Slides for my Opening Lecture at the Scottish Educational Research Association Annual Conference, 25th - 26th November 2010 at the Stirling Highland Hotel, Stirling, Scotland
The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.
The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.
Presented as part of the 'Strengthening Learning Contexts' Grand Challenge student presentation at the Joint European Summer School on Technology Enhanced Learning 2010 in Ohrid, Macedonia on June 10.
This is a presentation for ICTsummit.ca. First Nations Pedagogy for Online Learning, is a BCcampus-funded project led by Nicola Valley Institute for Technology in partnership with Kwantlen University College
Teaching in the arts through partnerships and collaboration: constructive ten...Graham Jeffery
Slides from a seminar given at the School of Education, University of Exeter, October 2008. Exploring the issues in developing and sustaining artist-teacher partnerships.
Presentation to Workshop on Design Research held at Umeå Mathemtics Education Research Centre (UMERC), 16 - 17 December 2010.
http://www.ufm.umu.se/english
Invited Symposium WERA Focal Meeting 2013 Brian Hudson
Presentation to the WERA Invited Symposium on ‘Building Infrastructure and Capacity for Research Innovations Worldwide’ as part of the WERA 2013 Focal Meeting held as an integral part of the XII National Congress for Education Research, sponsored by the Consejo Mexicano de Investigacion Educativa (COMIE) (Mexican Society for Educational Research) and Guanajuato University, 19-22 November 2013.
Presented as part of the 'Strengthening Learning Contexts' Grand Challenge student presentation at the Joint European Summer School on Technology Enhanced Learning 2010 in Ohrid, Macedonia on June 10.
This is a presentation for ICTsummit.ca. First Nations Pedagogy for Online Learning, is a BCcampus-funded project led by Nicola Valley Institute for Technology in partnership with Kwantlen University College
Teaching in the arts through partnerships and collaboration: constructive ten...Graham Jeffery
Slides from a seminar given at the School of Education, University of Exeter, October 2008. Exploring the issues in developing and sustaining artist-teacher partnerships.
Presentation to Workshop on Design Research held at Umeå Mathemtics Education Research Centre (UMERC), 16 - 17 December 2010.
http://www.ufm.umu.se/english
Invited Symposium WERA Focal Meeting 2013 Brian Hudson
Presentation to the WERA Invited Symposium on ‘Building Infrastructure and Capacity for Research Innovations Worldwide’ as part of the WERA 2013 Focal Meeting held as an integral part of the XII National Congress for Education Research, sponsored by the Consejo Mexicano de Investigacion Educativa (COMIE) (Mexican Society for Educational Research) and Guanajuato University, 19-22 November 2013.
Building research and development partnerships between schools and Higher Edu...Brian Hudson
This paper outlines the development of a project supported by the Scottish Government with the aim of promoting the development of mathematical thinking in the primary classroom. This was developed in collaboration with teachers and local authorities in North East Scotland during 2011-12 within the context of the Scottish Curriculum for Excellence reform. The project was set up within a design based research framework, which aimed to promote classroom-based action research on the part of participants and also research by the university researchers into the process of curriculum development. The teachers (n=24) were all involved in a jointly developed Masters course based on a blended learning approach within an open and flexible learning environment. This project was designed as a classic example of an “Open Collective Cycle” model of a professional learning community (Hudson, 2012; Huberman, 1995). Findings from the research study in relation to the teachers’ experience are reported in Hudson et al. (2015), which highlight the way the course had a transformational and emancipatory impact on these teachers concerning their levels of confidence and competence in relation to teaching mathematics. An example of the impact on student learning is reported in Hudson (2015a) based on one teacher-researcher’s action research project involving the development of a topic-based approach to teaching and learning mathematics. Findings from this study highlight the ways in which the children actively engaged in the class activity and also how the topic-based approach made the mathematics more widely accessible and led to an evolution in the development of mathematical thinking for all. Policy implications point towards the value of the Mathematics Specialist Teacher (MaST) approach in England, which informed the development of this project. In conclusion the paper outlines a potential approach to uncovering and documenting further impact on teachers and pupils involved in this and subsequent courses.
References
Hudson, B., Henderson, S. and Hudson, A., (2015) Developing Mathematical Thinking in the Primary Classroom: Liberating Teachers and Students as Learners of Mathematics, Journal of Curriculum Studies, Vol. 47, Issue 3, 374-398. http://dx.doi.org/10.1080/00220272.2014.979233
Hudson, B. (2015a) Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest, Education and Didactique, Vol. 9, Issue 1. (In press)
Hudson, B. (2012) Aiming for e-Learning Sustainability: Transforming Conceptions of Teachers’ Professional e-Learning, Educational Technology, 52, 2, 30-34.
Huberman, M. (1995) Networks that Alter Teaching: Conceptualizations, Exchanges and Experiments, Teachers and Teaching: Theory and Practice, 1, 2, 193-211.
Developing a WERA International Research Network on Didactics - Learning and ...Brian Hudson
Introduction given to a workshop on developing a WERA International Research Network on Didactics - Learning and Teaching at the Scottish Education Research Association (SERA) conference in Edinburgh earlier today.
Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...Brian Hudson
The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
Defining Inquiry for the PreK-12 continuum. Inquiry as a 'theory of everything' of good education, built on a solid foundation of well-taught knowledge, skills and concepts.
'Developing the profession: approaches in Wales, Northern Ireland and Ireland...GTC Scotland
'Developing the profession: approaches in Wales, Northern Ireland and Ireland.' The General Teaching Council for Wales, The General Teaching Council for Northern Ireland and the Teaching Council of Ireland, Workshop 10, GTC Scotland National Education Conference, 28 May 2009.
This workshop will present perspectives by leading practitioners from the General Teaching Councils for Wales, Ireland and Northern Ireland in relation to the professional development of teachers. Key areas of discussion will include: the work of GTC Wales in establishing a Professional Development Framework for teachers in Wales; the respective roles of the nationally funded Support Services and the Teaching Council in respect of teachers' CPD in Ireland; teaching in Northern Ireland as an evidence based profession within professional communities of practice.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Reclaiming Scholarship in Higher Education
1. 1
Reclaiming scholarship as an integrating
dimension of academic work for the impact of
research on teaching and learning
Professor Brian Hudson
Scottish Educational Research Association Annual Conference
25th – 26th November 2010
Stirling
2. 2
Structure of this lecture
Reflections on conceptions of scholarship and the implications of processes of
fragmentation, division and reductionism
How these processes of fragmentation, division and reductionism also apply to ideas
about curriculum, competence and teaching
The central place of research in academic work in Higher Education and the central
place in turn of Higher Education in the professional education of teachers
The development of cultures of inquiry in Teacher Education
Questions in relation to the debate about the nature of teaching seen merely as a
craft or as an inquiry-oriented profession
3. 3
Milestone 1: 1990 - “Scholarship Reconsidered”
published
“What we need today is a more
inclusive view of what it means to be a
scholar – a recognition that knowledge
is acquired through research, through
synthesis, through practice and
through teaching”
4. 4
Milestone 2: Year 2000 –
a Case of “Scholarship Misunderstood”?
“If the notions of scholarship, scholar and scholarly are to avoid emptiness and
become useable descriptors of teaching, as Ernest Boyer hoped, the concepts
behind these terms need clarifying and tightening-up, particularly in the context of a
university system re-inventing itself and unsure about its future direction.”
Lee W. Andresen (2000) A Useable, Trans-disciplinary Conception of Scholarship, Higher
Education Research & Development, Vol. 19, No. 2, 2000.
6. 6
An aside – The Teacher Education Policy in Europe
Network
Future conferences:
13th to 15th 2011 in Vienna hosted by
the University of Vienna and the
National Department for Science and
Research in co-operation with the
National Department for Education and
Culture
May 2012 in Warsaw hosted by the
University of Łódź and the Foundation
for the Development of the Education
System in Poland
Web: http://tepe.wordpress.com/
https://twitter.com/TEPEnetwork
7. 7
Reflections on discussions about the nature of
scholarship in Sweden
A case of meanings being lost in
translation
The lack of a corresponding term in
the Swedish language
10. 10
Contested interpretations of the nature and meaning
of Curriculum
What is curriculum as we now
understand the word? … It has a
physical existence but also a meaning
incarnate …
… by virtue of their meaningfulness
curricula are not simply means to
improve teaching but are expressions
of ideas to improve teachers. Of
course, they have day-to-day
instructional utility: cathedrals must
keep the rain out …
Lawrence Stenhouse cited in (Ruddock
and Hopkins, 1985)
11. 11
The Scottish Credit and Qualifications Framework
“Learning outcomes are expressed in
terms of a statement of competencies,
including knowledge, skills and values,
capable of being demonstrated at the
end of a process of learning.” (SCQF,
2007, p19)
Where are values?
SCQF (2007) Handbook Vol 1 with
Foreward by Dr Andrew Cubie, Chair,
SCQF Partnership
12. 12
On the contested nature of competence
Conceptions arising from behaviourist and positivist thinking
Narrow, checklist approaches
Versus:-
A more liberal concept which sees the achievement of competence as accompanied
in its appropriation and in its exercise by the attitudes, beliefs, and personal culture of
the person who acquires and exercises the competency in question.
(John Coolahan, 2010)
13. 13
What is the place of Higher Education in the
professional education of teachers
Teachers simply as technicians?
Teaching as a “craft” which is “best
learned as an apprentice” - Michael
Gove, quoted in TES Connect (2010)
Whose interests are being served?
14. 14
Current Westminster Government policy on Teacher
Education: Looking back to the future
“teachers are “master workmen … not
architects … There is no genius
wanted. Good intelligent, discreet
teachers are needed.”
Who said that?
Henry Clay Speer, Chief
Superintendant of Schools, Wisconsin
Frontier (1878) cited in Kliebard (1999)
“The teacher is not only ‘master’ (my
italics) of procedure but also of content
and rationale, and capable of
explaining why something has to be
done. The teacher is capable of
reflection leading to self knowledge,
the metacognitive awareness that
distinguishes ‘draftsman’ (my italics)
from architect, bookkeeper from
auditor”
(Lee S. Shulman, 1986)
15. 15
The struggle for values and for the place of research
On the central place of research in academic work as the scholarship of inquiry (in
relation to both natural and social sciences).
Research as “systematic inquiry…to provide a general theory of educational
practice…made public” (Lawrence Stenhouse, 1985)
‘Knowledge’ that is represented as authoritative, and established independently of
scholarly warrant … cannot be knowledge. It is faith”. (Lawrence Stenhouse, 1985)
16. 16
What is the essential role of HE in the professional
education of teachers in the EHEA?
To fulfil the higher education mission in the European Higher Education Area … a
necessary prerequisite is that teacher education rests on research-based foundations
with the following basic conditions:
Teachers need a profound knowledge of the most recent advances of research in the subjects
they teach. In addition, they need to be familiar with the latest research on how something can
be taught and learnt.
Teacher education in itself should also be an object of study and research.
The aim is that teachers internalise a research-orientated attitude towards their work.
Key Note address by Professor Hannele Niemi to Lisbon EU Presidency meeting 2007 with
reference to Commission of the European Communities (2007) Improving the Quality of
Teacher Education. Communication from the commission to the Council and the European
parliament 3.8.2007. Brussels.
17. 17
What is the essential role of HE in Teacher Education
elsewhere in the EHEA?
The Higher Education Ordinance in Sweden is structured around the following three
broad goals:
Kunskap och förståelse (Knowledge and understanding),
Färdighet och förmåga (Skill and ability) and
Värderingsförmåga och förhållningssätt
(‘Values ability’ and ’attitudes/praxis of consideration’)
Another case of meanings lost in translation?
18. 18
What is HE required to offer in the context of
Scotland? - Key educational principles
Programmes of Initial Teacher Education will be expected to:
draw on a wide range of intellectual resources, theoretical perspectives and academic
disciplines
provide student teachers with a broad and balanced knowledge and understanding …
encourage student teachers to engage in discussion with pupils …
encourage student teachers to engage with fundamental questions concerning the aims and
values of education and its relationship to society;
provide opportunities for student teachers to engage with and draw on educational theory,
research, policy and practice;
encourage professional reflection on educational processes in a wide variety of contexts;
develop … the ability to construct and sustain a reasoned argument …
promote … intellectual independence and critical engagement with evidence
20. 20
Teaching as a design profession
Teaching as a design profession
(Clark and Yinger, 1987)
Teacher education as a related inter-
disciplinary and applied design science
(Herb Simon, 1970)
Didactical Design for Technology
Enhanced Learning (Hudson, 2011)
(Hudson, 2011)
21. 21
On higher order thinking as central to teachers’
professional work
http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools
24. 24
The machine worldview or seeing holistically
Scholarship as related to values, as an attitude of
mind and as a praxis of inquiry
Scholarship as an undefined activity that is
different to and separate from research
Teacher as creative designer, teacher education
as a design science and teaching as a design
profession
Teacher as apprentice and teaching as a mere
craft
Curriculum as planned support for learning to
become educated in the widest sense of the word
Curriculum as manual objectively reduced simply
to knowledge and skills to be learned
Competence as accompanied in its appropriation
and in its exercise by the attitudes, beliefs, and
personal culture of the person who acquires and
exercises the competency in question
Competence simply as narrowly defined
behaviours
Holistic viewReductionist view
25. 25
Teaching as craft or as an inquiry-oriented profession?
In teaching there always is:
somebody that
sometimes, and
somewhere, and
for some reason
in some way facilitates
somebody else’s
efforts to reach
some kinds of competence
in some fields of knowledge
for certain purposes
that have been agreed upon
so that an individual could better realise his/her interests.
26. 26
Teaching as craft or as an inquiry-oriented profession?
This time the quote in full:
In teaching there always is:
somebody that (who?)
sometimes (when?), and
somewhere (where?), and
for some reason (why?)
in some way (how?) facilitates
somebody else’s (whose?)
efforts (by means of what?) to reach
some kinds of competence (what kind?)
in some fields of knowledge (what?)
for certain purposes (what/why?)
that have been agreed upon (by whom?)
so that an individual could better realise his/her interests.
Michael Uljens (1997) School Didactics and Learning. Hove
28. 28
References
Andresen, L. W. (2000) A Useable, Trans-disciplinary Conception of Scholarship,
Higher Education Research & Development, Vol. 19, No. 2, 2000.
Boyer, E. L. (1990) Scholarship Revisited. Princeton University NJ: Carnegie
Foundation for the Advancement of Teaching.
Clark, Ch. M. and Yinger, R. J. (1987) Teacher Planning. In Calderhead, J. (ed.)
Exploring Teachers’ Thinking, London: The Falmer Press.
Coolahan, J. Key Note Address, Teacher Education Policy in Europe (TEPE) Network
Conference, University of Tallinn, 30 September – 1 October 2010.
http://eduko.archimedes.ee/files/TEPE%202010_agenda_FINAL-2.pdf
29. 29
References
Healey, M. (2005) Linking research and teaching: exploring disciplinary spaces and
the role of inquiry-based learning. In R. Barnett (Ed) Reshaping the University: New
Relationships between Research, Scholarship and Teaching. McGraw Hill / Open
University Press.
Hudson, B. (2011) Didactical Design for Technology Enhanced Learning. In Hudson,
B. and Meyer, M. (Eds.) Beyond Fragmentation: Didactics, Learning and Teaching in
Europe, Verlag Barbara Budrich, Opladen and Farmington Hills. (Work in Progress)
Kliebard, H. (1999) Constructing the Concept of Curriculum on the Wisconsin
Frontier: How School Restructuring Sustained a Pedagogical Revolution. In B. Moon
and P. Murphy (Eds) Curriculum in Context. London: Paul Chapman Publishing Ltd.
30. 30
References
Niemi, H. (2007) Key Note address to EU Presidency meeting, Lisbon.
Ruddock, J. and Hopkins, D. (Eds) (1985) Research as a basis for teaching:
Readings from the work of Lawrence Stenhouse, Heineman.
SCQF (2007) Handbook Vol. 1, SCQF Partnership [WWW document] URL
http://www.scqf.org.uk/nmsruntime/saveasdialog.aspx?lID=125&sID=16
(Accessed 23rd November 2010)
Shulman, L. S. (1986) Those who understand: knowledge growth in teaching,
Educational Researcher, 15, 2, 4-14.
31. 31
References
Simon, H. (1970) The Sciences of the Artificial. Cambridge, Mass., MIT-Press.
Speer, H. C. (1878) A course of study for common schools, Programme and
Proceedings of the State Teachers’ Association of Kansas and the Papers Read at
the Session of the Association (Topeka, 1878), 22-23.
TES Connect (2010) Dons scramble to pour scorn on Gove's shake-up [WWW
document] URL http://www.tes.co.uk/article.aspx?storycode=6049296 (Accessed
23rd November 2010)
Uljens, M. (1997) School Didactics and Learning. Hove