The role of collaborative podcasting in developing student engagement and reflective practices

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1437

Keywords:

co-creating podcasts, learning development, student-teacher partnership

Author Biography

Kiu Sum, Southampton Solent University, UK

Kiu Sum is a Lecturer in Nutrition in the Department of Sport and Health at Solent University, Southampton. Kiu's mixed-methods research interests include workplace nutrition, public health nutrition and nutritional behaviour. She is also a Registered Nutritionist (Nutritional Science) with the Association for Nutrition (AfN) and a Fellow of the Higher Education Academy. Externally, she is heavily involved with several professional organisations/learned societies such as The Nutrition Society, the Institute of Food Science and Technology (IFST), the UK Society for Behavioural Medicine (UKSBM), and The Physiological Society. Aside from nutrition, she is a pedagogy researcher focusing on student engagement and partnerships, assessments and feedback. At ALDinHE, Kiu serves on the steering group and chairs the equality, diversity and inclusion working group.

References

Beckingham, S. (2023) 'Professionalism and online presence', in J. Carter, M. O'Grady and C. Rosen (eds.) Higher education computer science: a manual of practical approaches. Cham: Springer International Publishing, pp.275-285.

Beckingham, S. and Nerantzi, C. (2015) ‘BYOD4L: learning to use own smart devices for learning and teaching through the 5C framework', in A. Middleton (ed.) Smart learning: teaching and learning with smartphones and tablets in post-compulsory education. Sheffield: Media-enhanced learning special interest group and Sheffield Hallam University Press, pp.108-126. Available at: https://shura.shu.ac.uk/9616/1/10-nerantazi-beckingham-BYOD4L.pdf (Accessed: 24 October 2024).

Mann, K., Gordon, J. and MacLeod, A. (2009) 'Reflection and reflective practice in health professions education: a systematic review', Advances in Health Sciences Education, 14 (4), pp.595-621. Available at: https://doi.org/10.1007/s10459-007-9090-2 (Accessed: 24 October 2024).

McLeod, G.A., Vaughan, B., Carey, I., Shannon, T. and Winn, E. (2020) 'Pre-professional reflective practice: strategies, perspectives and experiences', International Journal of Osteopathic Medicine, 35, pp.50-56. Available at: https://doi.org/10.1016/j.ijosm.2019.11.005 (Accessed: 24 October 2024).

Middleton, A. and Beckingham, S. (2015) Social media for learning: a framework to inspire innovation. Available at: https://shura.shu.ac.uk/9615/1/02-middleton-beckingham-SM4L.pdf (Accessed: 24 October 2024).

Ng, S.L., Kinsella, E.A., Friesen, F. and Hodges, B. (2015) 'Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review', Medical Education, 49(5), pp.461-475. Available at: https://doi.org/10.1111/medu.12680.

Purvis, A., Rodger, H. and Beckingham, S. (2016) 'Engagement or distraction: the use of social media for learning in higher education', Student Engagement and Experience Journal, 5(1). Available at: https://shura.shu.ac.uk/12274/ (Accessed: 24 October 2024).

Purvis, A.J., Rodger, H.M. and Beckingham, S. (2020) 'Experiences and perspectives of social media in learning and teaching in higher education', International Journal of Educational Research Open, 1, pp.160-167. Available at: https://doi.org/10.1016/j.ijedro.2020.100018.

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Published

31-10-2024

How to Cite

Sum, K. (2024) “The role of collaborative podcasting in developing student engagement and reflective practices”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1437.

Issue

No. 32 (2024): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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