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Autodidacticism or self-education is education without the guidance of masters or institutions. Generally, autodidacts are individuals who choose the subject they will study, their studying material, and the studying rhythm and time. Autodidacts may or may not have formal education, and their study may be either a complement or an alternative to formal education. Many notable contributions have been made by autodidacts.
The Higher Education Funding Council for England (HEFCE) was a non-departmental public body in the United Kingdom, which was responsible for the distribution of funding for higher education to universities and further education colleges in England since 1992. It ceased to exist as of 1 April 2018, when its duties were divided between the newly created Office for Students and Research England.
Open educational resources (OER) are teaching, learning, and research materials intentionally created and licensed to be free for the end user to own, share, and in most cases, modify. The term "OER" describes publicly accessible materials and resources for any user to use, re-mix, improve, and redistribute under some licenses. These are designed to reduce accessibility barriers by implementing best practices in teaching and to be adapted for local unique contexts.
Warwick Business School (WBS) is an academic department of the Faculty of Social Sciences of Warwick University, that was established in 1967 as the School of Industrial and Business Studies. It is consistently ranked among the top business schools in the world.
The University of the Highlands and Islands (UHI) is an integrated, tertiary institution encompassing both further and higher education. It is composed of 12 colleges and research institutions spread around the Highlands and Islands, Moray and Perthshire regions of Scotland. UHI offers further education, undergraduate, postgraduate and research programmes which can be studied at a range of locations across the area and online. It has 31,000 students, including 19,779 further education students and 11,210 higher education students.
Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.
Advance HE is a British charity and professional membership scheme promoting excellence in higher education. It advocates evidence-based teaching methods and awards fellowships as professional recognition for university teachers. Founded in 2003, the Higher Education Academy was responsible for the UK Professional Standards Framework for higher education practitioners and merged to form Advance HE on 21 March 2018.
SSAT Limited is a UK-based, independent educational membership organisation working with primary, secondary, special and free schools, academies and UTCs. It provides support and training in four main areas: teaching and learning, curriculum, networking, and leadership development.
The UK Centre for Materials Education (UKCME) is one of 24 subject centres within the Higher Education Academy (HEA). It supports teaching and learning in Materials Science and related disciplines. The Centre was established in 2000 as part of the Learning and Teaching Support Network (LTSN), later subsumed within the HEA. It has been directed from its inception by Professor Peter Goodhew.
The Engineering Subject Centre (EngSC) was one of 24 subject centres within the Higher Education Academy from 2000 to 2011. The academy encouraged, supported and enabled teaching excellence in the United Kingdom higher education community. This was achieved through development of research and evaluation both for the higher education (HE) community as a whole and through the discipline-specific expertise of the subject centres. The stated aim of the academy is: "to improve the learning experience for students".
The Learning and Teaching Support Network (LTSN) was an initiative of the United Kingdom higher education bodies to promote high quality learning and teaching in all subject disciplines in higher education. It was intended to support the sharing of innovation and good practices in learning and teaching including the use, where appropriate, of communications and information technology.
The Subject Network for Sociology, Anthropology, Politics of the Higher Education Academy of the United Kingdom was established in 2000 to support and enhance learning and teaching in performing arts higher education across the UK. It is based at the University of Birmingham. The director is Professor Alasdair Blair.
European Schoolnet or EUN is a network of 34 European Ministries of Education, based in Brussels. As a not-for-profit organisation, it aims to bring innovation in teaching and learning to its key stakeholders: Ministries of Education, schools, teachers, researchers, and industry partners.
The Economics Network is one of the subject networks originally established by the Higher Education Academy (HEA). On its founding it was known as the Learning and Teaching Support Network (LTSN) for Economics later becoming independent of the HEA.
The Subject Centre for Health Sciences and Practice is one of 24 Subject Centres funded within the Higher Education Academy to promote high quality learning and teaching in UK Higher Education (HE) by providing subject-based support for sharing innovations and good practices. It is hosted by King's College, London. The Director is Catherine Geissler. The centre was founded in 2000
Faculty of Education, University of Cambridge is the School of Education at the University of Cambridge in Cambridge, United Kingdom. It was established in 2001. It is part of the school of humanities and social sciences at the University of Cambridge.
Open educational practices (OEP) are part of the broader open education landscape, including the openness movement in general. It is a term with multiple layers and dimensions and is often used interchangeably with open pedagogy or open practices. OEP represent teaching and learning techniques that draw upon open and participatory technologies and high-quality open educational resources (OER) in order to facilitate collaborative and flexible learning. Because OEP emerged from the study of OER, there is a strong connection between the two concepts. OEP, for example, often, but not always, involve the application of OER to the teaching and learning process. Open educational practices aim to take the focus beyond building further access to OER and consider how in practice, such resources support education and promote quality and innovation in teaching and learning. The focus in OEP is on reproduction/understanding, connecting information, application, competence, and responsibility rather than the availability of good resources. OEP is a broad concept which can be characterised by a range of collaborative pedagogical practices that include the use, reuse, and creation of OER and that often employ social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, empowerment of learners, and open sharing of teaching practices.
The Design Research Society (DRS), founded in the United Kingdom in 1966, is an international society for developing and supporting the interests of the design research community. The primary purpose of the DRS, as embodied in its first statement of rules, is to promote ‘the study of and research into the process of designing in all its many fields'. This established the intention of being an interdisciplinary learned society, taking a scholarly and domain independent view of the process of designing. Membership is open to anyone interested in design research, and members with established experience and a strong background in design research may apply to be elected as a DRS Fellow.
Hannah C. Cobb is an archaeologist at the University of Manchester, noted for her work on pedagogy, post-humanist theory, and diversity and equality in archaeology.
