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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 learning: all I know without knowing it all! Dale Holt, Institute of Teaching and Learning – PowerPoint PPT presentation

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


1
Funding opportunities for advancing scholarship
in teaching and learning all I know without
knowing it all!
  • Dale Holt, Institute of Teaching and Learning

2
Funding opportunities for advancing scholarship
in teaching and learning all I know without
knowing it all!
  • Dale Holt, Institute of Teaching and Learning

3
What are the sources of funding?
  • Faculty small grants schemes
  • Deakin Strategic Teaching and Learning Grant
    Scheme (STALGS) 2004 ongoing
  • Australian Learning and Teaching Council (ALTC)
    Grants Scheme 2005 ongoing
  • Australian Research Council Grants

4
Why is this important? Deakin a national leader
in teaching and learning by 2012
  • 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

5
Why might this be important for you?
  • Develop capabilities
  • Develop capacities
  • Develop career

6
Overview
  • Whats happening at Deakin?
  • Whats scholarship in teaching and learning?
  • What do we mean by the research and teaching
    nexus?
  • Scoping scholarly concerns within Deakin
  • Scoping scholarly concerns nationally
  • Presenting and publishing scholarship in teaching
    and learning

7
Deakin Discussion Papers
  • The Scholarship of Teaching What does it mean
    for Deakin University? (May)
  • Deakin University as a national leader in
    teaching and learning (June)
  • Higher Education Research at Deakin University
    (July)
  • Professor Marcia Devlin (PhD)
  • Chair, Higher Education Research, Deakin
    University
  • Office of the Deputy Vice-Chancellor (Academic)

8
Higher Education Research Group (HERG) led by
Marcia
  • 88 staff
  • Defining territory
  • Seminars
  • Workshops
  • Conference funding
  • Flexible education literature repository

9
Higher education research topics themes
  • Teaching and learning
  • Curriculum and course design
  • The student experience
  • Academic work
  • Institutional management
  • Quality
  • Policy

10
Meaning of scholarship in teaching and learning
in higher education
  • ALTC descriptors
  • Deakins revised Academic Promotions Policy 2008

11
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

12
Deakins view in new Promotions Policy 2008
  • The scholarship of teaching refers to endeavours
    to rigorously examine and consider various
    aspects of teaching, learning and the student
    experience using appropriate investigative
    methods and to participate in sharing, critiquing
    and acting on findings from such investigations.

13
Demonstration might include contd
  • Discipline developments as related to teaching
  • Developments innovations in HE research and
    practice
  • Research-led or research-informed teaching
  • Teaching as enhancing course, School, Faculty,
    Aust. internationally
  • Active membership professional bodies
  • STALGS ALTC grants
  • Research on own teaching practice
  • Applied research HE
  • Publications on pedagogy HE
  • HE policy reports

14
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

15
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

16
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

17
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

18
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

19
Teaching and Learning Plan 2008-2012 the nexus
  • Implementing an effective teaching-research nexus
    to enrich the student experience through the
    direct involvement of researchers in both course
    development and delivery.

20
Research and teaching nexus meaning of linkage?
  • Trowler Wareham (2007, p.5)
  • Link?
  • Inform?
  • Support?
  • Enhance?
  • Add value to?
  • Integrate?

21
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

22
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

23
The Academic's and Policy-Maker's Guides to
the Teaching-research Nexus http//www.trnexus.edu
.au
24
Sources of funding in detail
  • STALGS
  • Faculty small grants
  • ALTC grants program

25
Deakin STALGS topics/themes/developments 2004-2008
  • 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 learning 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

26
2008 review of STALGS guidelines
  • Know Principles Strategies in Teaching and
    Learning Plan 2008-2012
  • Support projects that explore alternative
    effective and efficient teaching models and
    pedagogies.

27
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

28
Australian Learning and Teaching Council
(formerly Carrick) Mission
  • PROMOTING AND ADVANCING
  • LEARNING AND TEACHING
  • IN AUSTRALIAN HIGHER EDUCATION

29
Australian Learning and Teaching 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.

30
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?

31
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

32
Deakin success as lead partner to date ALTC
grants
  • Project Leader Building academic staff capacity
    for using eSimulations in professional education
    for experience transfer, Competitive Grants
    (2008)
  • Project Leader Strategic Leadership for
    Institutional Teaching and Learning Centres
    Developing a Model for the 21st Century,
    Leadership grants (2007)
  • Project partner Developing and sustaining
    pedagogical leadership in early childhood
    education and care professionals, Leadership
    grants (2008)
  • Submission as Project Leader Coalface subject
    co-ordinators the missing link to building
    leadership capacities in the academic supply
    chain, Leadership grants (2008)

33
ALTC Grants Principles
  • Compliance with the Carrick Institute mission,
    objectives and values
  • Transparency
  • Value for Money
  • High Impact
  • Future Looking

34
ALTC projects
  • 2007 Projects
  • 2006 Projects
  • 2005 Projects
  • 2008 funded to date up soon

35
ALTC Learning Networks
  • Pilot Projects, Investigation and Scoping
    Initiatives
  • Common Curriculum Issues and Higher Education
    Enterprise Initiatives

36
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)

37
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

38
Working up a proposal
  • Whats your 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?

39
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

40
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

41
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.

42
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

43
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

44
Leadership for learning teaching
  • Leadership program report (2007)
  • Leadership for learning teaching occasional
    papers (2006)
  • Leadership Colloquium (2006)
  • Leadership Forum (2007)
  • Completed Leadership Reports

45
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

46
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

47
Priority Projects Program
  • Academic standards, assessment practices and
    reporting
  • Curriculum renewal (new 2008)
  • Teaching and learning spaces
  • Peer review

48
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

49
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

50
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

51
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

52
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)

53
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.
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