Scholarship of Teaching with Technologies Course Analysis and Course Development Dr. Iain Doherty, Learning Technology Unit 1 st October 2009

Scholarly Teaching The aim of scholarly teaching is to improve teaching and student learning. Scholarly teaching is teaching that is well grounded in educational sources and resources. Scholarly teaching consists of well-designed strategies of course design, development, transmission, interaction and assessment.

The aim of scholarly teaching is to improve teaching and student learning.

Scholarly teaching is teaching that is well grounded in educational sources and resources.

Scholarly teaching consists of well-designed strategies of course design, development, transmission, interaction and assessment.

The Scholarly Process The scholarly process consists of Inquiry into teaching practice; Engagement with the relevant literature; Reflection on one’s teaching practice; The implementation of changes to teaching practice; Evaluation of the teaching intervention; and The public dissemination of the results of one’s scholarly approach to teaching amongst one’s peers.

The scholarly process consists of

Inquiry into teaching practice;

Engagement with the relevant literature;

Reflection on one’s teaching practice;

The implementation of changes to teaching practice;

Evaluation of the teaching intervention; and

The public dissemination of the results of one’s scholarly approach to teaching amongst one’s peers.

Scholarship of Teaching The scholarship of teaching requires scholarly teaching but goes beyond the former as it necessarily includes research of the sort that leads to the presentation of peer reviewed conference papers and the publication of research on teaching and learning in peer reviewed journals.

The scholarship of teaching requires scholarly teaching but goes beyond the former as it necessarily includes research of the sort that leads to the presentation of peer reviewed conference papers and the publication of research on teaching and learning in peer reviewed journals.

The Scholar If one looks up the definition of a scholar in a dictionary one finds the following terms associated with the word: erudite; profound; learned; mastery; and high literary or scientific attainment. The scholar is a person who has a particular status in the eyes of the academic community.

If one looks up the definition of a scholar in a dictionary one finds the following terms associated with the word:

erudite;

profound;

learned;

mastery; and

high literary or scientific attainment.

The scholar is a person who has a particular status in the eyes of the academic community.

The Scholar The status of “scholar” is earned through sustained research in a particular subject area – in this case, education – with the research leading to “mastery” and “attainment” evidenced by significant and acclaimed research outputs at conferences and in peer reviewed journals.

The status of “scholar” is earned through sustained research in a particular subject area – in this case, education – with the research leading to “mastery” and “attainment” evidenced by significant and acclaimed research outputs at conferences and in peer reviewed journals.

Reflective Teaching In Dewey’s work we read that reflective thinking is constituted by, “turning a subject over in one’s mind and giving it serious and consecutive consideration. It [reflection] enables us to act in a deliberate and intentional fashion.” The point is that scholarship is not a necessary part of the reflective process. For example, the excellent and intuitive educator.

In Dewey’s work we read that reflective thinking is constituted by, “turning a subject over in one’s mind and giving it serious and consecutive consideration. It [reflection] enables us to act in a deliberate and intentional fashion.”

The point is that scholarship is not a necessary part of the reflective process.

For example, the excellent and intuitive educator.

Engaging in Reflective Practice Faculty can engage in reflective practice in a number of ways: through creating teaching portfolios in which faculty keep a record of their teaching and reflect on their teaching over time; through dialogue with other faculty; through peer mentoring in which faculty work in pairs to reflect on their respective teaching practices; through inviting a peer into the classroom to observe one’s teaching; and through keeping a teaching journal.

Faculty can engage in reflective practice in a number of ways:

through creating teaching portfolios in which faculty keep a record of their teaching and reflect on their teaching over time;

through dialogue with other faculty;

through peer mentoring in which faculty work in pairs to reflect on their respective teaching practices;

through inviting a peer into the classroom to observe one’s teaching; and

through keeping a teaching journal.

Course Analysis Document The purpose of Course Analysis Document is to take you through the process of analyzing why and how you want to make use technologies in your teaching. The document is relatively brief and functions to make sure that your elearning project gets off on the right foot. You can get a copy of the document from the LTU wiki. http://virtuallythere.wikispaces.com/Course+Analysis

The purpose of Course Analysis Document is to take you through the process of analyzing why and how you want to make use technologies in your teaching.

The document is relatively brief and functions to make sure that your elearning project gets off on the right foot.

You can get a copy of the document from the LTU wiki.

Course Development Document The purpose of the Course Development Document is to take you through the process of carefully planning how you are going to integrate technologies into your teaching. You can obtain a copy of the Course Development Document form the LTU wiki. http://virtuallythere.wikispaces.com/Course+Development

The purpose of the Course Development Document is to take you through the process of carefully planning how you are going to integrate technologies into your teaching.

You can obtain a copy of the Course Development Document form the LTU wiki.

References Bruner, J.S. The Process of Education. The Process of Education. Cambridge: Harvard University Press. 1977. Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Health. Doherty, I. (2009). Faculty Transformation: Three Forms of Inquiry to Increase Staff Capability for Teaching with Technologies. Transformative Dialogues: Teaching and Learning Journal, 2(3). http://kwantlen.ca/TD/TD.2.3/TD.2.3_Doherty_Faculty_Transformation.pdf

Bruner, J.S. The Process of Education. The Process of Education. Cambridge: Harvard University Press. 1977.

Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Health.

Doherty, I. (2009). Faculty Transformation: Three Forms of Inquiry to Increase Staff Capability for Teaching with Technologies. Transformative Dialogues: Teaching and Learning Journal, 2(3). http://kwantlen.ca/TD/TD.2.3/TD.2.3_Doherty_Faculty_Transformation.pdf

References Hutchings, P. (2005). Building Pedagogical Intelligence. Retrieved 21st September, 2008, from http://www.carnegiefoundation.org/perspectives/sub.asp?key=245&subkey=571 Kilpatrick, C., Hart, L., Najee-Ullah, D., & Mitchem, P. (1997). Reflective Teaching Practice by University Faculty: Rationale and Case Study in Computer Science. Paper presented at the Frontiers in Education Conference, 1997. 27th Annual Conference. 'Teaching and Learning in an Era of Change'. Proceedings. http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=632638

Hutchings, P. (2005). Building Pedagogical Intelligence. Retrieved 21st September, 2008, from http://www.carnegiefoundation.org/perspectives/sub.asp?key=245&subkey=571

Kilpatrick, C., Hart, L., Najee-Ullah, D., & Mitchem, P. (1997). Reflective Teaching Practice by University Faculty: Rationale and Case Study in Computer Science. Paper presented at the Frontiers in Education Conference, 1997. 27th Annual Conference. 'Teaching and Learning in an Era of Change'. Proceedings. http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=632638

References Loughran, J. J. (2002). Effective Reflective Practice: In Search of Meaning in Learning about Teaching. Journal of Teacher Education, 53(1), 33-43. http://jte.sagepub.com/cgi/content/abstract/53/1/33 Richlin, L. (2001). Scholarly Teaching and the Scholarship of Teaching. In L. Richlin (Ed.), New Directions for Teaching and Learning (Vol. 86, pp. 57-68). Brisbane, Australia: John Wiley & Sons, Inc. http://dx.doi.org/10.1002/tl.16 Shulman, L. S. (2000). From Minsk To Pinsk: Why A Scholarship Of Teaching And Learning? The Journal of Scholarship of Teaching and Learning (JoSoTL), 1(1), 48-53. http://education.cortland.edu/faculty/slekart/shulman.pdf

Loughran, J. J. (2002). Effective Reflective Practice: In Search of Meaning in Learning about Teaching. Journal of Teacher Education, 53(1), 33-43. http://jte.sagepub.com/cgi/content/abstract/53/1/33

Richlin, L. (2001). Scholarly Teaching and the Scholarship of Teaching. In L. Richlin (Ed.), New Directions for Teaching and Learning (Vol. 86, pp. 57-68). Brisbane, Australia: John Wiley & Sons, Inc. http://dx.doi.org/10.1002/tl.16

Shulman, L. S. (2000). From Minsk To Pinsk: Why A Scholarship Of Teaching And Learning? The Journal of Scholarship of Teaching and Learning (JoSoTL), 1(1), 48-53. http://education.cortland.edu/faculty/slekart/shulman.pdf

References Theall, M., & Centra, J. A. (2001). Assessing the Scholarship of Teaching: Valid Decisions from Valid Evidence. In C. Kreber (Ed.), New Directions for Teaching and Learning (Vol. 86, pp. 31-44). Brisbane, Australia: John Wiley & Sons, Inc. http://dx.doi.org/10.1002/tl.14 Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of Teaching: A Model. Higher Education Research & Development, 19(2), 155-168. http://search.ebscohost.com/login.aspx?direct=true&db=a2h&AN=3839399&site=ehost-live

Theall, M., & Centra, J. A. (2001). Assessing the Scholarship of Teaching: Valid Decisions from Valid Evidence. In C. Kreber (Ed.), New Directions for Teaching and Learning (Vol. 86, pp. 31-44). Brisbane, Australia: John Wiley & Sons, Inc. http://dx.doi.org/10.1002/tl.14

Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of Teaching: A Model. Higher Education Research & Development, 19(2), 155-168. http://search.ebscohost.com/login.aspx?direct=true&db=a2h&AN=3839399&site=ehost-live