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Aftermath of the MOOC wars

Can commercial vendors support creative higher education?

Christopher Newfield

unaffordable tolls. But MOOCs took off by merging or even confusing two different modes of access. One is access to an online provider’s digital materials, interactive software and assessment tools. The other is access to a learning process that leads to

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Sarah B. Rodriguez

and undergraduate students conducting research in global health – including knowing the limits of their training and realising they are foremost conducting research as a learning experience – there are also some unique concerns when undergraduates from

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Assessment rubrics

Thinking inside the boxes

Cary Bennett

now embarking on a Master’s of Education. I inquired how she was enjoying the experience. She smiled at first, knowing how much emphasis I place on my students enjoying their learning experience, but then said that she was having a difficult time with

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Minestrone Stories

Teaching anthropology through serendipitous cultural exchanges

Regnar Kristensen

participating in a series of indirect cultural exchanges. What began as a social project also thus came to structure a rather unusual teaching and learning experiment. Minestrone Stories (in Danish Minestronefortællinger ), as the project was called, gained

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Relocalising academic literacy

Diversity, writing and collective learning in an international Master’s programme

Nana Clemensen and Lars Holm

-global’ discourse communities in which students’ and teachers’ academic understandings, experiences, expectations, language and literacy backgrounds and learning preferences are brought together, negotiated and relocated. Emphasising the literacy aspect of students

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Annika Strauss

emotional and sensory awareness (Dracklé and Edgar 2004: 144–240 ). One example is Tim Ingold, who conceptualised a course in anthropology at Aberdeen University that takes into account how learning takes place, namely through learners developing their own

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Kerry D. Feldman and Lisa Henry

When engaged in doctoral research (1972) on urban squatter settlements in the Philippines, Feldman’s approach was guided by the pedagogy of Paulo Freire (2005[orig.1970]), which gratefully steered his behaviour away from the typical ‘Ugly American’ abroad in the world at the time (during the Vietnam War). Feldman became aware of the notions of ‘teacher-student’ and of ‘student-teacher’ primarily through his discussions with two Filipino doctors, Jess and Trini de la Paz (a husband and wife team), who organised a health education and training programme for volunteer participants from 12 squatter settlements in Davao City on the southern island of Mindanao. They invited him to serve as a social science consultant for their project. They explained that their approach to health education and training was grounded in, and would always adhere to, Freire’s insistence that oppressed people should be viewed as teachers for anyone engaging in their instruction or assistance, requiring that their teachers also become their students in understanding or assisting their lives.

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Stephen M. Lyon, Yasar Abu Ghosh, Pavel Himl, Tereza Stöckelová, Lucie Storchová, Robert Gibb, Jakob Krause-Jensen, and Veerendra P. Lele

The choice of interdisciplinarities

Stephen M. Lyon

Multidisciplinarity as a necessity and challenge: the Department of General Anthropology, Faculty of Humanities, Charles University in Prague (FHS UK)

Yasar Abu Ghosh, Pavel Himl, Tereza Stöckelová and Lucie Storchová

Response to Sluis and Edwards, 'Rethinking combined departments'

Robert Gibb

Response to Sluis and Edwards, 'Rethinking combined departments'

Jakob Krause-Jensen

Response to Sluis and Edwards, 'Rethinking combined departments'

Veerendra P. Lele

Response from the authors, Ageeth Sluis and Elise Edwards

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Penny Welch and Susan Wright

Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences.

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Sanne van der Hout and Martin Drenthen

are exploring nature’s masterpieces … and then copying these designs and manufacturing processes to solve our own problems” (2). What is so revolutionary about this learning-from-nature movement? After all, there is a long and colorful history of