Erik Blair

Proportionate reflective practice

In today’s post, the Teaching and Learning Centre’s Dr Erik Blair considers how reflective practice can be structured to support the development of teaching practice.

Marcus Vitruvius Pollio’s major work, De Architectura (circa 15BC), helped define Roman architecture by expressing the ratio of a building’s parts to each other. This proportionate and balanced perspective is why Roman architecture and many […]

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The breadth of assessment

 Following the recent publication of the Teaching and Learning Centre’s Assessment Toolkit, Dr Erik Blair considers the ongoing nature of learning and assessment.

There are three parts to gaining a UK motorcycle licence. In the first stage you must get a provisional licence and complete a compulsory basic training (CBT) certificate to ride on public roads. After this you can ride, […]

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    The three part seminar: Theatre, skeletons and meta-analyses

The three part seminar: Theatre, skeletons and meta-analyses

As Michaelmas Term 2017 begins, the Teaching and Learning Centre’s Dr Erik Blair considers how learners can benefit when the beginning, the middle and the end of seminars are clearly signalled.

Some aspects of theatre drive me mad. I may be a novice, but I have managed to separate the form into two groups – plays where I know the […]

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Everyday reflective practice

In today’s post, the Teaching and Learning Centre’s Dr Erik Blair considers reflective practice in Higher Education.

The trouble with doing stuff is twofold. First of all, whatever stuff you plan to do is much more achievable if you feel that there is going to be a positive outcome. Secondly, it is much more likely that you will be successful […]

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Hearing the student voice: finding value in feedback

In this post, the Teaching and Learning Centre’s Dr Erik Blair considers the nature and value of student feedback, and the importance of considering how it reflects a student’s experience.

Students are no longer the passive recipients of knowledge, they are the co-creators of their own learning experience. As educators we look to develop student autonomy and want students to […]

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