Re-reading the content for the first draft of ”the research teaching relationship’ block I’m overcome with doubts! Is the research teaching nexus qualitatively different to designing a teaching session, or assessment? Is it more abstract?  It is impossible to discuss this topic without theorising, and considering the theorising of others…  but does that mean that it is possible to engage with designing a teaching session or assessment without theorising? Surely not…   I can see the annotated bibliography is going to be particularly important, but I don’t expect people to start reading this all in the original. Does that mean I have to write an overview  or sketchy ‘guide to the territory’ in the introduction? What sort of practical outcomes would be useful as a result of the activities?

Comments welcome…

I’ve just updated the content for ‘Unit 7 Values in HE’, and this time it is in the right place, not an additional page. I don’t have permissions to delete the earlier page so that is still there. Following discussion with the Steering Group last week I thought I should add Perry to the annotated reading list, and a few other things too… it is *not* finished.

I’ve also posted a lot of content for ”Unit 5 research and teaching’ including Ros’s virtual plenary on this topic. I have the jpeg separately, it displays OK in Word but did not survive cutting and pasting into Silva editor. It is also *not* finished. I think I need some Silva training!

Anyway, hope it gives the rest of the team something to go on, and I’ll work on the ‘curriculum’ unit next.