scholarly journals Phenomenology as a methodology for Scholarship of Teaching and Learning research

2019 ◽  
Vol 7 (1) ◽  
pp. 168-181 ◽  
Author(s):  
Andrea Webb ◽  
Ashley J. Welsh
Keyword(s):  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Teaching And Learning Research ◽  
Learning Research

scholarly journals The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered

2015 ◽  
pp. 1-14 ◽  
Author(s):  
Beth Kern ◽  
Gwendolyn Mettetal ◽  
Marcia Dixson ◽  
Robin K. Morgan
Keyword(s):  
Conceptual Model ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Process ◽  
Scholarship Of Teaching ◽  
25Th Anniversary ◽  
Teaching And Learning Research ◽  
Scholarly Teaching ◽  
Learning Research

This essay works toward two goals: 1) to provide an explanation of how the Scholarship of Teaching and Learning may work within all four of Boyer’s “scholarships” of discovery, integration, application, and teaching and 2) to clarify the distinctions between quality teaching and scholarship of teaching and learning research. To do that, we posit four quadrants of teaching practices based on two continuum: public/private and systematic/unsystematic. The four quadrants: teaching practice, shared teaching, scholarly teaching and, finally, scholarship of teaching and learning, provide academics with a conceptual model to distinguish various approaches to the teaching process from research into that process.

Using a SoTL Framework and Disciplinary Context to Sketch Teaching and Learning Research

2020 ◽  
pp. 65-105
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Local Context ◽  
Grant Application ◽  
Budget Planning ◽  
Sense Of Direction ◽  
Teaching And Learning Research ◽  
New Directions ◽  
Innovative Thinking ◽  
Learning Research

The Scholarship of Teaching and Learning (SoTL) enables ways to improve teaching in various disciplinary contexts, in higher education; this framework begins with measures of what learners actually learn in a formal course and identifies ways to improve the teaching. The SoTL framework was used to inform part of a recent grant application for a multi-institution, multi-year research project in the soil sciences. Using SoTL for projected grant-funded work involved the following, an in-depth exploration of the literature a light exploration of the local context (soil science and agronomy) variations on traditional SoTL (and innovative thinking from educational research) pragmatics and practical planning, frugal budget planning to inform a general sense of direction, with the details to be filled in later (if funded). This work suggests the importance of studying a framework in depth but applying it lightly to enable riffing in new directions.

Visuals for Teaching and Learning Research

2021 ◽  
pp. 194-212
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Critical Role ◽  
Instructional Designers ◽  
Pilot Test ◽  
User Research ◽  
Learning Dynamics ◽  
Teaching And Learning Research ◽  
Learning Research ◽  
Require Information

Research of all types plays a critical role in instructional design. For example, instructional designers/developers require information about a number of disciplines, about their field, about human learners. They also conduct user research to pilot-test the learning designs. And, they also need to conduct research to better understand the teaching and learning dynamics. In any number of research approaches, visual stills (diagrams, photos, maps, data plots, and others) and moving visuals (video snippets, 4D simulations, and others) may be used to elicit information and discover new insights. This chapter addresses some of the visual ID related to research.

scholarly journals Teaching and Learning Research Literacies in Graduate Adult Education: Appreciative Inquiry into Practitioners' Ways of Writing

2013 ◽  
Vol 28 (1) ◽  
Author(s):  
Dorothy A. Lander
Keyword(s):  
Adult Education ◽  
Graduate Students ◽  
Participatory Research ◽  
Appreciative Inquiry ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Policy Statement ◽  
Research Activity ◽  
Teaching And Learning Research ◽  
Learning Research

Graduate students in Canadian universities who conduct research with human subjects as part of the requirements for their degree must submit a research proposal to the University Research Ethics Board and receive approval on the basis of compliance with the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (1998). This reflexive account of teaching and learning research literacies is based on a participatory research activity that the author has used during graduate students' introduction to a research-based, self-directed graduate program in adult education delivered at a distance. For the purposes of this paper, "research literacies" refers to any research practices that culminate in the writing of a research thesis, taking into account the procedures for compliance with the Tri-Council Policy. The focus of the reflexive account is an experiential classroom innovation with multiple cohorts of graduate students (8-12 students each) in which the faculty advisor as the principal investigator involves the graduate students as research participants in appreciative inquiry into practitioners' ways of writing. This participatory research into practitioner and researcher literacies offers some implications for teaching and learning the ethics of representation throughout the research process up to and including publication.

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