Volume 17 UALL Special Issue
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This special issue of the journal contains selected papers from the 2014 Annual Conference of the Universities Association for Lifelong Learning (UALL). The theme for this conference was: Transforming pedagogy: flexible learning, teaching and innovation in the twenty-first century and the papers in this special issue, illustrate the many facets of this.
The articles include: ‘Critical Conversations: Dialogue in Global Citizenship Education’ where Alyson Jenkins moves the discussion from the specific to the global and argues that too often ‘sustainable development’ and ‘sustainability education’ focus on the environmental at the expense of education for global citizenship; Sarah Hattersley’s ‘Transforming pedagogy and experience through e-learning in teacher education’ which is an account of the transforming of a well-established classroom programme, into a blend of online, screencast and face-to-face meetings; and Michael McLinden’s ‘Flexible pedagogies for part-time learners’ which adduces the findings of a project aimed at part-time social science postgraduate research with particular emphasis on research training. The recently developed Higher Education Academy ‘audit tool’ is employed in this to interrogate ways universities might examine flexible models of learning to suit diverse student needs, and to counter the still-pervasive ‘simple full-time/part-time dichotomy.’
Call for Papers
The Editors are especially interested in receiving submissions from colleagues conducting practitioner research. The journal remains committed to publishing practitioner-led research and is one of the few publications to provide an output for this work.