Funding opportunities for advancing scholarship in teaching and learning: all I know without knowing it all!

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Funding opportunities for advancing scholarship
in teaching and learningall I know without
knowing it all!

• Dale Holt, Institute of Teaching and Learning

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Who are we? What should we be?

• Becoming Australias premier university
  LEADERSHIP? for
• scholarship and research RD/INNOVATION
  INVESTMENTS? that inform
• pedagogical practice and institutional management
  of
• flexible and mixed mode education NEW 21ST
  CENTURY MEANINGS?
• as evidenced by the achievement of quantifiable
  national and international peer recognition for
  Deakins work in this field PROFESSOR HIGHER
  EDUCATION CONTRIBUTIONS.

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Overview

• Whats scholarship in teaching and learning?
• What do we mean by the research and teaching
  nexus?
• Scoping scholarly concerns nationally
• Scoping scholarly concerns within Deakin
• Presenting and publishing scholarship in teaching
  and learning

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Deakin Discussion Paper

• The Scholarship of Teaching What does it mean
  for Deakin University?
• Professor Marcia Devlin (PhD)
• Chair, Higher Education Research, Deakin
  University
• Office of the Deputy Vice-Chancellor (Academic)
• May 2008

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ALTC/Carrick scholarship descriptors

• Showing advanced skills in evaluation
  reflective practice
• Participating in and contributing to professional
  activities related to learning teaching
• Coordination, management and leadership of
  courses student learning
• Conducting publishing research related to
  teaching
• Demonstrating leadership through activities that
  have broad influence on the profession

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Trigwell, Martin, Benjamin, Prosser (2000,
p.159) Approaches to Scholarship in Teaching 1

• The scholarship of teaching is about
• Knowing the literature on teaching by collecting
  and reading that literature

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Trigwell, Martin, Benjamin, Prosser (2000,
p.159) Approaches to Scholarship in Teaching 2

• Scholarship of teaching is about
• Improving teaching by collecting and reading the
  literature on teaching

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Trigwell, Martin, Benjamin, Prosser (2000,
p.159) Approaches to Scholarship in Teaching 3

• Scholarship of teaching is about
• Improving student learning by investigating the
  learning of ones own students and ones own
  teaching

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Trigwell, Martin, Benjamin, Prosser (2000,
p.159) Approaches to Scholarship in Teaching 4

• Scholarship of teaching is about
• Improving ones own students learning by knowing
  and relating the literature on teaching and
  learning to discipline-specific literature and
  knowledge

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Trigwell, Martin, Benjamin, Prosser (2000,
p.159) Approaches to Scholarship in Teaching 5

• Scholarship of teaching is about
• Improving student learning within the discipline
  generally, by collecting and communicating
  results of ones own work on teaching and
  learning within the discipline

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Research and teaching nexus meaning of linkage?

• Trowler Wareham (2007, p.5)
• Link?
• Inform?
• Support?
• Enhance?
• Add value to?
• Integrate?

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Research and teaching nexus Trowler Wareham
(2007, pp.3-5) meanings of nexus

• Learners do research
• Teachers do research
• Teachers and learners research together
• Research embedded in curriculum (research
  influences the what and the how of curriculum
  design)
• Research culture influences teaching and learning
• The nexus, the university and its environment
• Teaching and learning influences research

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Teaching and Learning Plan 2008-2012

• Implementing an effective teaching-research nexus
  to enrich the student experience through the
  direct involvement of researchers in both course
  development and delivery.

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Conceptions of research, teaching and scholarship
of teaching Brew (2003)

• Different conceptions of research
• Different conceptions of scholarship
• Different conceptions of knowledge
• Different conceptions of teaching learning
• Different conceptions of research and teaching
  nexus

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The Academic's andPolicy-Maker's Guides to
theTeaching-research Nexus

• New strategies to assist Australian universities
  to strengthen the teaching-research nexus in both
  institutional policy and individual practice.
• The project team will draw on practices
  identified in targeted discipline areas to
  prepare resources that will provide illustrative
  possibilities across three broad student levels
  first year students, final year undergraduate
  students and postgraduate coursework students.
• This website will provide evidence-based,
  ready-to-use resources built on a scholarly
  foundation of evidence gathered from
  international sources, as well as a rigorous
  national study of effective teaching-research
  nexus practices in Australian universities.
• Significant gap the absence of practical
  resources for academics and policy-makers wishing
  to engage with the issue and operationalise the
  teaching-research nexus in classroom, faculty and
  institutional practice.
• www.trnexus.edu.au

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Deakin STALGS topics/themes/developments

• ICT e-simulations, eLive, iLecture, Turnitin,
  SAPA, DSO portfolio, blogging, podcasting, Second
  Life, online pedagogy, animation gaming
  systems, exemplary uses, virtual organisations,
  mobile phones, social software
• Graduate attributes assessment, portfolios
• Assessment progressive, self- peer
• Students international, graduate outcomes,
  student evaluations, student services,
  course-wide development
• Experiential projects, case study, centre,
  online virtual exchange, diversity in placements
• Research/teaching nexus internationalisation,
  research methods
• Flexibility new approaches
• Staff development discipline-based new staff

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2008 review of STALGS guidelines

• Teaching and Learning Plan
• Support projects that explore alternative
  effective and efficient teaching models and
  pedagogies.

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Faculty primer schemes 2008

• FACULTY OF BUSINESS AND LAW 2008 SMALL GRANTS
  IN TEACHING AND LEARNING
• FACULTY OF ARTS AND EDUCATION SMALL GRANTS IN
  TEACHING AND LEARNING - 2008

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Australian Learning and Research Council
(formerly Carrick) Mission

• PROMOTING AND ADVANCING
• LEARNING AND TEACHING
• IN AUSTRALIAN HIGHER EDUCATION

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Australian Learning and Research Council
(formerly Carrick) Values

• Inclusiveness by assisting the development of
  networks and communities which support higher
  education staff who have a direct impact on the
  advancement of learning and teaching.
• Long-term change through a focus on systemic
  change.
• Diversity by recognising and valuing
  institutional and discipline differences and
  similarities.
• Collaboration through the programs it funds and
  in its work practices.
• Excellence through the recognition of quality in
  its programs and awards and its encouragement of
  higher education institution's recognition of
  quality teaching and learning.

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The big national issues

• Achieving excellence?
• Sustaining excellence?
• Changed environment?
• Changing environment?
• Time horizon 21st century?
• Leading and managing change?
• New curriculum? New pedagogies? New
  media/technologies? New assessment?

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ALTC Grants Program

• Leadership for Excellence in Learning and
  Teaching Program
• Priority Projects Program 80,000 to 220,000
  up to 2 years (Small projects should be completed
  in one year)
• Competitive Grants Program 60,000 to 220,000
  Up to 2 years

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Deakin success as lead to date

• Building academic staff capacity for using
  eSimulations in professional education for
  experience transfer (2008)
• Strategic Leadership for Institutional Teaching
  and Learning Centres Developing a Model for the
  21st Century (2007)

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ALTC Grants Principles

• Compliance with the Carrick Institute mission,
  objectives and values
• Transparency
• Value for Money
• High Impact
• Future Looking

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ALTC projects

• 2007 Projects
• 2006 Projects
• 2005 Projects
• 2008 funded to date up soon

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ALTC Learning Networks

• Pilot Projects, Investigation and Scoping
  Initiatives
• Common Curriculum Issues and Higher Education
  Enterprise Initiatives

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ALTC Learning Networks

• Architecture, Design and Creative and Performing
  Arts
• Business, Management, Economics and Law
• Health, Medicine and Veterinary Science
• Science, Engineering, Mathematics and
  Technology  and
• Arts, Humanities, Social Sciences and Human
  Service Professions (including Education and
  Social Welfare)

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Business as an exampleABDC TL Network

• Building professionally-relevant learning and
  industry engagement in the business curriculum
• Building and assessing the development of generic
  skills across the business curriculum
• Valuing quality teaching in business education
• TL Network select project teams to develop
  funding applications for the future Carrick
  Institute funding round based on above

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Working up a proposal

• Whats you special interest?
• Whats the basis for your special interest?
• Why do you think its of national significance?
• Has same or similar project been funded by ALTC?
• Which grants category are you targeting, and why?
• Do you understand ALTC meaning of dissemination?
• Who could you collaborate with, and why?
• What are the benefits for Deakin?
• Is the project doable? For you? Others? Do you
  really want to do it?

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ALTC dissemination

• Identify potential users and stakeholders
• Describe strategies to engage with the users
  focusing on the intended adoption
• Identify the range of project outcomes and
  potential users of the different outcomes etc
• Describe strategies for enabling each identified
  group of intended users to become aware of the
  relevant outcomes and ideas and involved in
  making effective use of them
• Describe strategies for engaging with intended
  users and obtaining feedback during the project
• Outline evaluation strategies on the impact of
  project outcomes with the intended user
  communities during and following the project
  development

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Competitive Grants Program

• Research and development focussing on issues of
  emerging and continuing importance
• Strategic approaches to learning and teaching
  that address the increasing diversity of the
  student body
• Innovation in learning and teaching, including in
  relation to the role of new technologies

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ALTC feedback

• There was inadequate preparation in terms of
  literature reviews, and situating applications in
  relation to current and past work
• Single institution applications without clear
  applicability to the sector and wider community
• Dissemination poorly understood and addressed
• Requirements for project management not
  considered
• IP issues not addressed
• Many budgets contained simple errors
• In a number of cases the budgets appeared
  unrealistically high
• Budgets need to be clearly related to activities
  and outcomes detailed in the application.

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Leadership for Excellence in Learning and
Teaching Program

• Priority one, institutional leadership to enhance
  learning and teaching through leadership
  capacity-building at the institutional level
• o Funding range 150,000 to 220,000
• o Projects duration up to 2.5 years
• Priority two, disciplinary and cross-disciplinary
  leadership to enhance learning and teaching
  through leadership capacity-building in
  discipline structures, communities of practice
  and cross-disciplinary networks
• o Funding range 80, 000 to 220,000
• o Project duration up to 2 years
• Priority three, consolidating leadership by
  building on the outcomes of projects funded in
  earlier years under the Leadership for Excellence
  in Learning and Teaching Program
• o Funding range 80, 000 to 120,000
• o Project duration up to 1.5 years

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ALTC feedback - leadership

• Lack of understanding of approaches to leadership
  and clear definition of leadership outcomes
• Lack of explicit focus on leadership
• Too much jargon
• Poor development of project thinking

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Leadership for learning teaching

• Leadership program report (2007)
• Leadership for learning teaching occasional
  papers (2006)
• Leadership Colloquium
• (2006)
• Leadership Forum
• (2007)
• Completed Leadership Reports

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Leadership areas funded to date

• INSTITUTIONAL LEADERSHIP
• Positional/Structural leadership
• Leadership curriculum for Associate Deans and
• Course Coordinators
• Academic leadership capabilities
• Leadership in Indigenous higher education
• Developing leadership capabilities of Course
  Coordinators
• Leadership in curriculum and program Development
• Curriculum improvement leader model
• Leadership capability of academic coordinators
• Emerging leadership framework
• A strategic leadership model for the 21stCentury
• Rich media technologies
• Distributed leadership
• Learning and teaching communities
• Student feedback and leadership
• Leadership in online learning and teaching

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Leadership areas funded to date

• DISCIPLINARY LEADERSHIP NATIONAL NETWORKS
• Learning and teaching communities
• Australian law postgraduate network COMPASS
• Effective partnering in nurse education
• Cross-disciplinary mathematics and statistics
  Support
• Scientists teaching scientists
• Indigenous women and leadership
• Team management systems

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Priority Projects Program

• Academic standards, assessment practices and
  reporting
• Curriculum renewal (new 2008)
• Teaching and learning spaces
• Peer review

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Areas to research ANZSRC, Division 13 Education

• 1301 Education systems
• 130103 Higher Education flexible education fit
  here
• 1302 Curriculum and pedagogy
• 1303 Specialist Studies in Education
• 130306 Educational technology and computing

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Where to present?

• If on educational technology, ASCILITE Ed-Media
• If on open and distance education, ODLAA
• If on tertiary teaching and learning, HERDSA
• If on the scholarship of teaching and learning,
  ISSOTL
• If on games and simulations in education, ISAGA
• Discipline-based conferences with educational
  focus

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Where to publish?

• If on educational technology, AJET
• If on open and distance education, DE
• If on tertiary teaching learning, HERD
• If on the scholarship of teaching and learning,
  IJSOTL
• If disciplinary context, Discipline-based
  educational journals

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High ranking educational technology journals
Stuart Palmer analysis http//www.deakin.edu.au/i
tl/research-eval/publish.php

• As an example, the following table lists journals
  relevant to the field of e-learning ranked in the
  top 30 by their impact factor/score from a
  range of indexes, based on 2006 data
• Interactive Learning Environments
• Educational Technology Research and Development
• Computers and Education
• Journal of Computer Assisted Learning
• Journal of Educational Computing Research
• British Journal of Educational Technology
• The Internet and Higher Education

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ACRONYMS

• Australasian Society for Computers in Learning in
  Tertiary Education (ASCILITE)
• Australasian Journal of Educational Technology
  (AJET)
• Distance Education (DE)
• Ed-Media World Conference on Educational
  Multimedia, Hypermedia Telecommunications. A
  conference of the Association for the Advancement
  of Computing in Education (AACE)
• Higher Education Research and Development Society
  of Australasia (HERDSA)
• International Journal for the Scholarship of
  Teaching Learning (IJSOTL)
• International Society for the Scholarship of
  Teaching Learning (ISSOTL)
• International Simulation and Gaming Association
  (ISAGA)
• Journal of Higher Education Research
  Development (HERD)
• Open and Distance Learning Association of
  Australia (ODLAA)

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Useful references

• Angelo, T. (2007). Seven Promising Pathways,
  Seven Perilous Pitfalls to Scholarship of
  Teaching and Learning Helping Aspiring
  Teachers-Scholars Succeed. Keynote address at
  Carrick Institute National Discipline-Based
  Development Forum on The Teaching/Research Nexus,
  Adelaide, August.
• Boyer, E.L. (1990). Scholarship reconsidered
  Priorities of the professoriate. Princeton, NJ
  The Carnegie Foundation for the Advancement of
  Teaching.
• Brew, A. (2003). Teaching and Research New
  relationships and their implications for
  inquiry-based teaching and learning in higher
  education. Higher Education Research
  Development, 22(1), 3-18.
• Huber, M.T. (2004). Balancing acts the
  scholarship of teaching and learning in academic
  careers. Washington, D.C. American Association
  for Higher Education, Carnegie Foundation.
• McKenzie, J. (2007).Variation in patterns of
  teacher development and change Connections with
  the development of scholarly teaching and the
  scholarship of teaching. In Enhancing Higher
  Education, Theory and Scholarship. Proceedings of
  the 30th HERDSA Annual Conference CD-ROM, July,
  Adelaide, Australia.
• Trigwell, K.. Martin, E., Benjamin, J. Prosser,
  M. (2000). Scholarship of Teaching a model.
  Higher Education Research Development, 19(2),
  155-68.
• Trowler, P. Wareham, T. (2007).
  Re-conceptualising the teaching-research nexus.
  In Enhancing Higher Education, Theory and
  Scholarship. Proceedings of the 30th HERDSA
  Annual Conference CD-ROM, July, Adelaide,
  Australia.