In a world where efficiency is superseding effectiveness, this presentation for Early Career Academics introduces the concept of Digital Scholarship through a Scholarship of Teaching and learning Lens.
Mapping curriculum skills and capabilities to an inquiry learning frameworkEduwebinar
http://eduwebinar.com.au | This webinar presentation focused on the need to create a skills scope and sequence within an inquiry learning framework so that it identifies core essential inquiry skills across the curriculum, supports sequential skill development,
assists in the embedding of information literacy into classroom programs, and provides a framework for student engagement in inquiry learning.
Linking Innovation in Teaching and Learning with Educational Research (in Hi...Lina Markauskaite
A brief presentation about different notions of innovation in teaching and learning. Focuses on opportunities and challenges linking practical innovation with high-quality high-impact theory-generating educational research. Builds on the work of the Centre for Research on Learning and Innovation, the University of Sydney, Australia.
Presented at the University of Oslo, Norway. 2016 09 26
In a world where efficiency is superseding effectiveness, this presentation for Early Career Academics introduces the concept of Digital Scholarship through a Scholarship of Teaching and learning Lens.
Mapping curriculum skills and capabilities to an inquiry learning frameworkEduwebinar
http://eduwebinar.com.au | This webinar presentation focused on the need to create a skills scope and sequence within an inquiry learning framework so that it identifies core essential inquiry skills across the curriculum, supports sequential skill development,
assists in the embedding of information literacy into classroom programs, and provides a framework for student engagement in inquiry learning.
Linking Innovation in Teaching and Learning with Educational Research (in Hi...Lina Markauskaite
A brief presentation about different notions of innovation in teaching and learning. Focuses on opportunities and challenges linking practical innovation with high-quality high-impact theory-generating educational research. Builds on the work of the Centre for Research on Learning and Innovation, the University of Sydney, Australia.
Presented at the University of Oslo, Norway. 2016 09 26
Bridging professional learning, doing and innovation through making epistemic...Lina Markauskaite
Bridging professional learning, doing and innovation through making epistemic artefacts
Lina Markauskaite and Peter Goodyear
Centre for Research on Learning and Innovation
Presented at the Practice-Based Education Summit “Bridging Practice Spaces” @ CSU, Sydney 13-14 April, 2016
Abstract
Professional learning and assessment in higher education often involve production of various artefacts, such as lesson plans and reflections in teaching, assessment reports and case studies in counselling, drawings and portfolios in architecture. What is the nature of the artefacts that students produce during their professional learning? How does students’ work on making these artefacts help them to bridge knowledge learnt in university setting with knowledge work in workplaces?
In this presentation we report on our research in which we combine socio-cultural “mediation” (Kaptelinin, 2005), socio-material “objectual practice” (Knorr Cetina, 2001) and extended ecological cognition perspectives (Ingold, 2012; Knappett, 2010) to investigate the nature of learning activities in the overlapping spaces of the university and the workplace. Specifically, we investigate the nature of the artefacts that students create as a part of assessment tasks during their preparation for professional practice.
Initially, we argue that learning in university settings and doing in workplaces are two distinct kinds of objectual practices that are inherently directed towards different kinds of objects. We unpack the nature of these two kinds of objectual practices by distinguishing between object as motive and object as material entity. Specifically, We show that university learning orients itself towards abstract forms of knowledge that can travel across diverse workplace contexts and situations, while workplace practices orient themselves towards production of concrete situated solutions of specific professional problems.
Then, we look at the nature of activities and artefacts produced by students during preparation for work placements in the overlapping space of the university and the workplace., what kinds of epistemic experiences these artefacts afford and what their relationships with professional knowledge and knowing practices are. We show that these artefact-oriented activities, and the artefacts produced, often connect, rather than separate, abstract knowledge and objects of professional practice with embodied skill through concrete, materially expressed, actions and things . This entangled epistemic nature of professional learning artefacts allows bridging not only learning and work, but also learning and innovation. To make this argument we distinguish between different kinds of epistemic artefacts that students create – showing the ways in which they elucidate, preserve, transfer, fine-tune, mediate and advance upon professional knowledge and skills.
Teaching people to think and work across disciplinary and professional bounda...Lina Markauskaite
Teaching people to think and work across disciplinary and professional boundaries
Organisers and invited discussants: Lina Markauskaite, Peter Goodyear, Marie Carroll, Tina Hinton, Philip Poronnik, Kim Bell-Anderson, Simon Poon
TIME: 11:00-11:45am, Thursday 5, November, STL Research Fest 2015
Developing students’ capacities to work in multidisciplinary teams, communicate effectively with people across traditional professional boundaries, and solve complex real-world issues are a priority area for future enhancements of university teaching. But what is really involved? What kinds of capacities do students actually need for working effectively across disciplinary and professional boundaries? What kinds of interdisciplinary teaching and learning models are effective? What kinds of teaching and learning approaches are most productive for enhancing students’ capacities? How can we validly and effectively assess students’ mastery of various interdisciplinary skills?
In this session, we will share some insights from recent research and teaching, as a stimulus to discussing experiences and practical action in this space. If there is sufficient support, we envisage forming an action research group to collaborate in innovative educational R&D over the next few years.
If you are interested in this challenging area but can’t attend the event, please send us an email and we will keep you informed.
14th International Conference on Teaching, Education and Learning (ICTEL), 23...Global R & D Services
Conference Name: 14th International Conference on Teaching, Education and Learning (ICTEL), 23-24 May 2017, Lisbon
Conference Dates: 23-24 May 2017
Conference Venue: Congress Centre, Tecnico (Universidade de Lisboa), Campus da Alameda, Lisbon, Portugal
Deadline for Abstract/Paper Submissions: November 15, 2016
Contact E-Mail ID: info@adtelweb.org
Conference Convener: Dr R Daniel
Languages: English, European Languages, Arabic
(Vernacular Session will be organized for minimum 5 or more participants of particular language)
(Only english language, full-length, original papers will be considered for publication in conference journals)
Event Coordinator: Abhishek Acharya, Frankfurt, Germany, Phone: 0049-17643806219 (Mobile), abhishek.acharya@grdsweb.com (Email)
The presentation reveals those key skills which PhD students/researchers acquire (sometimes unbeknowingly) during their period of study. The presentation highlights the explosive growth of the ‘PhD market’ especially in China and looks at two basic scenarios – those graduands who will continue in research and perhaps a majority who will not. Attention is drawn to the Vitae Organisation researcher development framework and in particular the Employability Lens for careers outside academia. The skills (knowledge, behaviour & attitude) which are highlighted in the lens are possibly better expressed in the form of an outer circle of key transferrable skills which all PhD students should be capable acquiring during their PhD studies. However it is the inner circle of complex interactive and intellectual skills which will be those most sought after by future employers and these will be the skills that that will take graduates the furthest in careers outside academia. Ray Wallace has coined the term ‘EPIMERIC’ for these skills. Not everyone will have these skills and attention should be given by graduate schools to investigating how students might acquire these skills during their studies. One suggestion is a secondment to industry/commerce for a short period. The transformation of undergraduate students taking internships as part of their degree programmes is well documented.
Interested in learning more about the European Citizen Science Association (ECSA) and Doing it Together Science (DITOs) Student Challenge?
Here is a presentation from the workshop, "Synergies between Citizen Science and Education" in Leysin, Switzerland in March 2018, that delves into the turning scientific documentation in the classroom into creative science communication for an external audience.
The challenge encourages students and teachers who have participated in a citizen science or inquiry-based project in or around the classroom to take their scientific methods and results and share a creative multimedia story!
Geoffrey Crossick is Director of the AHRC's Cultural Value Project and Distinguished Professor of Humanities in the School of Advanced Study at the University of London.
Geoffrey's presentation will focus on the project that he led for HEFCE (and supported by AHRC and ESRC) on the implications of open access for monographs and other long-form research publications.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Reflecting on Open Educational Practices in ScotlandRonald Macintyre
This paper reflects on the work of Open Educational Practices Scotland (OEPS) a Scottish Funding Councils (SFC) programme to promote the development and use of free and open online educational resources within the informal and formal education sectors in Scotland. Hosted by the Open University (OU) in Scotland (OUiS) it leverages OU experience of Open Educational Resources (OER) in relation to the OUiS long history of working in partnership.
OEPS joins two distinct but overlapping open traditions. Work on OER on the affordances of free and open online content, considerations of licence, platform functionality and the designing digital learning objects in for and through Open Educational Practices (OEP). With approaches from older traditions of open education, based on education as a common good and narratives on equity and social justice. For OEPS the merging of these discourses is based on a decade of OUiS work engaging in a series of diverse partnerships with employers, formal and informal education providers to support those diverse needs.
The paper introduces examples of what this means in for and through practice. Exploring work we have done with Parkinsons UK to develop a series of OER focused on neglected area of curriculum Then looks at the work have done with the Scottish Union Learn (SUL) to promote use of free and open resources by learners in the workplace. Through these examples we explore possibilities of partnerships to bring new voices into the academy, to create supportive structures based on shared values and trust to support uncertain learners. It is our sense this approach allow the benefits of openness to be shared in a just and equitable manner. It then reflects on the issues that arise when you work in-between two senses of open.
Full paper here http://oro.open.ac.uk/id/eprint/46045
Scotland has a distinctive and highly regarded tradition of education that is recognised internationally. However, while the Scottish Government has been active in formulating Digital Future strategies and open data policies, it has yet to articulate policies to support open education and open educational resources.
Elsewhere in the UK, the Higher Education Funding Council for England funded a £15M (€17,5M) OER programme, which ran from 2009 to 2012. The UKOER Programme, managed by JISC and the Higher Education Academy and supported by Cetis, funded a large number of projects that released OERs, developed and embedded open practices and built capacity within institutions and across subject domains. Although restricted to the English HE sector, the UKOER Programmes demonstrated that open educational resources and practices have the potential to address current issues in Scottish education.
Although no comparable funding programme exists in Scotland, a number of ‘grassroots’ initiatives are emerging from the further and higher education sector that are opening up Scottish education. In order to explore how Scotland can leverage the power of open to develop the nation’s unique education offering, support social inclusion and inter-institutional collaboration and sharing, and engage with EU open education directives, Cetis are facilitating an Open Scotland Summit, which will explore the development of open education policies and practices for Scotland. This paper will provide a critical overview of open education initiatives in Scotland in the wider context of UK, European and global developments, and present the outcomes and findings of the Open Scotland Summit.
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
Bridging professional learning, doing and innovation through making epistemic...Lina Markauskaite
Bridging professional learning, doing and innovation through making epistemic artefacts
Lina Markauskaite and Peter Goodyear
Centre for Research on Learning and Innovation
Presented at the Practice-Based Education Summit “Bridging Practice Spaces” @ CSU, Sydney 13-14 April, 2016
Abstract
Professional learning and assessment in higher education often involve production of various artefacts, such as lesson plans and reflections in teaching, assessment reports and case studies in counselling, drawings and portfolios in architecture. What is the nature of the artefacts that students produce during their professional learning? How does students’ work on making these artefacts help them to bridge knowledge learnt in university setting with knowledge work in workplaces?
In this presentation we report on our research in which we combine socio-cultural “mediation” (Kaptelinin, 2005), socio-material “objectual practice” (Knorr Cetina, 2001) and extended ecological cognition perspectives (Ingold, 2012; Knappett, 2010) to investigate the nature of learning activities in the overlapping spaces of the university and the workplace. Specifically, we investigate the nature of the artefacts that students create as a part of assessment tasks during their preparation for professional practice.
Initially, we argue that learning in university settings and doing in workplaces are two distinct kinds of objectual practices that are inherently directed towards different kinds of objects. We unpack the nature of these two kinds of objectual practices by distinguishing between object as motive and object as material entity. Specifically, We show that university learning orients itself towards abstract forms of knowledge that can travel across diverse workplace contexts and situations, while workplace practices orient themselves towards production of concrete situated solutions of specific professional problems.
Then, we look at the nature of activities and artefacts produced by students during preparation for work placements in the overlapping space of the university and the workplace., what kinds of epistemic experiences these artefacts afford and what their relationships with professional knowledge and knowing practices are. We show that these artefact-oriented activities, and the artefacts produced, often connect, rather than separate, abstract knowledge and objects of professional practice with embodied skill through concrete, materially expressed, actions and things . This entangled epistemic nature of professional learning artefacts allows bridging not only learning and work, but also learning and innovation. To make this argument we distinguish between different kinds of epistemic artefacts that students create – showing the ways in which they elucidate, preserve, transfer, fine-tune, mediate and advance upon professional knowledge and skills.
Teaching people to think and work across disciplinary and professional bounda...Lina Markauskaite
Teaching people to think and work across disciplinary and professional boundaries
Organisers and invited discussants: Lina Markauskaite, Peter Goodyear, Marie Carroll, Tina Hinton, Philip Poronnik, Kim Bell-Anderson, Simon Poon
TIME: 11:00-11:45am, Thursday 5, November, STL Research Fest 2015
Developing students’ capacities to work in multidisciplinary teams, communicate effectively with people across traditional professional boundaries, and solve complex real-world issues are a priority area for future enhancements of university teaching. But what is really involved? What kinds of capacities do students actually need for working effectively across disciplinary and professional boundaries? What kinds of interdisciplinary teaching and learning models are effective? What kinds of teaching and learning approaches are most productive for enhancing students’ capacities? How can we validly and effectively assess students’ mastery of various interdisciplinary skills?
In this session, we will share some insights from recent research and teaching, as a stimulus to discussing experiences and practical action in this space. If there is sufficient support, we envisage forming an action research group to collaborate in innovative educational R&D over the next few years.
If you are interested in this challenging area but can’t attend the event, please send us an email and we will keep you informed.
14th International Conference on Teaching, Education and Learning (ICTEL), 23...Global R & D Services
Conference Name: 14th International Conference on Teaching, Education and Learning (ICTEL), 23-24 May 2017, Lisbon
Conference Dates: 23-24 May 2017
Conference Venue: Congress Centre, Tecnico (Universidade de Lisboa), Campus da Alameda, Lisbon, Portugal
Deadline for Abstract/Paper Submissions: November 15, 2016
Contact E-Mail ID: info@adtelweb.org
Conference Convener: Dr R Daniel
Languages: English, European Languages, Arabic
(Vernacular Session will be organized for minimum 5 or more participants of particular language)
(Only english language, full-length, original papers will be considered for publication in conference journals)
Event Coordinator: Abhishek Acharya, Frankfurt, Germany, Phone: 0049-17643806219 (Mobile), abhishek.acharya@grdsweb.com (Email)
The presentation reveals those key skills which PhD students/researchers acquire (sometimes unbeknowingly) during their period of study. The presentation highlights the explosive growth of the ‘PhD market’ especially in China and looks at two basic scenarios – those graduands who will continue in research and perhaps a majority who will not. Attention is drawn to the Vitae Organisation researcher development framework and in particular the Employability Lens for careers outside academia. The skills (knowledge, behaviour & attitude) which are highlighted in the lens are possibly better expressed in the form of an outer circle of key transferrable skills which all PhD students should be capable acquiring during their PhD studies. However it is the inner circle of complex interactive and intellectual skills which will be those most sought after by future employers and these will be the skills that that will take graduates the furthest in careers outside academia. Ray Wallace has coined the term ‘EPIMERIC’ for these skills. Not everyone will have these skills and attention should be given by graduate schools to investigating how students might acquire these skills during their studies. One suggestion is a secondment to industry/commerce for a short period. The transformation of undergraduate students taking internships as part of their degree programmes is well documented.
Interested in learning more about the European Citizen Science Association (ECSA) and Doing it Together Science (DITOs) Student Challenge?
Here is a presentation from the workshop, "Synergies between Citizen Science and Education" in Leysin, Switzerland in March 2018, that delves into the turning scientific documentation in the classroom into creative science communication for an external audience.
The challenge encourages students and teachers who have participated in a citizen science or inquiry-based project in or around the classroom to take their scientific methods and results and share a creative multimedia story!
Geoffrey Crossick is Director of the AHRC's Cultural Value Project and Distinguished Professor of Humanities in the School of Advanced Study at the University of London.
Geoffrey's presentation will focus on the project that he led for HEFCE (and supported by AHRC and ESRC) on the implications of open access for monographs and other long-form research publications.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Reflecting on Open Educational Practices in ScotlandRonald Macintyre
This paper reflects on the work of Open Educational Practices Scotland (OEPS) a Scottish Funding Councils (SFC) programme to promote the development and use of free and open online educational resources within the informal and formal education sectors in Scotland. Hosted by the Open University (OU) in Scotland (OUiS) it leverages OU experience of Open Educational Resources (OER) in relation to the OUiS long history of working in partnership.
OEPS joins two distinct but overlapping open traditions. Work on OER on the affordances of free and open online content, considerations of licence, platform functionality and the designing digital learning objects in for and through Open Educational Practices (OEP). With approaches from older traditions of open education, based on education as a common good and narratives on equity and social justice. For OEPS the merging of these discourses is based on a decade of OUiS work engaging in a series of diverse partnerships with employers, formal and informal education providers to support those diverse needs.
The paper introduces examples of what this means in for and through practice. Exploring work we have done with Parkinsons UK to develop a series of OER focused on neglected area of curriculum Then looks at the work have done with the Scottish Union Learn (SUL) to promote use of free and open resources by learners in the workplace. Through these examples we explore possibilities of partnerships to bring new voices into the academy, to create supportive structures based on shared values and trust to support uncertain learners. It is our sense this approach allow the benefits of openness to be shared in a just and equitable manner. It then reflects on the issues that arise when you work in-between two senses of open.
Full paper here http://oro.open.ac.uk/id/eprint/46045
Scotland has a distinctive and highly regarded tradition of education that is recognised internationally. However, while the Scottish Government has been active in formulating Digital Future strategies and open data policies, it has yet to articulate policies to support open education and open educational resources.
Elsewhere in the UK, the Higher Education Funding Council for England funded a £15M (€17,5M) OER programme, which ran from 2009 to 2012. The UKOER Programme, managed by JISC and the Higher Education Academy and supported by Cetis, funded a large number of projects that released OERs, developed and embedded open practices and built capacity within institutions and across subject domains. Although restricted to the English HE sector, the UKOER Programmes demonstrated that open educational resources and practices have the potential to address current issues in Scottish education.
Although no comparable funding programme exists in Scotland, a number of ‘grassroots’ initiatives are emerging from the further and higher education sector that are opening up Scottish education. In order to explore how Scotland can leverage the power of open to develop the nation’s unique education offering, support social inclusion and inter-institutional collaboration and sharing, and engage with EU open education directives, Cetis are facilitating an Open Scotland Summit, which will explore the development of open education policies and practices for Scotland. This paper will provide a critical overview of open education initiatives in Scotland in the wider context of UK, European and global developments, and present the outcomes and findings of the Open Scotland Summit.
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
Digital student - understanding students' expectations and experience of the ...ELESIGpresentations
Presentation from the JISC Digital Student project team: Helen Beetham, Dave White, Sarah Knight and Paul Bailey.
At ELESIG/JISC Digital Student Symposium, 26 March 2014
Empowering student learning through sustained inquiryJune Wall
Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
Venturing Beyond the Walled Garden: Building Online Learning Activities Outsi...Michael Paskevicius
If we want to motivate and engage students to learn in ways that will be longer-lasting and more meaningful to them, we need to design rich learning experiences that facilitate this through flexible and adaptable activities and assignments. Learning management systems (aka walled gardens) provide teachers and learners a safe and controlled space for threaded discussions, storing grades, uploading assignments, posting content, communicating notices, and deploying some constructed assessment components like quizzes.
However, learning management environments are limited in their abilities to engage students in deep learning and meaningful educational activities. To do so, requires instructors to move beyond the walled garden into a less organized and less controlled digital world.
In this session, we will outline supportive teaching strategies and learning activities (facilitated by the digital environment) that promote higher levels of engagement for learning – and are accessible and relatively easy to implement using open practices and resources.
This learning happens outside the walled garden and requires careful consideration and attention to care for the students and the learning they will embark upon. But where to start? There are so many options, tools, apps, platforms and parameters to consider when designing a more open and flexible learning experience.
Using a collection of evidence-based principles of learning, we’ll outline how designing rich online learning experiences may be easier than you think.
Participants will be exposed to 7 key learning principles and appropriate tools to use within and outside of learning systems. We'll share some of our favourite examples of aligned assignments and activities.
We'll engage youin a discussion of other examples that might fit within the principles, gather ideas and share back with everyone. Come prepared to share your best examples of online learning outside the walled garden - learning out in the open!
https://festivaloflearning2018.sched.com/event/Ddwf/venturing-beyond-the-walled-garden-building-online-learning-activities-outside-of-the-learning-management-system-that-allow-for-flexible-adaptable-and-meaningful-learning
Designing for Openness: Values Based Organisations Place in the Digital Lands...Ronald Macintyre
Digitisation, open and online, digital innovation, digital participation, all press on and ask questions of values based organisations. Based on work with a range of Third Sector partners over a number of years this paper explores how values based organisation understand and find their place in messy landscape. Suggesting it is not always appropriate for values based organisations to adopt practices from private sector digital disruptors, as these start with different assumptions and values, but instead develop their own approaches based on their organisational values and the needs of the people they support. Using work with a range of partners in different sector, from Health and Social Care to Trade Unions the paper looks at how values based organisations have approached this tension. Sharing what has been learnt from working in partnership, and how this has informed a mutual understanding of how to design and produce digital artefacts and critically the social and situated nature of how they are used.
Beyond the blend: practical approaches to designing fully online learningJisc
A presentation from Connect More 2020 by Kate Lindsay, head of digital education, University College of Estate Management.
The University College of Estate Management has been delivering remote teaching and learning for over a century. Their current programme of digital transformation puts their students learning experience at it heart with a focus on flexibility and embedding active online pedagogies. Based on experience and evidence from practice, this presentation will outline the changes and methods we have put in place to design online education, along with a set of resources to share with the sector.
How do you solve a problem like Waterside? Learning design at scaleJulie Usher
This session looked at a range of staff development approaches that can be used to support academic staff through a large-scale curriculum change management project.
Digital student - understanding students' expectations and experiences of the...Jisc
Jisc’s research into students’ experiences and expectations of technology began in 2006 with the Learners’ Experiences of e-Learning programme. This became a reference study for the sector and helped change the way institutions understand students’ experiences with technology. Studies in partnership with the British Library, and work carried out by Jisc’s recent ‘Developing Digital Literacies' programme, have furthered our understanding of students' digital practices and needs. Now, through Jisc’s Co-Design programme, the Digital Student project has brought us up to date with how students' expectations are changing and what institutions are doing to keep up with them.
This workshop will offer delegates an opportunity to engage with the findings and recommendations from the Digital Student study and to consider what impact these could have in their own institutional context. A large part of the session will be taken up with a scenario planning activity in which delegates explore different outcomes depending on whether or not institutions rise to the digital challenge. There will be an opportunity to share effective approaches and to inform the next phase of activities being planned by Jisc to support the Digital Student Experience into the future.
“Synergizing Technology and Pedagogy in Science Education” presented in the webinar on 'Towards a Paradigm Shift in Science Education" organized by the Sri Lanka Association for the Advancement of Science (SLAAS), on 4 December 2020.
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6. PAGE 6
Overview of this session …
• Briefly exploring “scholarship”
and the Scholarship of
teaching and learning
• Introducing the Digital
Scholarship concept
7. PAGE 7
Activity 1: How do you identify yourself and
why?
researcher
scholar
Practitioner/educator
/university teacher
/academic
8. PAGE 8
What is the difference between a scholar
and a researcher?
Paul Prinsloo
https://www.slideshare.n
et/prinsp/the-changing-
nature-of-the-
scholarship-of-teaching-
and-learning
12. PAGE 12
SoTL related to Educational Research
"... aims to bring a scholarly lens—
the curiosity, the inquiry, the
rigor, the disciplinary variety-to
what happens in the classroom...
[It] begins with intellectual
curiosity, is conducted
deliberately and systematically, is
grounded in an analysis of some
evidence, and results in findings
shared with peers to be reviewed
and to expand a knowledge base."
(Nancy Chick, Vanderbilt Center
for Teaching).
Reasons for pursuing educational
research:
• Examine your classroom practice
through a systematic process of inquiry.
• Record successes and failures with the
goal of improving student learning and
teaching practice.
• Reflect on findings in relation to
existing educational research literature.
• Validate your teaching practice and
build theory relating to educational
approaches.
• Share and disseminate experiences to
build upon what we know about teaching
and learning processes
14. PAGE 14PAGE 14
Conceptual threshold
crossings largely
concern stages in
research learning
when doctoral
candidates make
breakthroughs in
their thinking,
understanding,
researching and
writing.
(Wisker, 2018)
• Developing an
identity as a
scholar
• Belonging to a
scholarly
community of
practice
• Encouraging
support networks
Becoming a scholar - CONCEPTUAL THRESHOLD crossings
15. PAGE 15
Becoming a digital scholar
Still a scholar but shifting the space and
embracing new objectives:
• Make informed decisions about how to use
the new networked technologies
• Ability to communicate your research to a
wider and diverse audience
• Increase the impact of your work
• Develop a digital footprint.
16. PAGE 16
Your digital footprint
Scholarly
communication
Increase your
impact
Conduct
research &
organize
yourself
Digital scholarly
practices: Digital-
networked –open
Examples : Digital Research Tools
Todoist
Zotero
Endnote
Google Scholar
RefWorks
https://www.slideshare.net/rjsh
arpe/becoming-a-digital-
scholar
Rhona
Sharpe