presentation at annual Higher Education Learning and Teaching Association of Southern Africa (Heltasa) conference at the University of the Free State, November 2014
Net(work) yourself a job? CETL student engagement and employabilitycilass.slideshare
Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008
A look at Mark Warschauer's article INVITED COMMENTARY: NEW TOOLS FOR TEACHING WRITING and how this may be useful for promoting / stimulating a community of practice within the UC - Languages department at Zayed University to identify those tools that are most effective in supporting writing objectives.
Chapter 9 case study tools for visualising designsgrainne
This document summarizes the development of CompendiumLD, a visualization tool for designing learning activities. It describes practitioners' approaches to design based on interviews, the need to represent designs visually, and the repurposing of an open education resource tool. The tool Compendium was adapted to create CompendiumLD to address challenges in visually representing learning designs identified from empirical research. Evaluation of CompendiumLD found it useful for both practitioners and students in mapping different aspects of the design process.
There are some motivational elements for publishing. These elements are important for young researchers and faculty members. We should also keep in mind the quality indices such as h-index or impact factor associated with publications.
Composing the perfect research symphony – What are the key elements to conduc...innogy Innovation GmbH
The key elements to conducting quality online qualitative research include creating a hybrid research design with different activity types, facilitating participant motivation and discussion over multiple time points, and employing various media formats. An effective moderation strategy is also important. Quality is achieved by composing a schedule of diverse activities that explore behaviors, contexts, projections, and discussions both individually and in groups. This allows insights to emerge over time through participant self-reflection and interaction.
The document discusses collaborative writing and provides definitions and steps for effective collaborative writing processes. It defines collaborative writing as projects created by multiple authors working together rather than individually. It outlines key steps in the collaborative writing process including pre-writing, planning, research, drafting, revising, and helpful strategies. Some strategies discussed are starting early, scheduling meetings, sharing files electronically, separating revising from editing, and seeking help from experts. The overall document serves as a guide for groups to effectively collaborate on writing projects.
These slides are from a 4 hour workshop I gave on how to collaborate in science. They are taken from a Professional Development series of lectures I give at the University of California San Diego and are in turn taken from the Ten Simple Rules series which I have published in PLoS Computational Biology. Most of the rules are general and apply to all branches of science.
Net(work) yourself a job? CETL student engagement and employabilitycilass.slideshare
Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008
A look at Mark Warschauer's article INVITED COMMENTARY: NEW TOOLS FOR TEACHING WRITING and how this may be useful for promoting / stimulating a community of practice within the UC - Languages department at Zayed University to identify those tools that are most effective in supporting writing objectives.
Chapter 9 case study tools for visualising designsgrainne
This document summarizes the development of CompendiumLD, a visualization tool for designing learning activities. It describes practitioners' approaches to design based on interviews, the need to represent designs visually, and the repurposing of an open education resource tool. The tool Compendium was adapted to create CompendiumLD to address challenges in visually representing learning designs identified from empirical research. Evaluation of CompendiumLD found it useful for both practitioners and students in mapping different aspects of the design process.
There are some motivational elements for publishing. These elements are important for young researchers and faculty members. We should also keep in mind the quality indices such as h-index or impact factor associated with publications.
Composing the perfect research symphony – What are the key elements to conduc...innogy Innovation GmbH
The key elements to conducting quality online qualitative research include creating a hybrid research design with different activity types, facilitating participant motivation and discussion over multiple time points, and employing various media formats. An effective moderation strategy is also important. Quality is achieved by composing a schedule of diverse activities that explore behaviors, contexts, projections, and discussions both individually and in groups. This allows insights to emerge over time through participant self-reflection and interaction.
The document discusses collaborative writing and provides definitions and steps for effective collaborative writing processes. It defines collaborative writing as projects created by multiple authors working together rather than individually. It outlines key steps in the collaborative writing process including pre-writing, planning, research, drafting, revising, and helpful strategies. Some strategies discussed are starting early, scheduling meetings, sharing files electronically, separating revising from editing, and seeking help from experts. The overall document serves as a guide for groups to effectively collaborate on writing projects.
These slides are from a 4 hour workshop I gave on how to collaborate in science. They are taken from a Professional Development series of lectures I give at the University of California San Diego and are in turn taken from the Ten Simple Rules series which I have published in PLoS Computational Biology. Most of the rules are general and apply to all branches of science.
Suzanne Tatham discusses capitalizing on informal relationships and communication channels to get work done. She recommends looking for partnership opportunities that are mutually beneficial, putting yourself in other people's physical and digital spaces, and identifying overlapping agendas. Formal follow up is also important after informal opportunities arise. External opportunities include a relationship with SAGE Publications and providing learning, scholarship, and research opportunities.
The Mindful Instruction Librarian and the "One-Shot"Meredith Farkas
The document summarizes a presentation by Meredith Farkas on moving beyond one-shot library instruction sessions. It discusses limitations of the one-shot model and alternatives like flipped instruction, workshops, and embedding instruction into courses. Farkas emphasizes building relationships with faculty, participating in curriculum development, and creating learning objects like tutorials. She provides examples from her work at Portland Community College developing information literacy outcomes and collaborating with developmental education faculty. The presentation also covers reflective practice, communities of practice among librarians, and implications of the Framework for Information Literacy.
Harnessing cpd a road map for the future by Luke Stevens L2Lproject
Luke Stevens from CILIP takes us through the concept of Continuous Professional Development (CPD) and why it is so vital for for Librarians now and in preparation for the future and how CILIP can aid in this.
This document outlines a proposed research project on the impact of involvement in Greek life on career and life experiences after graduation from Arkansas Tech University. The project will survey recent Greek life-affiliated graduates using a mixed-methods survey to collect quantitative and qualitative data. The survey will assess skills gained from Greek life involvement in areas like leadership, teamwork, communication, and initiative and see how they relate to professional competitiveness after college compared to non-Greek peers. Insights hope to guide Greek life programming and assessment to better support career development and success.
This document provides an overview of a design thinking approach to stakeholder and asset mapping for building project alliances. The goals of the session are to identify a curriculum, student learning, or assessment project to work on, map relevant stakeholders and assets, identify a key partner, and conduct an empathy mapping exercise to understand their perspective and needs. Empathy mapping and stakeholder mapping are introduced as tools to help understand different perspectives and potential support or obstacles. The document provides examples of different types of stakeholder maps and walks through conducting an empathy map for a key partner. It concludes by having participants identify how their project could address needs of the key partner.
Collaborative writing involves multiple individuals working together to create written works rather than individually. This allows for real-time or asynchronous editing and reviewing of documents by collaborative groups who can draw on the strengths of all members. Effective collaborative writing requires good communication, defined roles for group members, and clear expectations and assessment criteria from instructors. Theorists recommend starting small collaborative assignments and giving student groups flexibility in their methods while connecting projects to real-world contexts.
Collaborative writing involves two or more writers synthesizing their perspectives to create a new shared voice and texts. It has three qualities - reflexive dialogue where writers discuss their work, invention where they create texts to explore ideas, and continuity of working together. Collaborative writing is becoming more common with projects like Wikipedia. It has value for learning as writing can aid in thinking and sharing of ideas. The document then discusses trying collaborative composition through free writing and brainstorming advantages and concerns before considering different models of collaborative writing.
Webcast For The American Town Planning AssociationCollabforge
Dr Mark Elliott is Director and founder of Collabforge. As chief consultant for Collabforge, Mark has successfully designed and managed a range of high profile projects working closely with clients in a highly versatile and collaborative capacity.
This document discusses research on smart working and more efficient workplaces. It explores flexible work hours to match employees' productivity levels as morning or night people. It also looks at the creation of new workplace environments characterized by connections between virtual and physical workspaces where employees can perform tasks from anywhere. The research suggests these smart working approaches can lead to optimal work results.
The document discusses research conducted for a design studio on encouraging workers to take lunch breaks away from their desks. It identifies that many workers currently eat at their desks due to workload. The proposed solution is to create a dedicated break room space to improve social interaction and health. Logo design concepts were then created for this room, including sketches, a final logo, and motion graphics video to promote its purpose of encouraging breaks.
The document discusses a research project on encouraging workers to take lunch breaks away from their desks. It notes that currently many workers rely on their desks as their primary eating station. The proposed solution is to create a convivial room to encourage social interaction during breaks and improve emotional and physical health. It then shows the process used to name the logo, combining words from different languages to get the name "Breika" which sounds like "break".
The document discusses a design project to encourage workers to take lunch breaks away from their desks. It identifies that workers often eat at their desks due to workload. The goal is to emphasize breaks and social interaction to improve health and performance. The proposed solution is to create a dedicated break room for eating. The project also includes designing a logo called "Breika" and creating motion graphics and a video to promote the break room concept.
The document discusses workers continuing to work through lunch at their desks despite benefits to taking a break. It notes the phenomenon of "sad desk lunch" and references studies showing people feel guilty about taking breaks. Not taking breaks can negatively impact physical and emotional health. The desired outcome is to emphasize breaks and social interaction to improve health and performance. It proposes creating a room for workers to take breaks and eat lunch socially.
Suzanne Tatham discusses capitalizing on informal relationships and communication channels to get work done. She recommends looking for partnership opportunities that are mutually beneficial, putting yourself in other people's physical and digital spaces, and identifying overlapping agendas. Formal follow up is also important after informal opportunities arise. External opportunities include a relationship with SAGE Publications and providing learning, scholarship, and research opportunities.
The Mindful Instruction Librarian and the "One-Shot"Meredith Farkas
The document summarizes a presentation by Meredith Farkas on moving beyond one-shot library instruction sessions. It discusses limitations of the one-shot model and alternatives like flipped instruction, workshops, and embedding instruction into courses. Farkas emphasizes building relationships with faculty, participating in curriculum development, and creating learning objects like tutorials. She provides examples from her work at Portland Community College developing information literacy outcomes and collaborating with developmental education faculty. The presentation also covers reflective practice, communities of practice among librarians, and implications of the Framework for Information Literacy.
Harnessing cpd a road map for the future by Luke Stevens L2Lproject
Luke Stevens from CILIP takes us through the concept of Continuous Professional Development (CPD) and why it is so vital for for Librarians now and in preparation for the future and how CILIP can aid in this.
This document outlines a proposed research project on the impact of involvement in Greek life on career and life experiences after graduation from Arkansas Tech University. The project will survey recent Greek life-affiliated graduates using a mixed-methods survey to collect quantitative and qualitative data. The survey will assess skills gained from Greek life involvement in areas like leadership, teamwork, communication, and initiative and see how they relate to professional competitiveness after college compared to non-Greek peers. Insights hope to guide Greek life programming and assessment to better support career development and success.
This document provides an overview of a design thinking approach to stakeholder and asset mapping for building project alliances. The goals of the session are to identify a curriculum, student learning, or assessment project to work on, map relevant stakeholders and assets, identify a key partner, and conduct an empathy mapping exercise to understand their perspective and needs. Empathy mapping and stakeholder mapping are introduced as tools to help understand different perspectives and potential support or obstacles. The document provides examples of different types of stakeholder maps and walks through conducting an empathy map for a key partner. It concludes by having participants identify how their project could address needs of the key partner.
Collaborative writing involves multiple individuals working together to create written works rather than individually. This allows for real-time or asynchronous editing and reviewing of documents by collaborative groups who can draw on the strengths of all members. Effective collaborative writing requires good communication, defined roles for group members, and clear expectations and assessment criteria from instructors. Theorists recommend starting small collaborative assignments and giving student groups flexibility in their methods while connecting projects to real-world contexts.
Collaborative writing involves two or more writers synthesizing their perspectives to create a new shared voice and texts. It has three qualities - reflexive dialogue where writers discuss their work, invention where they create texts to explore ideas, and continuity of working together. Collaborative writing is becoming more common with projects like Wikipedia. It has value for learning as writing can aid in thinking and sharing of ideas. The document then discusses trying collaborative composition through free writing and brainstorming advantages and concerns before considering different models of collaborative writing.
Webcast For The American Town Planning AssociationCollabforge
Dr Mark Elliott is Director and founder of Collabforge. As chief consultant for Collabforge, Mark has successfully designed and managed a range of high profile projects working closely with clients in a highly versatile and collaborative capacity.
This document discusses research on smart working and more efficient workplaces. It explores flexible work hours to match employees' productivity levels as morning or night people. It also looks at the creation of new workplace environments characterized by connections between virtual and physical workspaces where employees can perform tasks from anywhere. The research suggests these smart working approaches can lead to optimal work results.
The document discusses research conducted for a design studio on encouraging workers to take lunch breaks away from their desks. It identifies that many workers currently eat at their desks due to workload. The proposed solution is to create a dedicated break room space to improve social interaction and health. Logo design concepts were then created for this room, including sketches, a final logo, and motion graphics video to promote its purpose of encouraging breaks.
The document discusses a research project on encouraging workers to take lunch breaks away from their desks. It notes that currently many workers rely on their desks as their primary eating station. The proposed solution is to create a convivial room to encourage social interaction during breaks and improve emotional and physical health. It then shows the process used to name the logo, combining words from different languages to get the name "Breika" which sounds like "break".
The document discusses a design project to encourage workers to take lunch breaks away from their desks. It identifies that workers often eat at their desks due to workload. The goal is to emphasize breaks and social interaction to improve health and performance. The proposed solution is to create a dedicated break room for eating. The project also includes designing a logo called "Breika" and creating motion graphics and a video to promote the break room concept.
The document discusses workers continuing to work through lunch at their desks despite benefits to taking a break. It notes the phenomenon of "sad desk lunch" and references studies showing people feel guilty about taking breaks. Not taking breaks can negatively impact physical and emotional health. The desired outcome is to emphasize breaks and social interaction to improve health and performance. It proposes creating a room for workers to take breaks and eat lunch socially.
Taking the next step: Building Organisational Co-design CapabilityPenny Hagen
A presentation on building organisational co-design capability, shared as part of Master Class for Design 4 Social Innovation Conference in Sydney, 2014. http://design4socialinnovation.com.au/
For a little more context on the slides and the handout used as the basis for discussion in the MasterClass see: http://www.smallfire.co.nz/2014/10/22/building-organisational-co-design-capability/
The majority of participants found the Creating Space 2014 event to be very successful in accomplishing its intended outcomes. Key insights from participant feedback include:
- The most helpful outcomes were opportunities to reflect, learn about network leadership, and meet people.
- Participants valued making connections, the quality of content, and diversity of perspectives.
- Tools and approaches identified as useful included network mapping, design thinking, and open space.
- Participants found the interactive format, mix of participants, and Odin's facilitation contributed to transformational learning.
- Feedback indicated the space/location, pacing, and limiting participation to 60 people were effective design elements.
The Professional Development of Academics with Regard to the Teaching Role –...Brenda Leibowitz
Presentation made at the UKZN Teaching and learning conference, September 2014. The focus is the professional development of academics with regard to their role as teachers.
The document summarizes survey findings from participants in the Creating Space 2013 conference. Key insights include that participants valued connecting with others, learning new tools and ideas, and opportunities for reflection. The most effective elements of the conference design were the mix of participants, space/location, and facilitation. Areas for improvement included more time for conversations, tangible tools, and better addressing equity issues. The majority of participants were new to the conference, Caucasian, aged 45-54, working in the nonprofit sector for 10-15 years, and focusing on social sector, network, and cross-sector leadership.
This document discusses challenges and considerations around participatory research and engaging participants in data analysis. It provides three examples of projects that aimed for participatory analysis. The first project involved participants in summarizing and discussing findings from research seminars. The second engaged disabled students in all phases of research on e-learning experiences. The third worked with an advisory group of students to analyze stories and identify themes around inclusion in education programs. The document reflects on lessons learned, such as underestimating the time and support needed for participatory analysis. It questions whether the goal is truly shared analysis or empowering marginalized groups, and discusses impacts of participatory research.
Technology & Collaborative Learning: Scaffolding for Student SuccessJulia Parra
This presentation provides the research and resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work thereby supporting student success. Specific areas of research include student satisfaction and learning effectiveness.
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
The document provides an overview of research conducted for the development of an Innovation Lab for the Service Design department at SCAD. It discusses key concepts like innovation, collaboration, and how organizations are facilitating collaboration. Research methods included interviews, surveys, observations of design firms and coffee shops. Themes that emerged from the research included challenges to collaboration, poor information exchange, an imbalance of work and play, and unclear roles. The document also discusses identifying stakeholders and synthesizing research findings into four action areas to address the identified challenges and themes."
This document provides an overview of conducting research in applied education through the Scholarship of Teaching and Learning (SOTL). It discusses the six steps of the Carnegie Foundation research process: 1) adequate preparation through literature review, 2) clear research goals and questions, 3) appropriate research methods, 4) achieving significant results, 5) providing a reflective critique, and 6) effective presentation of findings. Both qualitative and quantitative research methods are described. Support for SOTL research is available through the JIBC Office of Applied Research and collaborating with other institutions.
Developing digital literacies in undergraduate students: SADL project - ALISS
The SADL project at the London School of Economics aimed to improve undergraduate students' digital literacies. It worked with student ambassadors and four academic departments to develop workshops on topics like research skills, reading, and managing information. Evaluation found the workshops and ambassador role were valuable but needed more structure. The project also highlighted differences between disciplines and challenges of scaling support across the university. Ongoing work focuses on developing peer learning, sustaining student leadership, and gaining departmental buy-in.
Developing digital literacies in undergraduate students: SADL projectMaria Bell
The SADL project at the London School of Economics aimed to improve undergraduate students' digital literacies. It worked with student ambassadors and four academic departments to develop workshops on topics like research skills, reading and writing, and managing digital information and identity. Evaluation found the workshops and ambassador role were valuable but needed more structure. The project also identified challenges in scaling up support and developing peer learning, but provided benefits to students like increased confidence and skills. Moving forward, the project aims to further student partnerships and embed digital literacy into the curriculum.
The document summarizes a research program called GRIP (Growing Research in Practice) that aims to develop a culture of practitioner research among social workers in Auckland, New Zealand. The program brings together practitioners, academics, and agencies to conduct small-scale research projects on issues in their own practice. It provides mentoring, workshops, and resources to support practitioners in developing research skills and confidence. Early analysis finds the collaborative approach helped build research capacity and confidence among social workers, though challenges around time, knowledge, and resources remain. The program highlights the need for organizational support and commitment to further develop a culture of practitioner research in social work.
This document summarizes a participatory research project called PAIRS that involved students in evaluating their learning experiences and providing input to staff development initiatives. The project had two phases: first, students submitted written stories about their learning experiences; second, a small group of students helped analyze themes in the stories and identify implications for staff training. Key themes that emerged included the importance of supportive tutors, flexibility, and communication. Students indicated participation was motivated by a desire to improve their education and have their voices heard. The methodology provided rich qualitative data but was also time-intensive. Participatory approaches work best to explore major issues rather than replacing traditional evaluations.
This document provides guidance on developing a knowledge mobilization plan. It defines knowledge mobilization and different related terms used across funding agencies. An effective plan must identify the research outcomes, target audiences and how they will be reached. It should also explain how impact will be evaluated over time. The plan requires determining appropriate knowledge products and resources like budgets, timelines, and ensuring open access of research outputs. Support services are available to help with workshops on clear writing, digital identity, and engaging events on social media. Developing a strong knowledge mobilization plan is important for sharing research broadly and creating real-world impact.
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...EPNET-Europortfolio
#ePortfolios #Webinar
webianr available at https://www.youtube.com/watch?v=AUVTGmLHYmU
Published on Feb 19, 2014
Researching ePortfolios: The current state of play led by Darren Cambridge, Babara Cambridge and Kathleen Blake Yancey
This webinar was held on Friday 7th Febuary 2014 by www.europortfolio.org
This webinar discusses the research on e-portfolios, presenting the work of the Inter/National Coalition for Electronic Portfolio Research as a model for collaborative inquiry embedded within the process of implementation that both generates new knowledge and leads to successful results.
Over more than a decade, the Coalition has worked with nearly 70 further and higher education institutions in the US, Canada, the UK, Australia, and the Netherlands to better understand how e-portfolios can supporting learning, assessment, and institutional change.
The webinar will provide an overview of the Coalition's process, survey some results from cohorts that have completed their work, and discuss current questions it is investigating and how they might apply to cross-sector practice in Europe.
For more information about the Coalition and its work see http://ncepr.org/
Webinar leaders will be: Barbara Cambridge, Director, Washington Office, National Council of Teachers of English, Darren Cambridge, Principal Consultant, Networked Learning Group, American Institutes for Research and Kathi Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University.
Europortfolio is a European Network of ePortfolio Experts & Practitioners.
Europortfolio, a not-for profit association established with the support of the European Commission, is, dedicated to exploring how e-portfolios and e-portfolio-related technologies and practices can help us to empower:
1. 'Individuals as reflective learners and practitioners;
2. Organisations as a place for authentic learning and assessment, and
3. Society as a place for lifelong learning, employability and self-realisation."
Europortfolio has a broad agenda, if you would wish to know more, or to get involved, you can do this by visiting our website www.europortfolio.org
This document summarizes a workshop on demystifying the research process. The workshop covered various topics related to conducting research on teaching and learning, including reflective practice, action research, publishing research findings, and the academic writing process. Participants engaged in exercises to identify a research question related to their teaching and potential ways to collect evidence to address that question. The workshop aimed to provide tools and frameworks to help participants undertake the scholarship of teaching and learning.
This document provides an outline for a presentation on access and equity in higher education from an international perspective. It includes an introduction to the speaker, Dr. Lisa Lucas, and her background in sociology and higher education. It then outlines several international projects and research studies related to access and equity in higher education that Dr. Lucas has been involved in, including the EC ACCESS4ALL project, the WUN 'Challenges of Access and Equity' project, and the ESRC/NRF SARiHE project focused on rural students in Southern Africa. The document concludes with some discussion points around challenges of access for underrepresented groups, developing an inclusive university culture and curriculum, and the role of educational and staff development.
The document discusses competing expectations and influences on doctoral education from different perspectives. It questions whether topics are driven more by knowledge economy goals or personal interests. Examining PhD in Higher Education students' topics, it analyzes how policy, management, and international factors may influence choices. It also compares operations and benchmarks between social science and natural science PhDs. Finally, it questions if alternative methodologies could promote social justice by focusing on lived experiences over policy implementation, and whether the "small" scale could address issues better than traditional approaches.
An ethics of becoming in a pedagogy for social justice - by Dirk PostmaBrenda Leibowitz
This document discusses a posthumanist perspective on pedagogy for social justice. It begins by discussing how protests are part of an ongoing revolution against neoliberalism and capitalism. It then discusses how posthumanism can enhance humanistic pedagogies by decentering the human and emphasizing becoming, affects, desire, and power. A posthuman pedagogy would focus on students' becoming-minoritarian through expanding their capacities to affect and be affected by others. The goal is to awaken students' desires and wills to become different than what is prescribed under neoliberal subjectification, in order to challenge exclusion and dominance.
1 dec 2015 so tl@uj mini conference presentation-critical response to the pap...Brenda Leibowitz
This document outlines 10 lessons learned from papers on social justice pedagogies and poses 3 unanswered questions for future work. The lessons indicate that there are no exemplar models of social justice pedagogies, they cannot make education completely safe, and involve vulnerability and difficult knowledge. They are also sites of politics that interrupt social injustices and psychologization of students while creating spaces of progress. The unanswered questions ask how explorations of curriculum and pedagogy can become sites of ethical and political transformation, how social justice pedagogies can resignify responsibilities, and how biopolitics emerge in constructing students' identities.
Socially Just Pedagogies through the lens of 'new pedagogy studies' and in th...Brenda Leibowitz
This document discusses how affect theory can inform theories of socially just pedagogy. It outlines three tenets of new pedagogy studies: 1) relationships are central to pedagogy, 2) culture and power relations shape pedagogy, and 3) pedagogy occurs in public spaces. The "affective turn" acknowledges that affects and emotions are shaped by power and politics. Incorporating affect theory into socially just pedagogies raises questions about the relationship between private and public spheres, and pedagogy's transformative potential regarding embodied and cultural norms. All pedagogies essentially structure emotions and are implicated in how knowledge transforms people within social contexts.
Rob Pattman seminar at the University of JohannesburgBrenda Leibowitz
The document discusses a course on race taught at Stellenbosch University in South Africa. The course aims to teach race in a participatory way that challenges preconceptions about what race is. It uses humor to engage students with difficult topics and questions assumptions about what makes spaces and activities racially defined. Through activities, videos, and discussions, the course aims to show how race is a social construct rather than biological and to encourage students to cross racial divides. It provides insights into the dynamics of race through outsider perspectives and questions how unconscious racial thinking can reinforce segregation.
The Scholarship of Teaching and Learning - A social justice perspectiveBrenda Leibowitz
This document discusses the need for a social justice perspective in the Scholarship of Teaching and Learning (SOTL) in South African higher education. It notes challenges such as low throughput rates, underfunding compared to global North universities, and curriculum remaining derivative of colonial influences. A SOTL for social justice pays attention to issues of access, recognition of diverse knowledges, participation, and producing graduates who can contribute to just societies. Guiding philosophies discussed include capabilities approach, indigenous knowledge systems, and cognitive justice. The intended outcomes of applying SOTL for social justice include curriculum restructuring projects, capacity building workshops, and a concept document for the university.
This is the presentation that Elmarie Costandius gave at the SOTL@UJ: Towards a socially just pedagogy seminar series on the Graphic arts and social justice
Leibowitz being and becoming a good university teacherBrenda Leibowitz
presentation made by Brenda Leibowitz at the OLKC Conference in Milan in April 2015. The presentation concerns theory informing research on learning to teach
The document discusses the need for educational research in South Africa to more deeply engage with theory in order to truly extend boundaries of knowledge. It argues researchers should use the rich context of South African higher education as an opportunity to enrich, rather than just apply, existing theories. The author advocates taking a sociological imagination approach - thinking critically about the interplay between individual experiences and social forces. This involves drawing on multiple perspectives, including from the global South, to have a dialogue that challenges dominant ways of thinking and better understands issues in their specific contexts.
This document summarizes a study on the experiences of black women academics in South African higher education. The study interviewed 16 black women academics across 4 institutions, 2 research-focused and 2 teaching-focused. It found that black women academics felt a greater burden of proof at previously white universities. The culture of their work groups and having mentors also influenced their experiences. Family and school backgrounds played a role in their trajectories through higher education. A sense of self was important for navigating institutional culture and shaping one's career path.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Reflections on collaboration[1]jf
1. PARTICIPATION IN A
LARGE GROUP,
MULTI-SITE
COLLABORATIVE
RESEARCH PROJECT
Heltasa Conference
UFS
18 – 21 November 2014
Jo Anne Vorster (RU)
Brenda
Leibowitz (UJ)
Jean
Farmer
(SU)
Nicoline
Herman (SU)
Jeff Jawitz (UCT)
James Garraway
(CPUT)
Susan van
Schalkwyk
(SU)
Wendy McMillan (UWC)
Clever
Ndebele
(Univen)
Chris Winberg
(CPUT)
2. Research Setting: The problem
SA Research Context:
– Incentives
– Incentives for collaboration
– Unequal playing field
– AD researchers have a stake in research
– AD personnel not always ‘entitled’ to spend time
on research
– Yet for AD collaboration vital – to bolster the field
3. Research Setting: The opportunity
Research project: Structure, Culture
and Agency
NRF Funding
8 institutions
First project of its type in SA
Approximately 18 researchers over
three years
Intentions:
• to explore/produce/learn
• to arrive at recommendations to
inform practice
4. Prior Research
• Collaborative
research valuable
• Various success
factors analysed (Leibowitz et al, 2012)
• It requires attention to issues of identity and
interactional features (Leibowitz, Ndebele and
Winberg, 2013)
• ‘Collaboration’ and ‘collaboration’ (Lesi, Ross
and Holden (2012)
5. Approaches informing studies
• ‘‘Collaboration’ and ‘collaboration’ (Lesi, Ross
and Holden (2012)
• Situated learning/Community of Practice
• Framework of structure, culture and agency
(Brew et al 2012; Kahn et al 2012)
• Significance of the group as ‘corporate
agency’: “The capacity of a group of people to
act together in pursuit of a common agenda”
(Kahn et al 2012)
6. Data Collection
1. What have been the outputs and outcome
of your participation for you thus far?
2. What have the challenges been for you in
achieving these or any outputs or
outcomes?
3. What has facilitated your participation? (In
your work context/institution? By the
project itself? By you?
4. What has hindered your participation? (In
your context/institution? By the workings of
the project itself? By you?)
8. Outcome
• Intimidation
• Pressure
• Learning
• Production:
– Second tranche of funds
– Twelve publications
– 21 Conference publications
– Eight institutional case study reports
– A blog
9. Structure: External
• Support from line managers (✔):
– My direct line manager, the Dean, has facilitated my
participation. He has been an enthusiastic supporter of
my involvement in the project, and never queries when I
indicate that I will be out of the office working on this
project.
• Resources (✔)
– I have money (from another project) for a research
assistant that I am using to keep work on the data ticking
over – that has been some help
– My participation has also been facilitated by the fact that I
have an office and a secretary that can help out with the
administrative work
10. Structure: External: Workload (✗)
– I am not always able to have my mind 100% on the project,
… If I don’t respond to an e-mail (even while on a writing
retreat) I will feel that I am neglecting my responsibilities.
Because we have strong central controls … I have to sign
off many documents – and at the moment there are e-mails
telling me that because I’m off campus I’m holding
things up… So there is guilt….
– …the inability to attract suitably qualified personnel who
have the knowledge and experience of academic
development work also meant that the centre has to
operate with skeleton staff, the few appointees need hand
holding. This meant that the time had to be divided over a
number of the centre activities thus leaving me with
minimal time devoted to the project’s activities. Thus the
outcomes of the project are not met within the
scheduled times
11. Structure: External - internal (✔)
• Resources for research
– The writing retreat at Mont Fleur has been the
most facilitating event. The place is conducive to
working and the encouragement and support
from the Project team members is great. I really
enjoyed engaging with the group and drawing on
their experience and knowledge. I felt very at
home with the Project members.
12. Structure: External
• Geographic spread and travel fatigue (✗)
– The main challenge I have faced has been
travelling long distances to the meeting places in
Cape Town. Travelling has been very exhausting
and I would have problems of working well on
the first days of meetings due to exhaustion
13. Structure: Internal: subgroups (✔)
– I found that working in a smaller ‘sub-group’ was
more effective than when the entire team was
supposed to be working towards a particular
deadline … I have participated in a number of ‘sub-projects’
over the past two years and each have, to
a greater or lesser extent, generated outputs
– …I have been “forced” to work and write with
others. This has been a huge challenge as most of
my writing experience has been single authored
papers
14. Structure: internal (✔)
• Lack of structure, deadlines and direction
from project leadership felt as a constraint by
some
15. Culture: External/internal
• Novelty of research in institution – value of
collaboration as provision of opportunity:
– Coming from an academic institution where
research and publishing by the academic
developers has in the past not been emphasised,
the need to reflect on, and share our practices
through research and publications on our
practices is made critical by my involvement in a
study of a national magnitude (researcher from a
HDI)
16. Culture: Internal
– Despite the many benefits of working in a large
team (and I am very grateful for having had this
opportunity), my experience has been that the
process has been unwieldy and probably not as
productive as it could have been. I have often
experienced a sense of frustration over the time
taken to ‘get everyone on the same page’
(researcher from a HAI)
17. Culture
• Ideas of the role of theory in research
• Ideas of the usefulness of using Margaret
Archer and the interplay of structure, culture
and agency
• Belief in the importance of collaboration
– Shared project (‘concern’ cf Archer): professional
development and educational enhancement in SA
18. Agency
• One could look at individual agency:
– Members’ determination to make the
collaborative research project work
– Members’ determination to derive
personal/professional benefit from the project
• And corporate agency: the ‘group’ agency that
allows the learning to flourish
19. Impact of corporate agency
Learning through the team writing projects has been
very rewarding. Writing for me is usually quite a
solitary activity – so I wasn’t too sure how the team
writing approach would work – but it has been very
useful to hammer things out with the group – to ounce
ideas off each other – to critique what we have done –
to get the benefits of the other writers’ knowledge, etc.
We all bring something different to the writing
process – and that has been quite an eye-opener for
me
20. Impact of corporate agency
A major benefit for me has been in the area of
writing for publication. Through a collaborative
process with two seasoned researchers resulting
in a publication in a highly rated higher
education journal my confidence in publishing
was boosted. Through learning from the process
I have in 2013 alone now been able to publish
three articles in peer reviewed DHET accredited
journals
21. Impact of corporate agency
I do not know what it feels like to do a PhD
totally on your own, but I am not sure if I would
have been able to do it as an individual. Being a
member of the group gave me exposure to so
many different opinions and ideas which,
although I did not always understand
everything, still informed my own growth and
inspired me to continue
22. Impact of corporate agency
the theoretical and the methodological rigour of
our experienced colleagues in the project is very
empowering to inexperienced researchers.
Coming from an academic institution where
research and publishing by the academic
developers has in the past not been
emphasised, the need to reflect on, and share
our practices through research and publications
on our practices is made critical by my
involvement in a study of a national magnitude”
23. Individual Agency
Those participants who were able to align the
project aims to their personal concerns and
projects seemed to benefit significantly from
their involvement in the project.
24. Individual agency: ‘dispositions’
I guess my own curiosity was piqued by the
need to learn about critical realism, which I first
resisted, then got so stimulated by, so the
answer is ‘my own curiosity’ here.
25. Conclusion
• Distinction between ‘Collaboration’ and
‘collaboration’ useful.
• ‘Collaboration’ and ‘participation’ –
interconnected and yet slippery
• Interplay of structure, culture and agency – useful
analytic framework for studying collaboration
• We advocate more research on collaboratave
research in SA/resource constrained
contexts/contexts with high levels of educational
inequality
26. Conclusion
• The system at the level of structure and
culture constrains or enables the emergence
of corporate agency; and thus learning in
collaborative research groups
• In this project:
– There was increased
agency for both individuals
and the group
27. Conclusion
• Collaboration is helpful to support learning
• BUT it is highly challenging, precisely because of the
conditions that make it necessary
• And these conditions are highly contextual and historical
• Given its context, for SA
nationally funded large
projects can make a
significant contribution to the
HE landsccape
28. References
References
Boughey, C. & Niven, P., 2012. Higher Education Research & Development The emergence of research
in the South African Academic Development movement. Higher Education Research and Develoopment,
31 (5) 641 - 653
Brew, A., Boud, D., Lucas, L & Crawford, K. (2012). Reflexive deliberation in international research
collaboration: minimising risk and maximising opportunity. Higher Education, 66(1), pp.93–104.
Available at: http://link.springer.com/10.1007/s10734-012-9592-6 [Accessed February 22, 2014].
Kahn, P., Goodhew, P., Murphy, M. & Walsh, L. (2013). The Scholarship of Teaching and Learning as
collaborative working: a case study in shared practice and collective purpose. Higher Education
Research & Development, 32(6), pp.901–914. Available at:
http://www.tandfonline.com/doi/abs/10.1080/07294360.2013.806439 [Accessed July 2, 2014].
Kahn, P., Petichakis, C. & Walsh, L. (2012). Developing the capacity of researchers for collaborative
working. International Journal of Researcher Development 3 (1) 49 – 63.
http://dx.doi.org/10.1108/17597511211278643
Leibowitz, B., Ndebele, C. & Winberg, C. (2013) The role of academic identity in collaborative research.
Studies in Higher Education. DOI:10.1080/03075079.2013.801424 (3 June 2013)
Leibowitz, B., Bozalek, V., Carolissen, R., Nicholls, L., Rohleder, P. and Swartz, L. Educating the Educators:
Creating a powerful learning environment. Pp. 117 – 129. In: Leibowitz, B., Swartz, L., Bozalek, V.,
Carolissen, R., Nichols, L. and Rohleder, P. Eds. (2012) Community, self and identity: Educating South
African university students for citizenship. Cape Town:HSRC Press.
Editor's Notes
South Africa finds itself in the situation of not producing enough researchers, and adapts various measures, mostly based on incentives for institutions or individuals, to remedy this. The National Research Foundation is part of the environment that rewards individual accomplishments with regard to research, for example via its rating system. Yet the NRF also calls for collaborative research in order to build capacity. As an example of this, in 2010 it called for collaborative research proposals, stemming from a minimum of three universities, of which one had to be rural. There are numerous advantages as well as challenges, of setting up collaborative research projects in the field of higher education.
It is very recent that the DHET and the Teaching Development Grants are encouraging both collaboration and research
Despite the challenges that stem from the geographical distances between universities, the varied research styles, how busy academic developers are, and the lack of support for them to do research in many instances, academic developers are often extremely committed to enhancing their own understanding of the work they do through research, and through collaborative approaches. According to Boughey and Niven (2012:652) those researchers that sustain research production seem to be in “historically privileged spaces”
Since the participants comeame from universities across the breadth of South Africa, face-to-face communication iswas limited. Discussions arewere facilitated through a variety of electronic media, including e-mail, Skype, a website, blogging, and Dropbox. Physical two- or three-day meetings arewere scheduled twice yearly, and takeook the form of planning sessions, writing retreats, and collaborative working sessions (as, for example, when participants met to collaboratively analyse interview transcripts from the study using the constructs highlighted by the theoretical framework). Four of the participating institutions – as well as the location of the project leader – arewere within close proximity of Cape Town, which meant that this region was a chosen for the face-to-face meetings. For some of the participants from outside of Cape Town, this arrangement includeds a significant amount of time devoted to travelling. A number of the universities arewere in rural areas not serviced by airports, and participants from these institutions included half-day car journeys as part of their travel arrangements.
It was decided during the research process to include a sub-study focusing on participants’ experience of large-scale collaboration. Eighteen months into the study, reflections were collected from each of the participants (see Leibowitz et al, 2013). This process was repeated the following year and provides the foundation for this article.
This section may belong in the methodology? (JF: I agree – Methodology)
Kahn, Petichakis and Walsh (2012) that “a focus on learning brings value in terms of increased research capacity, but also for improved research outcomes” (2012:10). Is this the focus – improved research outcomes?
With regard to the purpose of the collaboration, a useful distinction made by Lewis, Ross and Holden (2012) is between ‘collaboration’, which they describe as the sharing of ideas, and is more fluid and expressive, and ‘Collaboration’ which is more instrumental, and typical of research in the natural sciences, when individuals work together on the same outputs. They caution that ‘Collaboration’ can hamper creativity, which is relevant to the concern inherent in this study, which is to enhance the learning that occurs through participation.
With regard to the purpose of the collaboration, a useful distinction made by Lewis, Ross and Holden (2012) is between ‘collaboration’, which they describe as the sharing of ideas, and is more fluid and expressive, and ‘Collaboration’ which is more instrumental, and typical of research in the natural sciences, when individuals work together on the same outputs. They caution that ‘Collaboration’ can hamper creativity, which is relevant to the concern inherent in this study, which is to enhance the learning that occurs through participation.
In a context such as South African higher education, where there is so much inequality at the institutional as well as individual level, these agentic processes require more in depth investigation. Kahn, Petichakis and Walsh (2012) also use an Archerian framework to make suggestions about how to develop the capacity of researchers for collaborative research. They do not explore the workings of agency empirically, as theirs is a review article. However their use of the stratified approach allows them to make interesting suggestions about how to enhance capacity, as well as observations about the role of individual properties within collaborative teams. Like Brew et al, they argue that it is necessary to see the structural and agential features as intertwined, thus that it is necessary to study them together, rather than in isolation from one another. They cite the need to consider how a collaborative team moves from merely a collection of private agents, to corporate agency, that is, ‘the capacity of a group of people to act together in pursuit of a common agenda’ (Kahn, Petichakis and Walsh, 2012).
An electronic questionnaire with four open ended questions and a few sub questions was designed by the primary investigator and used to guide the process of reflection The open-ended questions were purposefully drawn up to facilitate a deep reflective process.
Here a key theme was that of their professional learning, particularly learning from one another through exposure to different perspectives and practices. To be expected, given the focus of the projects, was people’s reference to a growth in their understanding of the South African higher education context, specifically with regard to academic development. Many, however, also spoke about developing their ‘theoretical repertoires’ (CW) in particular around social and critical realism. Honing skills with regard to methodology and research practice (e.g. coding, interviewing) was also noted. While many described feeling intimidated in the early days of the project, most commented on how they had grown both as academics and as researchers over time, and feeling ‘more confident in sharing my ideas’ (JF). Having access to data that could be translated into actual publications was acknowledged as having particular value for the individual’s own career trajectory. In their reflective study on research collaboration Check that this is described earlier
Ultimately it was felt that the project had reinforced “growing beliefs in the value of collaborative work across disciplines, faculties, higher education institutions, geographical locations etc.”
But the funds were insufficient, especially My lack of resources does impact on what I can do – e.g. I would have liked to have employed a researcher to look at the quantitative data or just have the freedom to employ someone to do more administrative tasks that we could have been relieved of to concentrate on the data analysis (Viv).
As with Kahn, as well as writers not using a critical realist approach, we see issues such as funding and resources playing a vital role. However one thing is clear in relation to equity and participation: some of the colleagues were able to tap into resources in their own universities as well
Structural features have an influence on the internal culture of the project
Precisely because of the cultures at the various institutions, that collaboration is so vital – to level the playing field but also to enrich the ‘theory’ (cf O Connell)
By way of contrast, from a HAI:
This points to an interesting interrelationship between agency and competence – feeling less competent wrt to this theory was perceived as a constraint by some, and an enablement, and a spur to action by others
Agency, and the issue of corporate
Corporate agency – makes individual ‘flourishing’ possible
For example, in some cases the institutional reports provided data to support the work of TLCs and the director of that Centre was therefore able to use that output of the project in very strategic ways.