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Reality and Potential: Expanding the Circle of Scholars of Learning
 

Reality and Potential: Expanding the Circle of Scholars of Learning

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The keynote address at Innovations in the Scholarship of Teaching and Learning at Liberal Arts College, at Wabash College, Crawfordsville, IN, given with Barbara Cambridge on March 6, 2009.

The keynote address at Innovations in the Scholarship of Teaching and Learning at Liberal Arts College, at Wabash College, Crawfordsville, IN, given with Barbara Cambridge on March 6, 2009.

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    Reality and Potential: Expanding the Circle of Scholars of Learning Reality and Potential: Expanding the Circle of Scholars of Learning Presentation Transcript

    • Reality
and
Poten-al:
Expanding
 the
Circle
of
Scholars
of
Learning
 Barbara
Cambridge
&
Darren
Cambridge
 Innova-ons
in
the
Scholarship
of
Teaching
and
Learning
at
 Liberal
Arts
Colleges
 Crawfordsville,
IN
 March
6,
2009

    • Two
Direc-ons
of
Expansion
 Kinds
of
scholarship
about
learning
 Meanings
of
learning


    • Expanding
Scholarship
About
Learning
 •  Scholarship
of
Discovery
 •  Transla-onal
Research
 •  Scholarship
of
Teaching
and
Learning
–
Individual
 •  Scholarship
of
Teaching
and
Learning
–
Collabora-ve
 •  Par-cipatory
Scholarship
of
Learning

    • Changing
Rela-onship
to
Learners
 Discovery
 About
learners
 Transla-onal
 For
learners
 Teaching
and
Learning
 With
learners
 Par-cipatory
 Through
learning

    • Scholarship
of
Discovery
 •  American
Educa-onal
Research
Associa-on
 (AERA)
as
epicenter
 •  Kris
Guiterrez,
new
president
and
new
 perspec-ve

    • Transla-onal
Research
 •  Bench
to
Bedside
 •  Lab
to
Classroom

    • Scholarship
of
Teaching
and
Learning
 •  Individual
 –  Pew
Scholars

 •  Collabora-ve
 –  CASTL
Scholars
and
Campus
Program

 •  Interdisciplinary

 •  Ins-tu-onal
change
 –  Inter/Na-onal
Coali-on
for
Electronic
PorVolio
 Research
 •  Broader
concep-on
of
learning
 •  Broader
par-cipa-on
of
educators


    • Connected
Learning
 •  39%
of
Internet
users
read
 •  Web
2.0
technology
 blogs
 “converts
the
act
of
crea-ng
 content
into
a
social
and
 •  8%
write
blogs
 connected
act”
 •  54%
of
those
authors
have
 
 

 
–Steven
Downes
 never
published
their
 wri-ng
anywhere
else

 •  35%
of
adults
have
a
social
 •  Messing
around

 network
profile
 •  Geeking
out

 •  65%
of
teens
do
 •  Building
social
capital

 •  94%
of
college
students
are
 on
Facebook
 •  Millions
of
users
and
billions
 of
page
views
each
day

    • Par-cipatory
Learning
 
Par-cipatory
learning
includes
ways
in
which
 new
technologies
enable
learners
(of
any
age)
 to
contribute
in
diverse
ways
to
individual
and
 shared
learning
goals
…
Par-cipatory
learners
 come
together
to
aggregate
their
ideas
and
 experiences
in
a
way
that
makes
the
whole
 ul-mately
greater
than
the
sum
of
the
parts.
 
 
−MacArthur
Founda-on
Digital
Media
and
Learning
Compe--on

    • Par-cipatory
Scholarship
 
Par-cipatory
scholarship
includes
ways
in
 which
new
technologies
enable
scholars
(of
 any
age)
to
contribute
in
diverse
ways
to
 individual
and
shared
learning
goals
…
 Par-cipatory
scholars
come
together
to
 aggregate
their
ideas
and
experiences
in
a
way
 that
makes
the
whole
ul-mately
greater
than
 the
sum
of
the
parts.

    • Par-cipatory
Scholarship
of
Learning
 
Par-cipatory
scholarship
of
learning
includes
 ways
in
which
new
technologies
enable
 learner‐scholars
(of
any
age)
to
contribute
in
 diverse
ways
to
individual
and
shared
learning
 goals
…
Par-cipatory
learner‐scholars
come
 together
to
aggregate
their
ideas
and
 experiences
in
a
way
that
makes
the
whole
 ul-mately
greater
than
the
sum
of
the
parts.

    • The
Na-onal
Gallery
of
Wri-ng
features
 wri-ng
 • 
in
all
genres
 • 
for
any
purpose
occasion
or
audience

 • 
judged
important
by
any
writer
who
posts
 • 
contributed
by
individuals
and
through
 groups


    • Who
Are
the
Learner
Scholars?
 •  Those
who
post
 –  Occasion,
purpose,
and
audience
 •  Those
who
respond
 –  Reflec-on
and
analysis

 •  Those
who
do
designed
inquiries

 –  Ques-ons
demanding
different
kinds
of
 scholarship

    • Expanding
the
Meaning
of
Learning
 1990
 Scholarship
of
Teaching
 Late
1990s
 Scholarship
of
Teaching
and
 Learning
 Today
 Scholarship
of
Teaching
and
 Learning

    • Three
curricula
 Kathleen
Yancey,
Reflec1on
in
the
Wri1ng
Classroom

    • Students
as
Scholars
 •  Western
Washington
University

 –  Seminars
for
professional
development
credit
for
 faculty
and
academic
credit
for
students

 –  Co‐produced
descrip-ons
of
scholarship
of
 teaching
and
learning

 •  Elon
University

 –  Projects
in
the
field
=
funding

 –  Co‐authored
products
of
scholarship

    • George
Mason
Leadership
PorVolio
 •  Leadership
 development
as
a
 general
educa-on
 outcome
 •  Learning
that
is
 distributed
and
 integrated
 •  Social
change
theory
 of
leadership
from
 student
affairs

    • Par-cipa-on
in
Scholarship
 Students
 • Were
“privileged
informants
on
their
own
 learning”

 • Composed
porVolio
that
presented
a
scholarly
 representa-on
of
their
leadership
iden-ty
 Student
affairs
 • Provided
theore-cal
framework
 educators
 • Brought
tacit
knowledge
of
student
development
 to
coding
and
interpreta-on
of
data

 Faculty
members
 • Brought
classroom
experience
and
disciplinary
 knowledge
to
coding
and
interpreta-on
of
data

 • Made
connec-ons
to
disciplinary
and
scholarship
 of
teaching
and
learning
literature


    • Expanding
Learning
Beyond
Students
 •  Three
curricula
provide
a
broader
 understanding
of
the
learning
of
individual
 learners
 •  Learning
is
lifelong
 •  Learning
is
situated
and
collec-ve
 •  What
is
the
scope
of
the
learning
colleges
 and
universi4es
are
responsible
for
 cul4va4ng?


    • Augusta
Community
Literacy

    • Kinds
of
Scholarship
of
Learning
 Discovery
 Our
ques-on
 Us
 Disciplinary
 knowledge
 Transla-onal
 Our
ques-on
for
 Us
 Disciplinary
 them
 knowledge
that
 informs
local
 prac-ce
 Teaching
and
 Their
ques-on
 Teachers
and
 Disciplinary
 Learning
 learners
in
the
 knowledge
that
 community
 informs
prac-ce
 Par-cipa-on
 Emergent
ques-ons
 Diverse
groups
of
 Network
of
people
 community
 and
texts
that
 members
and
us
 produces
 knowledge

    • Augusta
Community
PorVolio
 •  Groups
involved
in
 literacy
prac-ces
across
 community

 •  Mul-ple
representa-ons
 of
individual
and
 community
history,
 iden-ty,
and
inten-ons
 •  Collec-ve
reflec-ve
 events
 •  Individual
contribu-ons

 •  Researchers
as
members
 of
each
team


    • 
We
live
in
a
-me
where
we
all
need
to
relax
a
 liole
and
accept
the
fact
that
we
live
in
one
of
the
 world’s
great,
epistemic
eras
of
communica-on
 and
informa-on
and
intellectual
transforma-on.
 We
cannot
stop
it.
And
I,
for
one,
wouldn’t
want
 to.
The
best
we
can
do,
as
true
intellectuals,
is
for
 each
of
us
to
work
to
understand
how
what
we
 are
doing
best
capitalizes
upon,
helps
us
all
to
 understand,
and
in
other
ways
appreciates
the
 fact
that
we
live
in
one
of
the
most
exci-ng
and
 challenging
ages
in
recent
human
history.
 
 

 
 
 
Cathy
Davidson,
interviewed
by
Randy
Bass