Hacking assignment practice: finding creativity and power in the fissures and cracks of learning and teaching

Authors

  • Sandra Abegglen London Metropolitan University
  • Tom Burns London Metropolitan University
  • Sandra Sinfield London Metropolitan University

DOI:

https://doi.org/10.47408/jldhe.v0i10.347

Keywords:

Non-traditional students, integrated peer mentoring, assignment practice

Abstract

This paper explores integrated peer mentoring in the context of offering students an element of choice in their assignments. We decided to undertake a pilot study with a group of first year undergraduate education-studies students who come from non-traditional backgrounds, but the concept is widely applicable. We argue that creative approaches to assignment practice can promote inclusion and give students, not traditionally welcome in the academy, ownership, voice and pride.

Author Biographies

Sandra Abegglen, London Metropolitan University

Sandra Abegglen, Lecturer and Course Leader BA Hons Education and Social Policy,àis currently teaching on modules promoting peer-to-peer support and is module leader for Peer Mentoring in Practice. Her research interests are in visual narratives, identity, migration, and qualitative research methods.àFind her blog at:àhttp://peermentoringinpractice.com.

Tom Burns, London Metropolitan University

Tom Burns is Senior Lecturer, Centre for the Enhancement of Learning and Teaching and module leader, Becoming an Educationalist. Tom Burns, with Sandra Sinfield, has produced the third edition ofàEssential Study Skills: The Complete Guide to Success at University with its accompanying websiteàhttp://www.uk.sagepub.com/burnsandsinfield3e/main.htm. He is interested in harnessing ICT for emancipatory and empowering practice, including via Second Life. Together they have built an inspiring website for staff and students - seeàhttp://learning.londonmet.ac.uk/epacks/studyhub/index.html.

Sandra Sinfield, London Metropolitan University

Sandra Sinfield isàTeaching Fellow and Senior Lecturer, Centre for the Enhancement of Learning and Teaching. Sandra Sinfield, with Tom Burns, has produced the third edition ofàEssential Study Skills and the Study Hub for staff and students at London Metropolitan University:àhttp://learning.londonmet.ac.uk/epacks/studyhub/index.html. As with Tom, Sandra is interested in harnessing creative and emancipatory practice in student learning and staff development. Find Sandra on Twitter or follow her blog:àhttp://lastrefugelmu.blogspot.co.uk/.

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Published

14-10-2016

How to Cite

Abegglen, S., Burns, T. and Sinfield, S. (2016) “Hacking assignment practice: finding creativity and power in the fissures and cracks of learning and teaching”, Journal of Learning Development in Higher Education, (10). doi: 10.47408/jldhe.v0i10.347.

Issue

No. 10 (2016)

Section

Opinion Pieces

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