Getting Started in the Scholarship of Teaching and Learningmcjssfs2
This document discusses Scholarship in Teaching and Learning (SOTL) and provides guidance on getting started with SOTL projects. It defines SOTL as the systematic and public reflection on teaching and learning. The document outlines why SOTL is important in today's higher education environment, provides examples of SOTL projects, and discusses how to formulate small SOTL projects including identifying topics, methods, collaborators, publications, and funding sources. Attendees are then asked to develop their own 1-page SOTL development plan as an individual exercise.
The Scholarship of Teaching and Learning (SoTL) involves (1) systematic reflection on teaching and learning practices, (2) engagement with existing research on teaching and learning in one's discipline, and (3) public sharing of teaching and learning ideas within one's field. SoTL projects follow scholarly approaches including posing questions, studying issues through appropriate methods, applying results to practice, communicating findings, and undergoing peer review. The goal of SoTL is to advance teaching quality and student learning through an ongoing, evidence-based approach to teaching as a scholarly activity.
This document provides guidance on developing an effective teaching statement for academic job applications. It discusses the purpose of teaching statements, outlines common components like teaching philosophy and goals, and provides examples. General guidelines are presented, such as keeping statements brief, being specific with examples, and focusing on teaching over research. Resources for creating teaching statements are listed at the end.
The presentation provided an overview of problem-based learning (PBL), including:
- A brief history of PBL emerging 30 years ago at McMaster University to use clinical cases in medical education.
- An explanation of PBL as a "student-centered" approach where learners research and collaborate in small groups to solve real-world problems.
- Suggestions for implementing PBL virtually using tools like Class Live Pro.
- An exercise that challenged viewers to arrange coins in rows without stacking them.
The presentation concluded by encouraging asking good questions over simply seeking answers.
Early-stage educational steps needed to create more effective R&D driversPiotr Szymański
Early-stage educational steps are needed to create more effective R&D drivers. The document outlines problems in middle school education including a lack of entrepreneurial attitude and knowledge. It discusses mental problems and recommends celebrating failures. Solutions that worked elsewhere included concentration on leadership, internships, and innovation programs. The document recommends changing how existing curriculums are taught by engaging seniors, alumni, and third parties. New program ideas focused on barrier crossing and entrepreneurship courses.
Getting Started in the Scholarship of Teaching and Learningmcjssfs2
This document discusses Scholarship in Teaching and Learning (SOTL) and provides guidance on getting started with SOTL projects. It defines SOTL as the systematic and public reflection on teaching and learning. The document outlines why SOTL is important in today's higher education environment, provides examples of SOTL projects, and discusses how to formulate small SOTL projects including identifying topics, methods, collaborators, publications, and funding sources. Attendees are then asked to develop their own 1-page SOTL development plan as an individual exercise.
The Scholarship of Teaching and Learning (SoTL) involves (1) systematic reflection on teaching and learning practices, (2) engagement with existing research on teaching and learning in one's discipline, and (3) public sharing of teaching and learning ideas within one's field. SoTL projects follow scholarly approaches including posing questions, studying issues through appropriate methods, applying results to practice, communicating findings, and undergoing peer review. The goal of SoTL is to advance teaching quality and student learning through an ongoing, evidence-based approach to teaching as a scholarly activity.
This document provides guidance on developing an effective teaching statement for academic job applications. It discusses the purpose of teaching statements, outlines common components like teaching philosophy and goals, and provides examples. General guidelines are presented, such as keeping statements brief, being specific with examples, and focusing on teaching over research. Resources for creating teaching statements are listed at the end.
The presentation provided an overview of problem-based learning (PBL), including:
- A brief history of PBL emerging 30 years ago at McMaster University to use clinical cases in medical education.
- An explanation of PBL as a "student-centered" approach where learners research and collaborate in small groups to solve real-world problems.
- Suggestions for implementing PBL virtually using tools like Class Live Pro.
- An exercise that challenged viewers to arrange coins in rows without stacking them.
The presentation concluded by encouraging asking good questions over simply seeking answers.
Early-stage educational steps needed to create more effective R&D driversPiotr Szymański
Early-stage educational steps are needed to create more effective R&D drivers. The document outlines problems in middle school education including a lack of entrepreneurial attitude and knowledge. It discusses mental problems and recommends celebrating failures. Solutions that worked elsewhere included concentration on leadership, internships, and innovation programs. The document recommends changing how existing curriculums are taught by engaging seniors, alumni, and third parties. New program ideas focused on barrier crossing and entrepreneurship courses.
This document provides an overview and introduction to the ARC571 Reflections on Architectural Education module. It outlines the module aims, learning approach, theoretical context, workshops, reflective journaling, teaching observation and assistance activities, seminars, and written assignment. The context of traditional architectural education models, the "Sheffield Way", RIBA education reviews, and curriculum reviews are also discussed. The module aims to provide reflection on current learning/teaching practices through engagement with theory and first-year studio activities.
Creativity & Critical Thinking in Higher Education at Winchester – Paul Sowden EduSkills OECD
This presentation was given by Paul Sowden at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Project-based learning involves students working autonomously on meaningful tasks to solve problems and answer questions. It requires integrating subjects, asking complex questions, and producing realistic outcomes. Effective project design considers elements like scaffolding, student ownership, and reflection. Passion, purpose, independence, and supportive environments help students learn.
This document outlines the aims, content, and structure of the ARC571 module on reflecting on architectural education. The module will use seminars, workshops, teaching observation and assistance, and a reflective journal to explore the historical context of architectural education, different learning theories, and ways to innovate teaching practices. Students will observe and assist in first year design studios, develop an individual teaching innovation project, and write a final assignment synthesizing their reflections and experience in the module.
This presentation was given by Usha Bhaskar at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The document provides an introduction to curriculum mapping. It discusses that curriculum mapping is a process that aligns assessment, curriculum, and instruction. It helps teachers understand what is taught at different levels, assists in creating interdisciplinary units, and fosters conversations about curriculum and instruction. A curriculum map identifies gaps and repetitions in curriculum, and allows for vertical and horizontal alignment across subjects and grade levels.
The document summarizes reflections from participants in a workshop on enhancing teaching skills in small and large group settings. Key points include:
- Participants found reflecting on their teaching philosophies and styles through hands-on activities to be insightful and transformative.
- Discussions with others from different disciplines highlighted differences in approaches to teaching and provided new perspectives.
- While some group exercises were engaging, others lacked clear goals and focus, causing discussions to go off topic.
- Planning interactive lectures and considering strategies for small group teaching can help make lessons more engaging and support different learning styles.
This document provides an overview of workshop 1 of the APP PGR course. The workshop covers course introduction, reflective practice, research and teaching philosophy. It discusses what PGR teachers do, provides examples of student feedback, and outlines the student and tutor pledge. Key aspects of the workshop include clarifying the APP PGR framework, familiarizing with e-portfolios and assessments, reflecting on teaching philosophy, and examining models of reflective practice. Learning outcomes include understanding the APP PGR framework, reflective practice, and beginning to construct a teaching philosophy statement.
Helmsley Goodcorps STEM ed 2016 prezNo BuildsAndy Williams
This document summarizes research into why many university professors are reluctant to adopt active learning teaching methods, despite evidence they help keep students engaged in STEM fields. It identifies five distinct "mindsets" among professors regarding their role and priorities. It also outlines a typical "pathway" professors take in considering new teaching approaches, from initial disinterest to advocacy. The research suggests professors are most receptive when new methods respect their autonomy, value student connections, align with rather than replace existing practices, and are backed by relevant research showing benefits for student learning.
This document provides information about enrichment clusters, which are groups of students who come together during designated time blocks to pursue common interests with adult facilitators. It outlines the key features of enrichment clusters, including that all activity is directed toward producing a product or service. It also describes a 7-step process for implementing enrichment clusters school-wide, including assessing student and staff interests, setting up a schedule, finding facilitators, and celebrating successes. The goal of enrichment clusters is to allow students to apply their knowledge and thinking skills to real-world problems in an authentic manner similar to how knowledge is acquired and applied outside of school.
The document discusses planning and evaluation for teaching and learning in higher education. It covers key topics like constructive alignment, assessment and feedback, and evaluation of teaching. The learning outcomes are to identify successful planning themes, consider different assessment modes, and discuss using real student feedback. Constructive alignment and writing learning outcomes are explained. Different types of assessment and feedback are also defined, including the importance of feedback in learning. Principles of good feedback practice and evaluating teaching quality are presented.
This document summarizes key points from a presentation on interweaving curriculum, instruction, and assessment for teachers. It discusses the new BC curriculum, which focuses on core competencies, big ideas, foundational skills, Aboriginal perspectives, personalized learning, and aligned curriculum and assessment. The new curriculum is structured around core competencies like communication, creativity and critical thinking. It also emphasizes place-based learning and incorporating local Aboriginal knowledge. The presentation aims to help teachers understand these changes and find ways to implement the new approaches in their own teaching practice.
The document outlines an instructional institute focusing on designing instruction for deep learning and diversity. It includes an agenda for several sessions on backward design, assessment, differentiated instruction, and universal design learning. The goal is to provide teachers with research-based strategies and frameworks to ensure success for every student.
1. The document discusses planning for effective implementation of the 2010 SEC by teachers as agents of change. It examines the key knowledge, skills, and attitudes (KSAs) that teachers need to demonstrate teaching effectiveness.
2. Participants are tasked with identifying KSAs and KUDs that teachers need in order to demonstrate teaching effectiveness based on domains like planning, instructional delivery, and assessment. Sample learning plans will be examined.
3. The goal is to familiarize participants with the 3Is teaching approach, improve classroom preparations and delivery, and deepen understanding of understanding by design.
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.
This document outlines an education and training foundation project at the University of Derby. The project aims to create a culture of continuous career-long learning for teachers by embedding research into practice. Participants will undertake action research projects on topics of their choice. The project involves workshops, partnership meetings, and support for participants as they conduct their research and prepare findings for dissemination through a conference and publication. The goal is for teachers to improve practice through studying their own work and becoming "inquiring teachers" who use research to solve problems.
Dean Smith is providing an in-service for faculty on student engagement and retention. He discusses the importance of attendance, bonding between students and administrators/instructors, and engagement. He then introduces The Pacific Institute and its strategies for achieving potential through habits, attitudes, beliefs and expectations. Faculty are asked to share successful classroom techniques.
Naace Strategic Conference 2009 - Personalisation by Pieces - Dan Buckley, Di...Naace Naace
The document discusses personalised learning and proposes a model called "Personalisation by Pieces" (PbyP). Some key points:
- PbyP aims to make student progression clear through skills ladders that show how skills can be developed.
- It emphasizes peer and collaborative learning. Students' work would be shared online and peer-assessed.
- PbyP structures learning around lifelong competencies rather than subjects. Student learning and assessment is competency-based.
- Teachers act as advisors/mentors rather than solely "delivering" knowledge. Students have autonomy and choice in their learning.
Surprisingly simple strategies to engage students in complex learningTansy Jessop
This document outlines strategies for engaging students in complex learning. It discusses the challenges of mass higher education, market pressures, modularization of courses, and emphasis on metrics. It then presents three strategies - reading and writing, research-informed teaching, and renewing teaching through relationships. Specific tactics are provided, such as formative blogging to encourage academic reading, incorporating student research into course design, and peer practice exchanges to refresh teaching approaches. The goal is to make complex learning more accessible to a diverse student population.
Scholarship of Teaching: Advancing your career John Hannon
1. Distinguish Boyer’s types of scholarship in higher education
2. Identify sources of evidence that can demonstrate your scholarship of teaching
3. Apply the values and practices of your profession or discipline to your scholarship of teaching
4. Develop & present a career plan for your scholarship of teaching
This document provides an overview and introduction to the ARC571 Reflections on Architectural Education module. It outlines the module aims, learning approach, theoretical context, workshops, reflective journaling, teaching observation and assistance activities, seminars, and written assignment. The context of traditional architectural education models, the "Sheffield Way", RIBA education reviews, and curriculum reviews are also discussed. The module aims to provide reflection on current learning/teaching practices through engagement with theory and first-year studio activities.
Creativity & Critical Thinking in Higher Education at Winchester – Paul Sowden EduSkills OECD
This presentation was given by Paul Sowden at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Project-based learning involves students working autonomously on meaningful tasks to solve problems and answer questions. It requires integrating subjects, asking complex questions, and producing realistic outcomes. Effective project design considers elements like scaffolding, student ownership, and reflection. Passion, purpose, independence, and supportive environments help students learn.
This document outlines the aims, content, and structure of the ARC571 module on reflecting on architectural education. The module will use seminars, workshops, teaching observation and assistance, and a reflective journal to explore the historical context of architectural education, different learning theories, and ways to innovate teaching practices. Students will observe and assist in first year design studios, develop an individual teaching innovation project, and write a final assignment synthesizing their reflections and experience in the module.
This presentation was given by Usha Bhaskar at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The document provides an introduction to curriculum mapping. It discusses that curriculum mapping is a process that aligns assessment, curriculum, and instruction. It helps teachers understand what is taught at different levels, assists in creating interdisciplinary units, and fosters conversations about curriculum and instruction. A curriculum map identifies gaps and repetitions in curriculum, and allows for vertical and horizontal alignment across subjects and grade levels.
The document summarizes reflections from participants in a workshop on enhancing teaching skills in small and large group settings. Key points include:
- Participants found reflecting on their teaching philosophies and styles through hands-on activities to be insightful and transformative.
- Discussions with others from different disciplines highlighted differences in approaches to teaching and provided new perspectives.
- While some group exercises were engaging, others lacked clear goals and focus, causing discussions to go off topic.
- Planning interactive lectures and considering strategies for small group teaching can help make lessons more engaging and support different learning styles.
This document provides an overview of workshop 1 of the APP PGR course. The workshop covers course introduction, reflective practice, research and teaching philosophy. It discusses what PGR teachers do, provides examples of student feedback, and outlines the student and tutor pledge. Key aspects of the workshop include clarifying the APP PGR framework, familiarizing with e-portfolios and assessments, reflecting on teaching philosophy, and examining models of reflective practice. Learning outcomes include understanding the APP PGR framework, reflective practice, and beginning to construct a teaching philosophy statement.
Helmsley Goodcorps STEM ed 2016 prezNo BuildsAndy Williams
This document summarizes research into why many university professors are reluctant to adopt active learning teaching methods, despite evidence they help keep students engaged in STEM fields. It identifies five distinct "mindsets" among professors regarding their role and priorities. It also outlines a typical "pathway" professors take in considering new teaching approaches, from initial disinterest to advocacy. The research suggests professors are most receptive when new methods respect their autonomy, value student connections, align with rather than replace existing practices, and are backed by relevant research showing benefits for student learning.
This document provides information about enrichment clusters, which are groups of students who come together during designated time blocks to pursue common interests with adult facilitators. It outlines the key features of enrichment clusters, including that all activity is directed toward producing a product or service. It also describes a 7-step process for implementing enrichment clusters school-wide, including assessing student and staff interests, setting up a schedule, finding facilitators, and celebrating successes. The goal of enrichment clusters is to allow students to apply their knowledge and thinking skills to real-world problems in an authentic manner similar to how knowledge is acquired and applied outside of school.
The document discusses planning and evaluation for teaching and learning in higher education. It covers key topics like constructive alignment, assessment and feedback, and evaluation of teaching. The learning outcomes are to identify successful planning themes, consider different assessment modes, and discuss using real student feedback. Constructive alignment and writing learning outcomes are explained. Different types of assessment and feedback are also defined, including the importance of feedback in learning. Principles of good feedback practice and evaluating teaching quality are presented.
This document summarizes key points from a presentation on interweaving curriculum, instruction, and assessment for teachers. It discusses the new BC curriculum, which focuses on core competencies, big ideas, foundational skills, Aboriginal perspectives, personalized learning, and aligned curriculum and assessment. The new curriculum is structured around core competencies like communication, creativity and critical thinking. It also emphasizes place-based learning and incorporating local Aboriginal knowledge. The presentation aims to help teachers understand these changes and find ways to implement the new approaches in their own teaching practice.
The document outlines an instructional institute focusing on designing instruction for deep learning and diversity. It includes an agenda for several sessions on backward design, assessment, differentiated instruction, and universal design learning. The goal is to provide teachers with research-based strategies and frameworks to ensure success for every student.
1. The document discusses planning for effective implementation of the 2010 SEC by teachers as agents of change. It examines the key knowledge, skills, and attitudes (KSAs) that teachers need to demonstrate teaching effectiveness.
2. Participants are tasked with identifying KSAs and KUDs that teachers need in order to demonstrate teaching effectiveness based on domains like planning, instructional delivery, and assessment. Sample learning plans will be examined.
3. The goal is to familiarize participants with the 3Is teaching approach, improve classroom preparations and delivery, and deepen understanding of understanding by design.
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.
This document outlines an education and training foundation project at the University of Derby. The project aims to create a culture of continuous career-long learning for teachers by embedding research into practice. Participants will undertake action research projects on topics of their choice. The project involves workshops, partnership meetings, and support for participants as they conduct their research and prepare findings for dissemination through a conference and publication. The goal is for teachers to improve practice through studying their own work and becoming "inquiring teachers" who use research to solve problems.
Dean Smith is providing an in-service for faculty on student engagement and retention. He discusses the importance of attendance, bonding between students and administrators/instructors, and engagement. He then introduces The Pacific Institute and its strategies for achieving potential through habits, attitudes, beliefs and expectations. Faculty are asked to share successful classroom techniques.
Naace Strategic Conference 2009 - Personalisation by Pieces - Dan Buckley, Di...Naace Naace
The document discusses personalised learning and proposes a model called "Personalisation by Pieces" (PbyP). Some key points:
- PbyP aims to make student progression clear through skills ladders that show how skills can be developed.
- It emphasizes peer and collaborative learning. Students' work would be shared online and peer-assessed.
- PbyP structures learning around lifelong competencies rather than subjects. Student learning and assessment is competency-based.
- Teachers act as advisors/mentors rather than solely "delivering" knowledge. Students have autonomy and choice in their learning.
Surprisingly simple strategies to engage students in complex learningTansy Jessop
This document outlines strategies for engaging students in complex learning. It discusses the challenges of mass higher education, market pressures, modularization of courses, and emphasis on metrics. It then presents three strategies - reading and writing, research-informed teaching, and renewing teaching through relationships. Specific tactics are provided, such as formative blogging to encourage academic reading, incorporating student research into course design, and peer practice exchanges to refresh teaching approaches. The goal is to make complex learning more accessible to a diverse student population.
Scholarship of Teaching: Advancing your career John Hannon
1. Distinguish Boyer’s types of scholarship in higher education
2. Identify sources of evidence that can demonstrate your scholarship of teaching
3. Apply the values and practices of your profession or discipline to your scholarship of teaching
4. Develop & present a career plan for your scholarship of teaching
The document summarizes a workshop on using research posters as a pedagogical tool for teaching information literacy threshold concepts. The workshop was held at the University of St. Michael's College and was designed to engage students in the scholarly conversation. It provided instruction on designing effective research posters and presenting their research. Based on feedback, students found the workshops helpful for gaining presentation skills and confidence in communicating their research. Going forward, the librarians planned to refine the workshop design and content based on student input.
This document provides information and guidance for teachers on planning teaching sessions and applying principles of sustainable development. It includes learning outcomes, examples of elements to consider in session planning like learning theories and constructive alignment, guidance on assessment and feedback, and how to incorporate sustainable development goals. Teachers engage in group activities to discuss learning theories and evaluate their current planning practices. The document emphasizes applying theory to planning, considering all aspects of the learning process, and developing more sustainable academic practices.
This document outlines a workshop on developing scholarship of teaching around career goals. It provides an overview of key concepts in scholarship of teaching such as Boyer's four scholarships and Trigwell's cases of scholarship of teaching. It discusses developing a teaching philosophy statement and scholarship of teaching career plan. Participants are guided through activities to develop their teaching philosophy, identify sources of evidence for their teaching practice, and scope out a scholarship of teaching project over 1-3 years using Glassick's criteria. The document emphasizes building a narrative, using evidence and literature to support teaching approaches, and focusing on the self and individual practice in reflective writing.
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
This document discusses open educational resources (OER) and open educational practices (OEP). It defines OER as teaching, learning and research materials that are free to use, adapt and redistribute. The document outlines why OER are used, including reducing textbook costs for students, increasing equity and access to education, and allowing for customization of resources. It also discusses OEP, such as using and revising OER, openly sharing teaching practices, and involving students in contributing to OER and curriculum development through open pedagogy. Both OER and OEP aim to increase access, agency and public contribution to knowledge. Some risks of open practices, such as privacy and harassment, are also acknowledged.
Addressing Inequity in Education via Mandatory Staff Developmentdecolonisingdmu
Lucy Panesar, University of Kent
Terry Finnigan, University of the Arts London
This session draws on the experience of different institutions and their approach to addressing inequity in education within a HE context. Colleagues from De Montfort University, Kent University and University of the Arts London discuss how they are utilising mandatory staff development programmes, in the shape of Postgraduate Certificates to help academic staff to innovate and transform their teaching practice in light of the decolonising agenda.
Each of these institutions have various levels of experience in adopting this approach. Each will explain their individual approaches and reflect on the strengths and challenges they have encountered. In sharing this practice, we hope to inspire other institutions to also take bolder steps to developing a more equitable and inclusive student learning experience through their PG Certs.
We propose to run a structured plenary discussion providing an overview of the different approaches that institutions have taken to bringing issues of inclusive practice, decolonisation and racial and social justice into the key remit of mandatory PG Certs. There will be opportunity for delegates to reflect on challenges/approaches of presenting a similar approach within their institution.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
- The document summarizes the Trinity College Dublin Special Purpose Certificate in Academic Practice, a 15 ECTS professional development program for academics and academic staff.
- The program focuses on integrating teaching, learning, research, and leadership through modules like assessment and feedback, curriculum design, and reflective practice.
- The summary highlights how the program helped one subject librarian, Caitríona, develop as a reflective practitioner and apply new teaching approaches like active learning techniques.
Towards contemp ed power point presentationAbi Woldhuis
The document discusses a model called "Towards Contemporary Practice" that is designed to encourage teacher professional engagement through developing teachers' "Practical Theories". The model is a 7-step process where teachers 1) develop their own teaching theory, 2) identify an area to improve student engagement, 3) measure current student engagement, 4) research and implement a pedagogical change, 5) measure the impact of the change, 6) evaluate and reflect, and 7) share results. The goal of the model is to promote teacher growth and improved student outcomes through self-reflection and collaboration between teachers.
Towards contemp ed power point presentationAbi Woldhuis
The document discusses a model called "Towards Contemporary Practice" that is designed to encourage teacher professional engagement through developing teachers' "Practical Theories". The model is a 7-step process where teachers 1) develop their own teaching theory, 2) identify an area to improve student engagement, 3) measure current student engagement, 4) research and implement a pedagogical change, 5) measure the impact of the change, 6) evaluate and reflect, and 7) share results. The goal of the model is to promote teacher growth and improved student outcomes through self-reflection and collaboration between teachers.
This document discusses experiential learning. It defines experiential learning as involving students in real experiences that are critically important, and learning through doing and reflecting. It discusses John Dewey's philosophy that experience is integral to education. It presents Kolb's model of the experiential learning cycle, including concrete experience, observation and reflection, formation of abstract concepts, and testing in new situations. It outlines conditions for successful experiential learning, including student participation, direct problem solving, and self-evaluation. Examples of experiential learning approaches are also provided.
This document provides information about a faculty development workshop being held from October 12-16, 2020. The workshop will be facilitated by 6 individuals and held in the conference room on the ground floor. It will focus on developing teaching skills and philosophies, and fostering dialogue on effective teaching and learning. Over the course of the workshop, participants will engage in activities and discussions aimed at improving course design, lesson planning, classroom management, and assessment of student learning. Recommended reading materials on topics like syllabus creation, active learning strategies, and teaching evaluation are also listed.
Action Research in a Community of Practice: from Disciplinary Teaching to Sch...witthaus
Workshop co-presented with Keith Pond at the Chartered Association of Business Schools #LTSE2017 in Bristol, 25 April 2017. Developed in collaboration with the L'boro SBE Community of Practice founders, Chris WIlson and Alex WIlson.
On Ways of Framing Experiential LearningBrooke Bryan
This document summarizes an oral history institute at Antioch College focused on digital liberal arts and oral history scholarship. It discusses challenges around teaching vs. research, instructionist vs. collaborative teaching, and whether institutions reward the types of work they say they value. It frames the work using Boyer's scholarship models, community-based research principles, and AAC&U's high-impact practices. Attendees participated in an activity to map their projects and plans for review/promotion. The goal was to help frame work within institutional missions and review criteria.
This document discusses using action research and collaborative communities as a means of professional development and improved teaching practice. It proposes:
1) Developing a network of student teachers, probationary teachers, and experienced "action research" teachers who would conduct classroom-based research on improving pupil outcomes.
2) This network would be supported by universities and local authorities to facilitate collaborative action research projects, conferences, and professional development opportunities.
3) Examples of potential action research topics mentioned include using drama in media studies, introducing ICT skills to young students, and applying problem-solving approaches in mathematics. The goal is to directly measure changes in pupil performance and learning.
The document summarizes a workshop on curriculum design theory and practice. It discusses different definitions of curriculum, including focusing on content, restrictions, or the wider purpose. Paradigms for curriculum design include focusing on products, processes, or praxis. Approaches discussed include Tyler's rational planning, Bruner's spiral curriculum, curriculum as a planned process, constructive alignment, and curriculum as a social process. The workshop emphasizes developing students' knowledge, skills, and attitudes; challenging students; and making learning meaningful through choices.
Professional development: Reframing the paradigmSEDA
The document summarizes Dr. Helen King's presentation on reframing professional development for teaching in higher education. It discusses expertise as a process involving progressive problem solving, deliberate practice with feedback, and reflective practice. It presents models of expertise from literature and narratives from National Teaching Fellows about focusing time on teaching, exploring new approaches, and engaging in conversations to enhance learning. The document advocates for professional development as a self-determined process of evolving teaching approaches informed by evidence from various activities.
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 1 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-1-109408680
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Page David L ACM Audio Mostly Sept 2019 Presentation.20190918David L Page
The aim of this professional Doctor of Creative Industries (DCI) Research Project was to investigate music-making practice and Self as a practitioner in the process of creating and producing a DIY music artifact. Specifically: to investigate why I as the practitioner felt a connection with one form of music-making (acoustic instrument-based), and not a connection with another form of music-making (digital virtual-based). As a phenomenologist, I situated Self into this auto-ethnographic study in the dual roles of researcher and practitioner; developing first-person narratives of my personal journey, critical reflection and reflexive practice. The holistic and multi-dimensional nature of this research has provided rich and nuanced data, illuminating the co-constituted nature of Self, interpreting meaning, and practice. In particular, the research study contextualises contemporary DIY creative practice relative to three interdependent tenets: music & sound-making practice, meaning-making and Self-making, where these tenets are understood in terms of hybridity, agency and subjectivity.
CONCEPTS • Human-centred computing~User studies • Applied computing~Sound and music computing
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This powerpoint slide represents my formal Project 1 Seminar Presentation in my Doctorate of Creative Industry (Music & Sound) research study. For additional information, please see www.davidlintonpage.com
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This presentation represents a progress report for Project 2 in my Doctorate of Creative Industry (Music & Sound) research study. For additional information, please see www.davidlintonpage.com
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David L Page Education & Learning Practice + Research Practice.20161020 David L Page
The document reflects on the presenter's teaching of two modules to students in 2015 and 2016. It analyzes characteristics of Generations X and Y and observes poor time management and lack of documentation among students. The presenter reflects on implementing a more scaffolded learning approach, focused questioning, and changing learning spaces in the future. The presenter learned the importance of assessing learners, facilitating group work, and engaging in reflective teaching practice.
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This document provides details of David Page's mid-project report for his doctoral research study titled "Contemporary DIY music practice and the practitioner self". The report summarizes his investigation of the relationship between six elements of his DIY music practice - self, motive, listening, technology, time/opportunity, and location. It describes how reflective practice helped him develop a deeper understanding of the interdependent relationship between these elements and how they integrate into the different stages of his music praxis. The report outlines next steps to further develop and add to the literature on artistic research methodology and reflective practice.
David L Page DCI KKP622 mid Project 1 report.20160605_Ch 1_AutobiographyDavid L Page
The document is the first chapter of my Doctorate in Creative Industries [Queensland University of Technology, Brisbane Australia] mid-Project 1 Research Study report - Chapter 1 Autobiography
The document describes the life events of Bet and John Victor Page over several decades. It mentions their engagement and marriage after meeting, their move to Sydney, starting a family with three children, and traveling globally in the 1970s. By the mid-1980s the family moved back to Australia where they continued to grow in size and culture. Later, life changed when John passed away within 30 days, after which Bet explored independence and her creativity as a widow.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
David L Page HE Ed + Learn Research Creative Practitioner.Pt1.20170125
1. 1
HE Education & Learning, Researching
Creative Practitioner
Preparing for 2017
V:20170125_v17.DLP
Created & presented by: David L Page
for the Audio Department
SAE Institute Brisbane, Australia
January 25th, 2017
9. 9Contemporary Education and Learning Practice
Education & Learning Practice
Research Teaching Administration
Student Service
(Pastoral Care)
(Page 2016a)
10. 10
Context - 2017:
The challenge of being a
Contemporary HE Teaching Creative Practitioner
HE Education & Learning,
Researching,
Creative Practitioner
11. 11
HE Ed & Learn, Researching
Creative
Practitioner Self
Creative Practice
HE Education & Learning, Researching,
Creative Practitioner
12. 12
HE Ed & Learn, Researching
Creative
Practitioner Self
Creative Practice
HE Education & Learning, Researching,
Creative Practitioner
13. 13Contemporary Education and Learning Practice
Education & Learning Practice
Research Teaching Administration
Student Service
(Pastoral Care)
(Page 2016a)
15. 15
Figure I – Pedagogy vs
Andragogy Chart (2016)
HE Education & Learning,
Researching,
Creative Practitioner
16. 16
HE Ed & Learn, Researching
Creative
Practitioner Self
Creative Practice
HE Education & Learning, Researching,
Creative Practitioner
17. 17
Professional practice values statements (Knowles 2012)
Know one self, develop mastery of one self
Take a proactive approach with your education and
learning, investing in developing and advancing
your content, information knowledge base and skill level
A professional practitioner: 10,000 hours of practice,
reflect, develop, practice, reflect, develop, practice, reflect,
develop, practice, reflect, develop, practice (Ericsson et al 1993).
As a reflective professional practitioner, embrace the wider
social and cultural context rather than just the institution’s
desired outcomes
20. 20Contemporary Education and Learning Practice
Education & Learning Practice
Research Teaching Administration
Student Service
(Pastoral Care)
(Page 2016b)
Education &
Learning
Practitioner Self
21. 21
HE Ed & Learn, Researching
Creative
Practitioner Self
Creative Practice
HE Education & Learning, Researching,
Creative Practitioner
22. 22
Task:
Preparing for 2017
Holistic Practice: Goal-setting
As a contemporary HE Teaching Creative
Practitioner, write down 3 goals that embrace
all three (3) forms of practice in 2017……
HE Education & Learning, Researching,
Creative Practitioner
23. 23
HE Ed & Learn, Researching
Creative
Practitioner Self
Creative Practice
HE Education & Learning, Researching,
Creative Practitioner
?
24. 24
An example of goal setting
that embraces all
three (3) forms of practice….
HE Education & Learning,
Researching,
Creative Practitioner
25. 25
Creative Practice
• Proactively engage in diverse creative practice across eight (8) stages:
o Generally, everyday practice
o Specifically,
o Creative Writing
o Composition
o Performance (Music and Audio)
o Audio Production (pre to post)
o Distribution of cultural productions
• Publishing Creative Practice-based cultural productions
• Proactively model Creative Practice at SAE BNE to the student body
• Proactively influence the broadening of what creative practice is viewed as
across disciplines (assisting by bringing the CIU attitude into the disciplines)
at SAE BNE
HE Education & Learning,
Researching,
Creative Practitioner 1.1
26. 26
Research Practice
• Proactively engage in my academic-based research practice, QUT DCI
• Publishing (specific) DCI Research Practice-based Blogs
• Proactively engaged in practice-led Reflective & Reflexive Practice across all
of my diverse practice
• Publish practice-led Reflective & Reflexive Practice-based Blogs across all/
any of my diverse practice
• Proactively model practice-led Research Practice at SAE BNE
• Positively influence practice-led Reflective & Reflexive Practice at SAE BNE
• Present and/or Publish practice-led Research Practice-based Blogs &/or
slideshare presentations of my SAE BNE practice
HE Education & Learning,
Researching,
Creative Practitioner 1.2
27. 27
Education & Learning Practice
• Positively Influence Ed & Learn practice across all disciplines at SAE BNE
• Conducting Supervised Observations
• Proactively encourage Peer Observations
• Migrate/Publish Ed & Learning practice-based Blogs
• Lead CIU212/330 to develop more socially & culturally relevant projects,
being publicly exhibited
Pastoral Care
• Positively influence the manner which SARs are dealt with at SAE BNE
• Proactively model good pastoral care practice to other SLs across other
disciplines at SAE BNE
HE Education & Learning,
Researching,
Creative Practitioner 1.3
28. 28
Education and Learning Practice example 1
Reflective and Reflexive Practice example
Creative Practice example
Education and Learning Practice example 2
Education and Learning Practice example 3
Extra Resources
HE Education & Learning,
Researching,
Creative Practitioner
29. 29
HE Education & Learning, Researching, Creative Practitioner: References
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HE Education & Learning, Researching, Creative Practitioner: References
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Page, David L. 2017. Research Practitioner Part 16 Accessed 23rd January 2017
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HE Education & Learning, Researching, Creative Practitioner: References
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HE Education & Learning, Researching, Creative Practitioner: Bibliography
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analysis of principles and effective practices. Milton Keynes: Open University Press.
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HE Education & Learning, Researching, Creative Practitioner: Bibliography
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and Schuster.
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Library.
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Routledge Revivals.
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Gardners’ MI Accessed 28th March, 2015
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HE Education & Learning, Researching, Creative Practitioner: Bibliography
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Chesire.
Gerber, Michael E. 2005. E Myth Mastery. New York: Harper Audio.
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HE Education & Learning, Researching, Creative Practitioner: Bibliography
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HE Education & Learning, Researching, Creative Practitioner: Bibliography
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from America’s best-run companies. London: Dorling Kindersley.
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