Work on learning and teaching

This section is under development.

The website at Bournemouth University has many details of my work, writing, free downloads of my material etc.  – Details of my work

e-mail address for academic -related issues Jenny@cemp.ac.uk

Brief Biography:

Jenny  Moon BSc, MPhil, MEd, MSc, MA, PhD

I was an Associate Professor at Bournemouth University in the Centre for Excellence in Media Practice  (CEMP).  I worked in CEMP for 9 years.  I am now a Visiting Fellow.  I have also done extensive freelance work outside the University – and still do this when it arises.  I have worked in higher education and professional development for 20 years and before that worked in counselling, health education, school teaching and teacher education.  I have a National Teaching Fellowship (2006).  In recent times, I have worked within and outwith the academic context also as a storyteller.

My freelance work has mostly but not entirely involved the running of workshops in the UK and abroad for higher education teachers, students, professional groups, sport coaches and others.  The subject matter has mostly been related to the topics of my books, for example reflective learning, programme structure (eg writing learning outcomes), learning journals, critical thinking, academic assertiveness, assessment and student learning and the uses of story in education (etc). My workshops are listed (+++elsewhere on this site++)

My books are as follows (all published by Routledge and Routledge Falmer, London).

Reflection in Learning and Professional Development (1999a)

Learning Journals, a handbook for students, academics and professional development (1999b) (2nd edition in 2006 – see below)

Improving the Impact of Short Courses and Workshops (2001)

A Module and Programme Development Handbook, 2002)

A Handbook of Reflective and Experiential Learning (2004)

Learning Journals: a handbook for reflective practice and professional development, (2006 – with much new material)

Critical Thinking, an exploration in theory and practice’ (2008)

Achieving Success through Academic Assertiveness: real life strategies for today’s students (2009) A book for students

‘Using Story in Higher Education and Professional Development’.

Based on the books are two substantial booklets (40 pages) on Making Groups Work (applications of academic assertiveness principles to group work) and this is published by Higher Education Academy Subject Centre for Education – www.ESCalate.ac.uk/5413) and a version for media students (from web reference below and from CEMP, Bournemouth University) and a resource for using oral storytelling as a means of developing presentation skills (www.ESCalate.ac.uk/7121).

Material to download.

I wrote instuctional guides to the content of some of the most common workshops that I run. They are designed for those who could not attend the workshops.  They include activities and exercises as well as content.  There are some overlaps.

Self-instruction: Learning journals for students

Self instruction: Personal learning journals   Self instruction: Learning levels

Self instruction: Levels, learning outcomes and assessment criteria

Self instruction: Reflective learning (draft)

Self instruction: Reflective learning (GP Story graduated scenario)

Self instruction: Reflective learning (The Park graduated scenario)

Self instruction: Academic assertiveness

Self instruction: Critical thinking (learning (learning topic graduated scenario)

Self instruction: Critical Thinking (The Walk graduated scenario)

In connection with the work on academic assertiveness, I wrote a book on facilitating groupwork with students – Making Groups Work.  It is 40 pages – download below.

Making Groups Work

In connection with my work on oral storytelling, I wrote a book on using oral storytelling with students.  The ability to tell an oral story serves many purposes in education – the improvement of presentation skills (helping to talk without notes!), the improvement of teaching abilities, pitching media products, and improving the understanding of the role of story in communication etc.  I have found that this is a useful method to use to help PhD students to improve the presentation of their work.   It includes stories for retelling.  There are two versions, one particularly for media students and one for any students (there is little difference in the texts).  Downloads are below

Oral Storytelling: a tutor’s guide (media students)

Oral storytelling, a tutor’s guide(all students)