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Presentation given at the 'Digital learning and assessment in the Biosciences: approaches, successes and future horizons' at the University of Glasgow 21 June 2016 as part of the HUBS Bioscience Learning and Teaching Workshop Series.
Encouraging Girls to Participate in Computer Sciencekimarnold28
Are girls missing from your school's computer science program? Learn why girls might be avoiding computer science, easy ways to encourage girls to participate, and hear why diversity is important in your computer science classroom and in the workplace.
Encouraging Girls to Participate in Computer Sciencekimarnold28
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The Changing Nature of the Scholarship of Teaching and Learning
1. The Changing
Nature of the
Scholarship
of Teaching
and Learning
Image credit: https://pixabay.com/en/matrix-network-data-exchange-1013611/
Workshop at the
TEACHING AND LEARNING
INNOVATION EXCHANGE
25 - 27 February, Centre
for Teaching and Learning,
American University of
Cairo, Egypt
Paul Prinsloo
University of South Africa (Unisa)
14prinsp
Image credit: https://commons.wikimedia.org/wiki/File:Hypatia.jpg
4. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/
I do not own the copyright of any of the images in this
presentation. I therefore acknowledge the original
copyright and licensing regime of every image used.
This presentation (excluding the images) is licensed
under a Creative Commons Attribution 4.0 International
License.
5. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/
These slides were used as broad guidelines for discussion, engagement
and reflection. One of the limitations in sharing slides is the fact that
looking at the slides without the context, narrative and
discussions/remarks may result in a loss of meaning or
misinterpretation.
Despite the limitations I share these slides for the following reasons:
• I believe knowledge is a public good and this presentation can be
used freely under the Creative Commons Attribution 4.0
International License.
• The slides represent my thinking about the topic at this particular
moment in time and as such are tentative and provisional. They do
provide, however, a broader framework of making sense of the
changing nature of the scholarship of teaching and learning
6. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/
Overview of the Workshop
1. Clarification of expectations – why this topic?
2. Defining ’scholarship’ and how it is
similar/different to ‘research’ and ‘Research’
3. So, the scholarship of teaching and learning refers
to….
4. Has the nature of scholarship of teaching and
learning changed over the last 5-10 years, how
and what are the implications?
5. Mapping some elements of the digital scholarship
of teaching and learning
8. Activity 2: How would you classify yourself and
why?
Researcher
Practitioner
Scholar
9. Activity 3: What are the differences (and similarities)
between being a researcher and a scholar?
Researcher
•
•
•
•
•
•
•
•
•
•
Source credit: https://degreesfiction.wordpress.com/2012/07/22/scholarship-and-
research-is-there-a-difference/
Scholar
•
•
•
•
•
•
•
•
•
•
10. Researcher
• The knowledge in a
particular field does not exist
• The purpose of the
researcher is to generate
knowledge, to validate
knowledge claims
• Often a very specific
research interest/focus and
flowing from a specific
problem
• Shares his/her findings with
peers and the broader public
Scholar
• Knowledge exists
• The purpose of being a
scholar is to seek
knowledge, to become
knowledgeable, to acquire
knowledge and possibly, to
use it in a specific contexts
• Often also just for the sake
of knowing
• Shares his/her knowledge
with students/interest
groups
Adapted and expanded from Kyd, J. (2010, September 13). What is the difference between research and
scholarship?Retrieved from https://www.youtube.com/watch?v=JIrUWOfEy7w
11. Researcher
• The knowledge in a particular field
does not exist
• The purpose of the researcher is to
generate knowledge, to validate
knowledge claims
• Often a very specific research
interest/focus and flowing from a
specific problem
• Shares his/her findings with peers and
the broader public
Scholar
• Knowledge exists
• The purpose of being a scholar is to
seek knowledge, to become
knowledgeable, to acquire knowledge
and possibly, to use it in a specific
contexts
• Often also just for the sake of
knowing
• Shares his/her knowledge with
students/interest groups
Practitioner/educator
•
•
?Activity 4: When we add the layer/role of the educator or practitioner,
how do these play out in the lives of educational practitioners?
12. Researcher
• The knowledge in a particular
field does not exist
• The purpose of the researcher
is to generate knowledge, to
validate knowledge claims
• Often a very specific research
interest/focus and flowing
from a specific problem
• Shares his/her findings with
peers and the broader public
Scholar/Educator
• Knowledge exists
• The purpose of being a
scholar is to seek knowledge,
to become knowledgeable, to
acquire knowledge and
possibly, to use it in a specific
contexts
• Often also just for the sake of
knowing
• Shares his/her knowledge
with students/interest groups
Activity 5: How are research and scholarship valued in higher
education and in your institutional context? How is it
celebrated, rewarded, supported and developed?
14. Scholarship is
…not an esoteric appendage; it is at the heart of
what the profession is all about. All faculty,
throughout their careers, should themselves, remain
students. As scholars they must continue to learn
and be seriously and continuously engaged in the
expanding intellectual world (1990, p. 36).
15. Boyer, E. L. (1991). The scholarship of teaching from: Scholarship reconsidered: Priorities
of the professoriate. College Teaching, 39(1), 11-13.
16. Application
TeachingDiscovery
Integration
Savage, S., & Betts, M. (2005, July). Boyer reconsidered: priorities for framing academic work. In Proceedings of
the HERDSA Conference ‘Higher education in a Changing World(pp. 3-6).
17. Teaching
Scholarly Teaching
Scholarship of Teaching
ApplicationIntegrationDiscovery
Fincher, R. M. E., & Work, J. A. (2006). Perspectives on the scholarship of teaching. Medical Education-
Oxford, 40(4), 293-295.)
18. Activity 6: In general, how did the
scholarship of teaching and learning change
over the last ten years?
19. Activity 7: How did these changes affect you
being a scholar and ‘doing’, enacting, performing
scholarship?
20. Activity 8: How did living going digital and
connected change the scholarship of teaching
and learning?
21. Exploring the digital scholarship
of teaching and learning
• Teaching
• Discovery
• Application
• Integration
• Presence/networking/“onlife”
• Activism (engaged public scholarship?)
Image credit: https://pixabay.com/en/mobile-phone-smartphone-app-426559/
26. Networks do not only include but
also exclude
While not everyone is
included/connected,
everyone is affected
See Castells, M. (2009) Communication power .Oxford, UK: Oxford University Press
Image credit: https://pixabay.com/en/photos/locked/
28. Networking pre-digital times
• Who you knew mattered – ”can you introduce me to…”
• Old (white) boys networks, glass ceilings
• Disciplinary connections/gatekeeping/journals
• Institutional reputation and networks
• Legacy privileges/drawbacks – race, gender, class,
country of birth
• The role of individual reputation (as result of the
previous three)
• Social gatherings (by invitation only), conferences
(depending on funding and gatekeeping)
• Water fountain meetings, cafeteria discussions, bus and
train conversations
29. So what changed (if anything)…
• All the factors of the traditional networks are often amplified in
hybrid and online networks
• Social media - Twitter, Facebook, blogs, Linkedin, etc.
• Recognise/nurture weak and strong connections – don’t
underestimate the serendipitous weak connection
• Beware of ‘filter bubbles’
Image credit: https://pixabay.com/en/isolation-education-no-time-2365544/
31. Connect to the “Connectors”:
The “Connectors” have the
ability to span different
worlds which is a
combination of their
personality, curiosity, self-
confidence, sociability and
energy. These people not only
have feet in different worlds,
but the ability to bring these
worlds together (Gladwell
2000, pp. 49-51).
50. Activity 9: Living and being scholar in
a digital age – ‘notes to self’
Image credit: https://www.flickr.com/photos/143601516@N03/28011015990
Any thoughts you
want to share at
this stage?
Anything that, in
particular, made
you wonder?
63. Paul Prinsloo (Prof)
Research Professor in Open Distance Learning (ODL)
College of Economic and Management Sciences, Office number 3-15, Club 1,
Hazelwood, P O Box 392
Unisa, 0003, Republic of South Africa
T: +27 (0) 12 433 4719 (office)
T: +27 (0) 82 3954 113 (mobile)
prinsp@unisa.ac.za
Skype: paul.prinsloo59
Personal blog: http://opendistanceteachingandlearning.wordpress.com
Twitter profile: @14prinsp
Thank you