Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/40417
Title: Holiploigy – Navigating the complexity of teaching in Higher Education
Authors: Wood, Phil
First Published: 28-Apr-2017
Publisher: Association for Learning Development in Higher Education (ALDinHE)
Citation: Journal of Learning Development in Higher Education, 2017, 11
Abstract: The processes involved in teaching in higher education, as with schools, have on occasion become simplified to a dichotomy of being either 'transmission' or 'discovery' led. Such characterisations of teaching fail to engage with the context driven complexities of teaching, learning, curriculum and assessment. This opinion piece reflects upon the complexities involved and how they might be characterised and explained without reducing teaching and allied processes to simplistic frameworks. I argue that we need to develop holistic, process-led models of teaching, learning, curriculum and assessment, and associated systems for module and programme development and execution, a combined set of processes and principles that I refer to here as holiploigy.
ISSN: 1759-667X
Links: http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=view&path%5B%5D=421
http://hdl.handle.net/2381/40417
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © the authors, 2017. This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Appears in Collections:Published Articles, School of Education

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