scholarly journals Legitimating Reflective Writing in SoTL: “Dysfunctional Illusions of Rigor” Revisited

2019 ◽  
Vol 7 (2) ◽  
pp. 14-27 ◽  
Author(s):  
Alison Cook-Sather ◽  
Sophia Abbot ◽  
Peter Felten
Keyword(s):  
Teaching And Learning ◽  
Reflective Writing ◽  
Pedagogical Practices ◽  
Scholarly Writing ◽  
Scholarship Of Teaching ◽  
Parallel Argument ◽  
Wide Range ◽  
Accessible Form ◽  
Pedagogical Approaches ◽  
Representation Of Knowledge

In a classic 2010 article, Craig Nelson critiques his own previously held “Dysfunctional Illusions of Rigor” that for years had constrained his teaching. He demonstrates that certain “rigorous” pedagogical practices disadvantage rather than support learners, and he argues for an expansion of what counts as legitimate pedagogical approaches. We evoke Nelson’s assertions to make a parallel argument regarding the traditional conventions of academic discourse. While formal scholarly writing may be well suited to capturing some of the outcomes of the Scholarship of Teaching and Learning (SoTL), these genres can also be exclusive; inadequate to the task of conveying the complex, incomplete, and messy aspects of the work; and neither interesting nor accessible to those who are not required to produce or to read SoTL publications. We propose that reflective writing be legitimated as a form of writing for SoTL, and we use examples from a growing body of reflective writing about pedagogical partnership to illustrate our points. Echoing Nelson, our four reasons for this expansion of legitimacy are: (1) the process of reflection is an essential component of learning; (2) reflective writing captures the complexity of learning; (3) reflection is an accessible form of writing for both new and experienced SoTL authors; and (4) reflective writing is accessible to a wide range of readers. We conclude by emphasizing the potential of including reflective writing among those modes of analysis valued in SoTL to expand what counts as rigor in the construction and representation of knowledge about teaching and learning.

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

Enabling Scholarship of Teaching and Learning Activities Across a Curriculum Design Framework

2020 ◽  
pp. 347-364
Author(s):  
Deanna Meth ◽  
Holly R. Russell ◽  
Rachel Fitzgerald ◽  
Henk Huijser
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Evidence Base ◽  
Learning Activities ◽  
Design Studio ◽  
Learning Design ◽  
Scholarship Of Teaching ◽  
Wide Range ◽  
Curriculum Framework

This chapter outlines the multiple ways in which Scholarship of Teaching and Learning (SoTL) activities might be activated and/or realized through the processes of curriculum and learning design of a degree program. Key dual enablers for these activities are an underpinning curriculum framework, bringing a series of defined developmental steps each underpinned by SoTL, and the Curriculum Design Studio construct as a vehicle for collaborative ways of working between staff, including academics and curriculum designers and students. Drawing on evidence from the practices of four curriculum designers, examples are presented across a wide range of disciplinary areas. In many instances, SoTL not only brings an evidence base to the work, but also the potential for research outputs, thus becoming a useful lever for academic staff to engage in ongoing curriculum design discussions and evidence-informed practice. Such activities serve to mitigate against acknowledged challenges faced by academics such as lack of adequate time for such activities and the pressure to produce research outputs.

Paulo Freire

2017 ◽  
Author(s):  
Peter Roberts
Keyword(s):  
Critical Pedagogy ◽  
Adult Literacy ◽  
Teaching And Learning ◽  
Paulo Freire ◽  
Pedagogical Practices ◽  
Literacy Programs ◽  
Peace Studies ◽  
Political Commitment ◽  
Wide Range ◽  
Approach To Teaching

The work of the Brazilian pedagogue Paulo Freire (1921–1997) has been extraordinarily influential. Freire’s ideas have been taken up not just by educationists, but also by scholars and practitioners in a wide range of other fields, including theology, philosophy, sociology, politics, women’s studies, nursing, counseling, social work, disability studies, and peace studies. In educational circles, Freire is regarded as one of the founding figures of critical pedagogy. He is best known for his adult literacy programs in impoverished communities and for his classic early text: Pedagogy of the Oppressed. As a writer, he was most prolific in the last ten years of his life. His work advances an ideal of humanization through transformative reflection and action, and stresses the importance of developing key epistemological, ethical, and educational virtues, such as openness, humility, tolerance, attentiveness, rigor, and political commitment. The themes of love and hope figure prominently throughout his work. Freire was opposed to authoritarian, technicist, and neoliberal pedagogical practices. He argued that education is a necessarily nonneutral process and favored a critical, problem-posing, dialogical approach to teaching and learning. While acclaimed by many, Freire also attracted his share of criticism. He responded to some of the key questions raised by others, while also leaving open a number of areas of inquiry for further investigation.

scholarly journals Defining OER-Enabled Pedagogy

2018 ◽  
Vol 19 (4) ◽  
Author(s):  
David Wiley ◽  
John Levi Hilton III
Keyword(s):  
Teaching And Learning ◽  
Open Educational Resources ◽  
The Past ◽  
Learning Practices ◽  
Wide Range ◽  
Cast Doubt ◽  
Open Educational Practices ◽  
The Many ◽  
Definition Of ◽  
Pedagogical Approaches

The term “open pedagogy” has been used in a variety of different ways over the past several decades. In recent years, its use has also become associated with Open Educational Resources (OER). The wide range of competing definitions of open pedagogy, together with its semantic overlap with another underspecified term, open educational practices, makes it difficult to conduct research on the topic of open pedagogy. In making this claim we do not mean to cast doubt on the potential effectiveness of the many pedagogical approaches labeled open. In this article, rather than attempting to argue for a canonical definition of open pedagogy, we propose a new term, “OER-enabled pedagogy,” defined as the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions that are characteristic of OER. We propose criteria used to evaluate whether a form of teaching constitutes OER-enabled pedagogy and analyze several examples of OER-enabled pedagogy with these criteria.

Assessment Process-Reflection on Pedagogical Practices and Integration of Technologies in Education

2021 ◽  
pp. 42-65
Author(s):  
Najoua Hrich ◽  
Mohamed Lazaar ◽  
Mohamed Khaldi
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Middle School Education ◽  
Pedagogical Practices ◽  
Assessment Process ◽  
Information And Communication ◽  
E Learning ◽  
Fundamental Reflection ◽  
Pedagogical Approaches

Although research shows that the integration of information and communication technologies (ICT) into education (ICTE) can help to renew teachers' teaching practices, they do not necessarily do so automatically and spontaneously. The process of development and implementation of ICT in education should include a fundamental reflection on pedagogical approaches in order to understand their place in teaching and learning practice. The ICT should be used for the service of the pedagogy. In this optic, the idea developed in this chapter is to present the micro-macro assessment (MMA) approach based on a reflection on the main pedagogical approaches which influenced pedagogical practices at the end of the 20th and the beginning of the 21st century objectives-based approach and competencies-based approach. The MMA approach for assessment is adopted in a diagnosis e-learning system and experimented with learners of middle school education. The experience has given positive and promising results in the improvement of teaching and learning practices.

Developing a syntax for SOTL

2017 ◽  
Vol 1 (1) ◽  
pp. 19 ◽  
Author(s):  
Michael Samuel
Keyword(s):  
Social Action ◽  
Teaching And Learning ◽  
Institutional Environment ◽  
Curriculum Planning ◽  
Pedagogical Practices ◽  
The South ◽  
Scholarship Of Teaching ◽  
Boundary Crossings ◽  
Creative Commons ◽  
Analytical Approaches

This article presents an overview of conceptions of a scholarship of teaching and learning (SOTL) as reflected by one specific conference held in South Africa. The data draws inductively on the abstracts and reflective analysis of the presentations made which interpreted the relationships between teaching and research excellence in higher education (HE). A team of critical reviewers of these inputs summarised the interrelated conceptions of SOTL: firstly, as a micro-level description of “best practices” (pedagogical action); and secondly, as a meso-level alignment between individual/ disciplinary/ departmental pedagogical practices and the HE institutional environment (institutional action). The latter agenda spanned staff capacity-building initiatives, collaborative curriculum planning, institutional quality assurance regimes and the use of institutional data analytical approaches to planning. Many presentations also argued that the micro- and meso-levels need to be more aligned strategically to matters of social justice and reconstruction of the HE system at a macro-level (social action). This transformative agenda requires individuals, disciplines and institutions to become more comfortable with boundary-crossings across disciplines, more shared work in collaborative curriculum planning, and increased awareness of the co-optive econometric and epistemic Eurocentric discourses surrounding the HE system. A syntax for SOTL, especially in developing world contexts, should consciously aim at interpreting the tensions and intersections between micro-, meso- and macro-levels of influence. This should not mean capitulating to (externally-driven) agendas, but engaging in a form of “epistemic disobedience”, which consciously challenges the sources of SOTL choices in relation to their appropriateness for specific situated contexts of the marginalised South. A sensitive and relevant SOTL for the South agenda is robust (conscious of its choices), responsive (cognisant of the likely consequences of options) and resilient (conscious of long-term sustainability and uncertainty).   How to cite this article: SAMUEL, Michael. Developing a syntax for SOTL. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 19-38, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=11>. Date accessed: 12 sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Foreword: 2019 International Collaborative Writing Groups (ICWGs)

2021 ◽  
Vol 9 (1) ◽  
pp. 258-261
Author(s):  
Lauren Scharff ◽  
Aysha Divan ◽  
Phillip Motley
Keyword(s):  
Collaborative Research ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
Professional Staff ◽  
Writing Groups ◽  
Scholarly Writing ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
International Perspectives ◽  
International Collaborative

Collaborative research and writing across disciplines and institutions happens frequently in discipline-based research. However, opportunities for cross-collaborative scholarship in teaching and learning is limited in comparison (Kahn et al., 2013; MacKenzie and Myers, 2012). Yet the value of larger scale, team-based approaches to scholarly writing is well recognised in building networks and in providing a deeper understanding of a topic as informed by multi-disciplinary and/or international perspectives (Marquis et al., 2014; 2015; Matthews et al., 2017). It is for these reasons that the International Collaborative Writing Groups (ICWG) program that crystallises around the International Society for the Scholarship of Teaching and Learning (ISSOTL) conference is so valuable. ICWGs bring together academics, professional staff, and students to co-author learning and teaching articles on topics of shared interest. The aims are two-fold: 1) to build capacity of participants to work and write with international collaborators, and 2) to contribute meaningful and topical perspectives to the SoTL literature. 

scholarly journals Foreword: 2019 International Collaborative Writing Groups (ICWGs)

2021 ◽  
Vol 9 (1) ◽  
pp. 258-261
Author(s):  
Lauren Scharff ◽  
Aysha Divan ◽  
Phillip Motley
Keyword(s):  
Collaborative Research ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
Professional Staff ◽  
Writing Groups ◽  
Scholarly Writing ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
International Perspectives ◽  
International Collaborative

Collaborative research and writing across disciplines and institutions happens frequently in discipline-based research. However, opportunities for cross-collaborative scholarship in teaching and learning is limited in comparison (Kahn et al., 2013; MacKenzie and Myers, 2012). Yet the value of larger scale, team-based approaches to scholarly writing is well recognised in building networks and in providing a deeper understanding of a topic as informed by multi-disciplinary and/or international perspectives (Marquis et al., 2014; 2015; Matthews et al., 2017). It is for these reasons that the International Collaborative Writing Groups (ICWG) program that crystallises around the International Society for the Scholarship of Teaching and Learning (ISSOTL) conference is so valuable. ICWGs bring together academics, professional staff, and students to co-author learning and teaching articles on topics of shared interest. The aims are two-fold: 1) to build capacity of participants to work and write with international collaborators, and 2) to contribute meaningful and topical perspectives to the SoTL literature. 

scholarly journals Time to say Farewell

2017 ◽  
Author(s):  
Margaret Lloyd
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Early Career ◽  
Open Access Publishing ◽  
Learning Design ◽  
Online Publishing ◽  
Scholarship Of Teaching ◽  
University Of Technology ◽  
Wide Range

<p>The Journal of Learning Design is about to close. Our last issue was Volume 10 (2) released in March 2017.</p><p>In closing and saying farewell, we would like to sincerely thank those who have written, reviewed, read and referenced the articles we have published in our 27 issues (10 volumes). Thanks must also go to the Queensland University of Technology for encouraging and supporting the journal, particularly since our move to an OJS platform.</p><p>The Journal has built a reputation for quality and diversity of approach – we have covered a wide range of disciplines and learning technologies in accessible ways. We have supported the cause of Open Access publishing and shown how being ‘open’ and ‘free’ need not compromise rigour. We have supported the cause of online publishing and shown it to be a viable alternative that does not take advantage of anyone or treat creative output as a commercial commodity.</p><p>Above all, we have collectively supported the promotion of the scholarship of teaching and learning in higher education. We believe we have also filled an important role to support early career academics and emerging researchers. We have learnt a great deal as editors and are grateful for the opportunities the journal has presented to us both personally and professionally.</p><p>There is no sadness in closing the journal. It is simply time to say Goodbye with good grace and in the knowledge of a job well done. Thank you to all.</p><p><strong> </strong></p><p><strong>Margaret Lloyd</strong>, Queensland University of Technology, Australia<strong></strong></p><p><strong>Nan Bahr, </strong>Griffith University, Australia</p><p><strong> </strong></p><p><strong> </strong></p><p class="JLDReferences"> </p>

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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