Scholarly developments in teaching and learning: featuring Deakin case of designing and assessing st

1
Scholarly developments in teaching and learning
featuring Deakin case of designing and assessing
student group assignments

• Dale Holt, Stuart Palmer, Jude Westrup Terry
  Timberlake, Institute of Teaching and Learning
• Richard Tucker, Science and Technology

2
Overview

• Whats quality in teaching and learning?
• Whats scholarship in teaching and learning?
• What do we mean by the research and teaching
  nexus?
• Scoping scholarly concerns internationally
• Scoping scholarly concerns nationally
• Scoping scholarly concerns within Deakin
• Scholarly teaching teachers some Deakin staff
  experiences
• Presenting and publishing scholarship in teaching
  and learning

3
Whats quality in teaching and learning? National
viewDeakin view

• Approaches to teaching that influence, motivate
  and inspire students to learn
• Development of curricula and resources that
  reflect a command of the field
• Approaches to assessment and feedback that foster
  independent learning
• Respect and support for the development of
  students as individuals
• Scholarly activities that have influenced and
  enhanced learning and teaching

4
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

5
Trigwell, Martin, Benjamin, Prosser (2000,
p.159) Approaches (intent strategy) to
Scholarship in Teaching 1

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

6
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

7
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

8
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

9
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

10
In summing upscholarship in teaching and learning

• Inquiry into own teaching
• With student learning focus
• Drawing on relevant literature
• Use of inquiry outcomes to improve teaching
  learning
• Sharing of outcomes of inquiry colleagues,
  within discipline, across disciplines,
  institutionally, professionally, externally
• Sharing informally formally
• Research in teaching/learning in discipline
  formal publications
• Leadership in teaching/learning in discipline

11
Research and teaching nexus work of Boyer (1990)
Scholarship reconsidered

• Scholarship of knowledge discoveryadding to the
  stock of human knowledge
• Scholarship of knowledge integrationinter-discipl
  inary connections synthesising new ideas
• Scholarship of knowledge application/engagement...
  in wider community
• Scholarship of teachingencouraging students to
  be critical, creative lifelong thinkers

12
Research and teaching nexus meaning of linkage?

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

13
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

14
Conceptions of research, teaching and scholarship
of teaching Brew (2003)

• Different conceptions of nature purpose of
  knowledge influences
• Different conceptions of research influences
• Different conceptions of scholarly inquiry
  influences
• Different conceptions of teaching learning
  influences
• Different conceptions of research and teaching
  nexus
• AT THE DISCIPLINARY LEVEL

15
Conceptions of teaching, scholarship of teaching
and student-focussed learning patterns McKenzie
(2007)

• Remaining teacher-focused with teaching-focused
  ways of experiencing change in teaching
• Remaining teacher-focused with a student
  acquisition focused way of experiencing change in
  teaching
• Becoming or remaining student focused with a
  student-learning focused way of experiencing
  change in teaching
• Becoming or remaining student focused with a
  student-learning and teacher-understanding
  focused way of experiencing change in teaching

16
Whats happening externally? Internationally

• International indicators of quality teaching
• Discipline conceptions and methodologies turned
  to teaching learning concerns
• International bodies of literature theory on
  higher education
• Case study profiles of outstanding teaching
  scholars (Huber 2004)

17
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?

18
Whats happening nationally? Carrick DBI

• Discipline reviewsachieving and sustaining
  excellence in a changed and changing environment
  (Law)
• Discipline reviewsreconceptualising tertiary
  education 21st century (Science)
• Discipline reviewsmanaging education change in
  tertiary education (ICT)

19
Whats happening nationally? Carrick DBI

• Work-integrated learning
• Honours, post-graduate and higher degree
  curricula and pedagogy
• Cultural literacy and curriculum integration
• Integration and assessment of graduate attributes
  in curriculum design
• Development of Academics and Higher Education
  Futures
• Foundations Colloquium National Project
• Student Grievance and Discipline Matters

20
National developmentswork of Carrick Fellows

• Curriculum innovation
• First year learning experience
• Teaching assessment of statistical thinking
• Evidence-based learning teaching approaches
• E-assessment principles practices

• Clinical staff development model
• Creative workforce student capacities
• Trans-disciplinary postgraduate studies
• Re-usable ICT-based learning designs

21
National developmentsgrants projects

• Leadership roles, models, communities of practice
• Assessment approaches, standards reporting
• Designing physical spaces
• Models for academic teaching review
• Teaching/research nexus
• Student diversity
• Identifying rewarding excellence in teaching
• Innovative approaches, including ICT

22
Who are we? What should we be? Deakins Review of
Teaching and Learning says

• Becoming Australias premier university for
• scholarship and research that inform
• pedagogical practice and institutional management
  of
• flexible and mixed mode education
• as evidenced by the achievement of quantifiable
  national and international peer recognition for
  Deakins work in this field.

23
Scholarship in teaching and learning at Deakin

• Deakins future directions review implementation
  plan
• STALGS 2004-2007 ongoing
• ITL Professional Development (PD) Fellowships
• College of Deakin Distinguished Educators
• Teaching Scholars (formerly Teaching Intensives)
• Communities of Practice in Academe (CoP-iA)
• ITL Online Professional Development (PD) modules
• Revamped Deakin Graduate Certificate in Higher
  Education (GCHE)
• Deakin Teaching and Learning Research Repository
  (DTLRR)

24
Being a scholarly teacherDeakin staff experiences

• What have you learnt about effective teaching
  learning in your discipline?
• What have you learnt about learning teaching in
  higher education?
• How can your career be developed advanced
  through such scholarship?
• Where do people present publish their
  scholarship in your discipline?

25
Case of scholarly development in designing
assessing student group assignments

• Richard Tuckers story, Architecture
• Terry Timberlakes story in developing online
  module, Designing and Assessing Group Work

26
Undertaking scholarly projects 7 project design
questions (Tom Angelo 2007, adopted from Glassick
et al 1997)

• Clear Goals What are the key goals, intended
  outcomes, questions, and/or hypotheses of your
  project? What are trying to achieve and why?
• Relevant Audiences Who are you hoping to
  engage, inform, influence and/or assist by
  carrying out this project?
• Significant Results What will count, and to
  whom, as significant results/findings in your
  context? What kinds of evidence-and how much and
  how compelling-must you provide to support
  results?

27
Undertaking scholarly projects 7 project design
questions (Tom Angelo 2007, adopted from Glassick
et al 1997)

• 4. Effective Presentation How, through what
  venues and media, will you share information on
  progress and evidence of results?
• 5. Reflective Critique How and against what
  criteria and standards will you and others
  reflect on and critique your work in scholarly,
  useful ways?
• 6. Adequate Preparation What relevant
  preparation and resourcing do you/your colleagues
  already have? What else/more do you require?

28
Undertaking scholarly projects 7 project design
questions (Tom Angelo 2007, adopted from Glassick
et al 1997)

• 7. Appropriate Methods Given your responses to
  the questions above, which of the available
  methods/approaches best suit your goals, intended
  audiences, their expectations, relevant criteria
  and standards, your level of preparation and
  available resources?

29
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
• Graduate attributes assessment, portfolios
• Assessment progressive, self- peer
• Students international, graduate outcomes,
  student evaluations
• Experiential projects, case study, centre,
  online virtual exchange
• Research/teaching nexus internationalisation,
  research methods

30
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
• If on teaching/learning in your discipline,
  Discipline-based conferences with educational
  focus

31
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

32
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)

33
Resources (ITL website)

• Selected general journals http//www.deakin.edu.a
  u/itl/research-eval/selected-journals.php
• Selected discipline-specific journals
  http//www.deakin.edu.au/itl/research-eval/journal
  s-discipline.php
• Selected conferences http//www.deakin.edu.au/itl
  /research-eval/selected-conferences.php
• STALGS reports http//www.deakin.edu.au/itl/grant
  s/stalgs.php
• Research evaluation reports http//www.deakin.e
  du.au/itl/research-eval/reports.php
• Online teaching and learning modules
  http//www.deakin.edu.au/itl/pd/tl-modules/index.p
  hp

34
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.
• Brew, A. (2006). Universities into the 21st
  century Research and Teaching Beyond the Divide.
  New York Palgrave Macmillan.
• Brew, A. Sachs, J. (2007). Transforming a
  university The Scholarship of teaching and
  learning in practice. NSW Sydney University
  Press.
• 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.
• Glassick, C.E., Huber, M.T. Maeroff, G.I.
  (1997). Scholarship assessed Evaluation of the
  professoriate. San Francisco Jossey-Bass.
• 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.

35
References contd

• 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.
• Glassick, C.E., Huber, M.T. Maeroff, G.I.
  (1997). Scholarship assessed Evaluation of the
  professoriate. San Francisco Jossey-Bass.
• 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.