator: Viktoria Tretinichenko
rights: Copyright (c) 2025 Viktoria Tretinichenko https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.165

The Tooth Fairy and other words of love—reflections
type: item
description: This paper shows the juxtraposition between wartime realities and trying to maintain a sense of normality for the family.
subject: Articles
  topic: section
subject: war
  topic: keywords
subject: children
  topic: keywords
subject: resilience
  topic: keywords
creator: Larysa Bachynska
rights: Copyright (c) 2025 Larysa Bachynska https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.164

My personal story of the full-scale war
type: item
description: This paper illustrates the author’s own personal grief at family loss and learning to adjust to wartime tragedy. It ends with hope for the future.
subject: Articles
  topic: section
subject: family
  topic: keywords
subject: war
  topic: keywords
subject: grief
  topic: keywords
creator: Hanna Volkova
rights: Copyright (c) 2025 Hanna Volkova https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.163

Observing the changing reality
type: item
description: This paper shares ‘in time’ experiences as the war started in the Ukraine and finishes with a hopeful fairytale that the author has written.
subject: Articles
  topic: section
subject: family
  topic: keywords
subject: war
  topic: keywords
subject: displacement
  topic: keywords
subject: storytelling
  topic: keywords
subject: hope
  topic: keywords
creator: Khlobistov Ievgen
rights: Copyright (c) 2025 Khlobistov Ievgen https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.162

Ukraine special issue part 2: Autobiographical narratives
type: item
description: This second section showcases four academics whose writings can be thought of like diaries, describing their personal experiences of the war. Just as in the previous section, they are all struck by a sudden change – and yet also with life continuing.
subject: Articles
  topic: section
subject: storytelling
  topic: keywords
subject: poetry
  topic: keywords
subject: personal narratives
  topic: keywords
subject: war
  topic: keywords
creator: Katharine Terrell
rights: Copyright (c) 2025 Katharine Terrell https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.161

Resilience through writing: How the ‘Along Came the War’ project emerged
type: item
description: This individual narrative reflects on the production and use of a website, ‘Along Came the War’, as a platform to support students’ creative writing for wellbeing and sense of community and connection.
subject: Articles
  topic: section
subject: creative writing
  topic: keywords
subject: wellbeing
  topic: keywords
subject: resilience
  topic: keywords
subject: community
  topic: keywords
creator: Natalia Badior
rights: Copyright (c) 2025 Natalia Badior https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.160

Teaching Gender Studies during the Russo-Ukrainian War
type: item
description: Being a refugee scholar in 2022-2024, I wanted to make Ukrainian democratic society more known from a global perspective and Ukrainian studies more visible in broader area studies. Informed solidarity and understanding are needed in this situation. It’s a very challenging task to work on gender equality implementation in your country when the major issue is surviving during the war. This paper analyses the personal experience of teaching gender sociology to both Ukrainian and international students. It reflects upon the challenges and opportunities of conducting research in Ukrainian society during the war as part of teaching. Useful resources on gender and war in Ukraine that appeared after the full-scale invasion, are overviewed. The agency of Ukrainian women who participate in the resistance is underlined.
subject: Articles
  topic: section
subject: gender studies
  topic: keywords
subject: teaching
  topic: keywords
subject: Ukrainian studies
  topic: keywords
subject: Ukrainian society
  topic: keywords
subject: Russo-Ukrainian war
  topic: keywords
subject: university
  topic: keywords
subject: resistance
  topic: keywords
subject: informed solidarity
  topic: keywords
creator: Tamara Martsenyuk
rights: Copyright (c) 2025 Tamara Martsenyuk https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.159

Teaching environmental studies online during the war
type: item
description: This individual narrative focuses on the innovation of an environmental studies lecturer trying to teach in the field during air raids.
subject: Articles
  topic: section
subject: air raids
  topic: keywords
subject: field training
  topic: keywords
subject: environmental studies
  topic: keywords
subject: wartime education
  topic: keywords
creator: Iryna Vyshenska
rights: Copyright (c) 2025 Iryna Vyshenska https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.158

We cannot accept war as the norm
type: item
description: This individual teachers’ narrative describes the advent of the Russia-Ukraine war, the emotional response at a time of displacement, and endeavouring to teach online.
subject: Articles
  topic: section
subject: language education
  topic: keywords
subject: teaching in wartime
  topic: keywords
subject: displacement of academics
  topic: keywords
creator: Alla Shuhai
rights: Copyright (c) 2025 Alla Shuhai https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.157

Teaching in a war
type: item
description: This paper describes the realities of wartime, teaching about literature online, and extending care to students.
subject: Articles
  topic: section
subject: reality of war
  topic: keywords
subject: teaching online
  topic: keywords
subject: pedagogy of care
  topic: keywords
subject: literature
  topic: keywords
creator: Roman Veretelynk
rights: Copyright (c) 2025 Roman Veretelynk https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.156

Ukraine special issue part 1: Teaching focused narratives
type: item
description: This paper introduces the first section of the special issue, focusing on teaching narratives. There is exploration of the move to online learning during wartime, which was partly enabled by the pivot to online during Covid. Drawing on the cited articles, there is also a focus on student wellbeing, and students as agents for change.
subject: Articles
  topic: section
subject: teaching in wartime
  topic: keywords
subject: crisis education
  topic: keywords
subject: online learning
  topic: keywords
creator: Katharine Terrell
rights: Copyright (c) 2025 Katharine Terrell https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.155

Guest editorial for the Ukraine special issue: ‘Tempus fugit, Academia sempiterna’
type: item
description: For many academics around the world, war is unimaginable. It happens to others, a brutal but distant reality that appears on our television screens, but not outside of our windows. For others, including (but not only) those in Ukraine, the reality of war is immediate, here and now, and yet, somehow, academic life persists. This very special issue of our journal came out of conversations with academic colleagues in Ukraine, who visited the University of Glasgow in August 2023 through an international collaboration grant.
subject: Articles
  topic: section
subject: Ukraine
  topic: keywords
subject: war
  topic: keywords
subject: academic life
  topic: keywords
creator: Julie Hulme
rights: Copyright (c) 2025 Julie Hulme https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.154

Kyiv-Mohyla Academy: A source of national education, culture, and Ukraine’s future
type: item
description: This article outlines the history and culture of the National University of Kyiv-Mohyla Academy (NaUKMA). It sets the context for this special journal issue and culminates in the phrase “Tempus fugit, Academia sempiterna”; time passes, but the academy is eternal.
subject: Articles
  topic: section
subject: Ukraine
  topic: keywords
subject: higher education
  topic: keywords
subject: history
  topic: keywords
creator: Hanna Volkova
creator: Alla Shuhai
rights: Copyright (c) 2025 Hanna Volkova, Alla Shuhai https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
doi: 10.56230/osotl.153

Reviewer acknowledgements: oSoTL 4(1)
type: item
description: We wholeheartedly thank the following reviewers, who freely gave their time and expertise, supporting authors and adding value to the work of oSoTL.
subject: Articles
  topic: section
creator: Matthew Barr
creator: Mark Charters
creator: Vicki Dale
creator: Nathalie Tasler
rights: Copyright (c) 2025 Matthew Barr, Mark Charters; Vicki Dale; Nathalie Tasler https://creativecommons.org/licenses/by/4.0
date: 2025-03-31
publication date: 2025-03-31
doi: 10.56230/osotl.140

Editorial: oSoTL 4(1)
type: item
description: We have 12 articles in this Spring issue, with contributions from across the UK, and Canada. We are also happy to welcome Dr Mark Charters from Glasgow School of Art who has joined our editorial board. As always, we are privileged to receive and read your valuable work, which makes a unique contribution to scholarship, enhancing learning, teaching and assessment practice across the higher education sector. The articles herein span the themes of scholarship, inclusivity, assessment and feedback, outdoor pedagogies, and the induction needs of international postgraduate learners to support their transition into programmes of study.
subject: Articles
  topic: section
creator: Vicki Dale
creator: Matthew Barr
creator: Mark Charters
creator: Nathalie Tasler
rights: Copyright (c) 2025 Vicki Dale; Matthew Barr, Mark Charters, Nathalie Tasler https://creativecommons.org/licenses/by/4.0
date: 2025-03-31
publication date: 2025-03-31
doi: 10.56230/osotl.139

Bimblecast: Using ecopedagogy in Business Education
type: item
description: In our playfully retitled ‘Bimblecast’, we explore practical ecopedagogy in business education. The podcast was recorded in October 2024 whilst walking from Bowling to Maryhill, 15 kilometres, in Central Scotland. The purpose of the discussion is to explore the practical application of ecopedagogy in a light-hearted and accessible way, and to capture the essence of outdoor pedagogies. After quickly, and superficially, exploring the philosophical roots of ecopedagogy, we argue that this approach, typically used in environmental education, is equally valuable in business education, and we outline our reasoning for this statement. The discussion moves on to explore practical strategies for embedding ecopedagogy in business education, making the point that it is simple to achieve through basic ‘campus field trips’. Because we are going further than exploring campus environments in our own teaching, we also describe how the lowland leader qualification, a UK wide qualification for taking groups on organised walks, is helping us to build an outdoor learning capability in our business school. Through this discussion, we outline the preparation and study required to become a wild pedagogue, but we also discuss more modest planning for simple, short excursions. In all cases, safety is important. During our discussion, the listener will hear of situations and wildlife we encounter, demonstrating the power and authenticity of this approach to learning.
subject: Articles
  topic: section
subject: bimblecast
  topic: keywords
subject: ecopedagogy
  topic: keywords
subject: business education
  topic: keywords
subject: authentic learning walking pedagogies
  topic: keywords
creator: Matt Offord
creator: Sebastien Marciak
rights: Copyright (c) 2025 Matt Offord, Sebastien Marciak https://creativecommons.org/licenses/by/4.0
date: 2025-03-31
publication date: 2025-03-31
doi: 10.56230/osotl.131

Developing an inclusivity audit for higher education
type: item
description: The delivery of inclusive education and the provision of content that is representative of a diverse student body is a key strategic aim of many higher education institutions. However, while there may be many checklists, design support documents, and benchmarking statements that suggest inclusive outputs for education practical options for updating existing content are rarely discussed. This paper offers an approach, based on the theories of inclusive education and learning design, to audit existing materials. This framework was developed as a collaboration between staff partners from a range of backgrounds and student interns to produce an output that is both pedagogically sound but relevant to, and informed by, student needs. This project does not seek to provide a score or make judgements, but to share good practice and find areas where targeted intervention could be made without the need for full scale curriculum review or a full redesign of teaching.
subject: Articles
  topic: section
subject: inclusivity
  topic: keywords
subject: higher education
  topic: keywords
subject: student partnership
  topic: keywords
subject: learning design
  topic: keywords
subject: underrepresented students
  topic: keywords
creator: Katie Stripe
rights: Copyright (c) 2025 Katie Stripe https://creativecommons.org/licenses/by/4.0
date: 2025-03-31
publication date: 2025-03-31
doi: 10.56230/osotl.117

International postgraduate taught students’ perspectives on resources to support learning transitions: A preliminary case study
type: item
description: The importance of universities understanding the induction needs of international students to enable them to succeed is well documented in literature. This article focuses on a small-scale, exploratory study into an Induction Resource developed for international students to support them with the academic aspects of transition into Postgraduate Taught (PGT) programmes. The article gives some insights into the Induction Resource and discusses findings and analysis under three key themes: ‘A matter of timing and clarity’, ‘Great expectations – active and engaged learning’, and ‘Beyond classroom walls’. The article concludes with some recommendations for next steps in supporting the academic transitions of international PGT students that may be of interest to any higher education institution with international students on a PGT programme.
subject: Articles
  topic: section
subject: international students
  topic: keywords
subject: academic transitions
  topic: keywords
subject: induction
  topic: keywords
subject: higher education
  topic: keywords
creator: Nicola Jones
creator: Louise Sheridan
rights: Copyright (c) 2025 Nicola Jones, Louise Sheridan https://creativecommons.org/licenses/by/4.0
date: 2025-03-31
publication date: 2025-03-31
doi: 10.56230/osotl.122

Mapping curriculum in higher education: Unveiling alignment, complexity, and ideology
type: item
description: In this case study the authors explore how an investigation of curricular sources, curriculum mapping and foundational curriculum ideologies provided insights into teaching and learning and continuous improvement efforts in a university-based teacher education programme. The study is based on three reflective activities: identification of context-specific priorities, comparison with international practices as an external benchmark, and utilization of Schiro’s (2013) curriculum ideology inventory as an analytic tool. By investigating the planned, taught, and learned curricula, the study identifies gaps, redundancies, and areas for enhancement. Results from curriculum mapping and the adapted curriculum ideologies inventory underscore the complexity of aligning professional standards, accreditation requirements, and institutional visions. The reflective process fostered transparency, collaboration, and deeper understanding of ideological influences on curriculum design. Insights gained extend to higher education contexts, suggesting that curriculum mapping, coupled with ideological exploration, is a valuable tool for quality assurance and continuous improvement. The findings advocate for integrating student voices and fostering cross-disciplinary collaboration in curriculum development. The processes, results, and adapted ideologies inventory are shared for consideration and use for educators in higher education.
subject: Articles
  topic: section
subject: curriculum mapping
  topic: keywords
subject: curriculum ideologies
  topic: keywords
subject: teacher education
  topic: keywords
subject: reflective practice
  topic: keywords
subject: higher education
  topic: keywords
creator: Sarah Anderson
creator: Evelyn McLaren
creator: Cristina Mio
rights: Copyright (c) 2025 Sarah Anderson, Evelyn McLaren, Cristina Mio https://creativecommons.org/licenses/by/4.0
date: 2025-04-16
publication date: 2025-04-16
doi: 10.56230/osotl.110

Exploring content vs writer focus in written student feedback: Perceived impact on student emotional response, attention, and usefulness
type: item
description: Emotional reaction to negative academic feedback can be a barrier to students’ engagement with feedback. One factor that may impact students’ emotional response is whether feedback addresses the student (e.g., “Your writing”) or the content (e.g., “The writing”). This exploratory study investigated how form of address in feedback impacts emotional reaction. Student participants (N=106) read simulated feedback statements that varied according to reference type (pronominal “your”, neutral “the”) and feedback polarity (positive, negative) and provided ratings for emotional response, as well as attention paid to, and usefulness. An open response question queried participants’ perceptions regarding personal or neutral address in feedback. There was no significant effect of reference type on quantitative feedback ratings for emotion, attention, or usefulness, but qualitative content analysis revealed that half the sample preferred neutral address, largely to mitigate the emotional impact of negative feedback. Feedback polarity had a consistent significant effect where students perceived positive feedback as higher in happy emotion and usefulness compared to negative feedback. A more nuanced pattern for attention showed a small decrease in attention for positive compared to negative feedback for neutral references. Our results inform practice in terms of how written feedback can be framed to facilitate engagement.
subject: Articles
  topic: section
subject: student feedback
  topic: keywords
subject: emotion
  topic: keywords
subject: attention
  topic: keywords
subject: usefulness
  topic: keywords
creator: Judith Stevenson
creator: Kalliopi Mavromati
creator: James Bartlett
creator: Lorna Morrow
creator: Linda Moxey
creator: Eugene Dawydiak
rights: Copyright (c) 2025 Judith Stevenson, Kalliopi Mavromati, James E. Bartlett, Lorna I. Morrow, Linda M. Moxey, Eugene J. Dawydiak https://creativecommons.org/licenses/by/4.0
date: 2025-03-31
publication date: 2025-03-31
doi: 10.56230/osotl.130

Developing a community of student engagement practitioners: Evidence of value from a postgraduate professional development course at a UK university
type: item
description: Student engagement practitioners, who work within and beyond higher education (HE) providers, have vital roles in contributing to students’ learning and experiences and they collaborate with various staff and student groups across organisational boundaries to initiate change. It is essential that organisations and the HE sector support these staff to achieve their potential, for example, by addressing the lack of relevant professional development opportunities available. This paper presents evidence of an effective pathway of development that enables a community of student engagement practitioners, conceptualised as ‘integrated practitioners’ (McIntosh & Nutt, 2022), to have impact in diverse HE settings. The findings of an impact and process evaluation of the UK's first accredited professional development course for student engagement practitioners, the Postgraduate Certificate (PGCert) and Master’s (MA) in Student Engagement in Higher Education at the University of Winchester, are presented. Co-constructed with an advisory group of practitioners who were studying on the course and graduates, the evaluation was planned and structured using Theory of Change. A total of 22 practitioners provided evidence of the value of the course by taking part in peer-led interviews, online reflective activities and meetings, while seven staff members from the programme team participated. The paper outlines how the evaluation generated understanding about: the purposes and design of the course; the effectiveness of its blended delivery model and processes; and how the course contributed to the formation of a community and equipped practitioners to enact changes in their practice and within their organisations.
subject: Articles
  topic: section
subject: student engagement
  topic: keywords
subject: practitioner
  topic: keywords
subject: integrated practice
  topic: keywords
subject: higher education
  topic: keywords
subject: course evaluation
  topic: keywords
subject: theory of change
  topic: keywords
creator: Alan Donnelly
creator: Professor Liz Austen
creator: Tom Lowe
creator: Maria Moxey
rights: Copyright (c) 2025 Alan Donnelly, Professor Liz Austen, Tom Lowe, Maria Moxey https://creativecommons.org/licenses/by/4.0
date: 2025-03-31
publication date: 2025-03-31
doi: 10.56230/osotl.119

Critical pedagogy and digital liberation: A Freirean debate for SoTL
type: item
description: This article examines digital inequality through the lens of critical pedagogy, as defined by Paulo Freire, and as articulated by bell hooks. It posits that digital inequality is an extension of broader socio-cultural disparities and scrutinises the implications for lecturers and students in a digital-centric academic environment. The discussion extends beyond the mere availability of digital tools and addresses the need for institutional paradigm shifts fostering creative practice that empowers all participants in the educational process to engage with digital tools effectively. The critique of ‘Technology Enhanced Learning’ (TEL) focuses on its role in Higher Education and employability, advocating for a reevaluation that centres on the individuals most impacted by digital educational policies.
subject: Articles
  topic: section
subject: digital inequality
  topic: keywords
subject: critical pedagogy
  topic: keywords
subject: liberation
  topic: keywords
subject: technology enhanced learning
  topic: keywords
subject: widening participation
  topic: keywords
creator: Sandra Abegglen
creator: Tom Burns
creator: Sandra Sinfield
rights: Copyright (c) 2025 Sandra Abegglen, Tom Burns, Sandra Sinfield https://creativecommons.org/licenses/by/4.0
date: 2025-03-31
publication date: 2025-03-31
doi: 10.56230/osotl.116

Open scholars: Putting their heads above the parapet or transitioning from Grimms’ Rapunzel to Disney’s Tangled
type: item
description: This paper is a collective exploration into the terms ‘scholarship of teaching and learning’ and ‘open scholarship’ and the implications to academic engagement, identity and practice. The authors are using the metaphors of Rapunzel from Grimms’ fairytale and the Disney adaptation Tangled to uncover parallels and insights that seem to be of relevance to how open scholarship and open scholars are perceived, and the relationship to scholarship of teaching and learning and pedagogical research. They explore open scholars’ journeys from a voiceless, socially isolated existence to one that is emancipated and empowered-to-share through collaboration making a difference to others, communities and society. The inquiry surfaces thoughts, dilemmas and contradictions that question the term ‘scholarship of teaching and learning’. It explores how open scholarship and open scholars wish to be valued, recognised and celebrated for their commitment and contributions to the enhancement and transformation in higher education. This exploration is applicable to higher education more generally through academic experience and practice, curriculum and learning design, and scholarship that enables pedagogic experimentations and innovations to flow freely across sectors.
subject: Articles
  topic: section
subject: scholarship
  topic: keywords
subject: open scholarship
  topic: keywords
subject: learning
  topic: keywords
subject: teaching
  topic: keywords
subject: education
  topic: keywords
subject: open education
  topic: keywords
creator: Chrissi Nerantzi
creator: Yasmin Kader
creator: Margaret Korosec
rights: Copyright (c) 2025 Chrissi Nerantzi, Yasmin Kader, Margaret Korosec https://creativecommons.org/licenses/by/4.0
date: 2025-02-13
publication date: 2025-02-13
doi: 10.56230/osotl.129

Integrated Programme Assessment: 10 years on
type: item
description: This paper explores the implementation and impact of Integrated Programme Assessment (IPA) across diverse disciplines in English higher education institutions. IPA is advocated as a framework that focuses on programme outcomes, aligns learning outcomes with assessment practices, and enhances the authenticity and relevance of assessments, thereby reducing over-assessment and improving student learning experiences and outcomes. Drawing on case studies from four institutions—University of Nottingham, University of Surrey, Brunel University London, and Sheffield University—the paper examines how IPA has been integrated into various undergraduate programmes to foster interdisciplinary learning, promote student engagement, and prepare graduates for professional challenges. Key to the success of IPA initiatives is institutional support that accommodates disciplinary identities and addresses operational challenges, ensuring sustainable and meaningful curriculum change. The study discusses the difficulty of balancing pedagogical innovation against operational realities, emphasising the need for a collective institutional approach to enhance educational quality while accommodating disciplinary diversity. This research contributes insights into the transformative potential of programme-level assessment approaches, informing discussions on enhancing educational practices in universities.
subject: Articles
  topic: section
subject: assessment strategy
  topic: keywords
subject: integrated assessment
  topic: keywords
subject: programmatic assessment
  topic: keywords
subject: programme focused assessment
  topic: keywords
creator: David Tree
creator: Amanda Harvey
creator: Mariann Rand-Weaver
rights: Copyright (c) 2025 David Tree, Amanda Harvey, Mariann Rand-Weaver https://creativecommons.org/licenses/by/4.0
date: 2025-03-31
publication date: 2025-03-31
doi: 10.56230/osotl.128