Brookes Learning and Teaching Conference 2016 (BLTC16) – Extended Call for Papers, 13 May 2016

We are pleased, to open an extended call for papers,with the deadline Friday 13 May.

 We had a very successful first call for papers for the 2016 Brookes Learning and Teaching Conference (BLTC16 “Learning on the Edge”, 04 July 2016).
29 strong submissions were received which we have started to fit into slots, both in the schedule as well as in the physical spaces.
We are particularly looking for two or three 35-45 minute workshops and about 3 -three or four shorter sessions, which explore the concept of physical spaces for teaching as well as physical liminality: intermediate spaces in between. Questions you might address are (please do not be limited by these suggestions, they are only to get you thinking):
  • How do “social learning spaces” work in practice? How are they used? How have you used them? Are there novel conceptions of sociality and learning?
  • What are the implications for teaching if we build new large multi-purpose laboratories for teaching bio-sciences?
  • Can mixed-discipline studio teaching benefit both disciplines (e.g. Art and Architecture)
  • What might an experimental classroom of the future look like?
  • The use of space in the primary classroom: implications for community learning
  • Teaching mixed-level (levels 6 and 7) pre registration health and social care students in a single large group.
To express interest in presenting a session at the conference please see the conference website:
We look forward to seeing you at BLTC16!
for the conference team:
George Roberts
Laura Novo de Azevedo
Co-chairs

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About the author

George Roberts

George has been at Oxford Brookes since 2000 and joined OCSLD in June 2006 as an Educational Developer (e-Learning). In his previous role he advised the Head of e-Learning and the Senior Management Team of the University on policy for off-campus e-learning and e-learning partnerships.

He leads the MA Education (Higher Education) and teaches on the Postgraduate Certificate in Teaching in Higher Education (PCTHE) as well as conducting Course Design Intensives (CDIs) and other educational development activities: workshops and consultancies.

He leads the Learning domain in the development of the University’s Technology Enhanced Learning framework.

He wrote his doctorate (July 2011) at the University of Southampton on biographical narratives of adult users of a community IT centre on a large social housing estate.

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