Holiploigy - Navigating the complexity of teaching in Higher Education
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.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).