scholarly journals Reflections on the Development of International Collaborative Writing Groups (ICWGs) about Teaching and Learning in Higher Education

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Mick Healey
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Future Development ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
Writing Groups ◽  
Scholarship Of Teaching ◽  
The Future ◽  
International Collaborative

This paper explores the development of a model for international collaborative writing groups (ICWGs) about teaching and learning in higher education, which began in geography in 1999 and was then transferred to the scholarship of teaching and learning community in 2012. It summarises some of the evidence which has emerged from research into the experience of participants in ICWGs. The paper ends with a few comments on the future development of the model. Dans cet article, l’auteur explore le développement d’un modèle de groupes internationaux de rédaction en collaboration portant sur l’enseignement et l’apprentissage dans l’enseignement supérieur, qui a vu le jour en géographie en 1999 et qui, plus tard, en 2012, a été transféré à la communauté de l’avancement des connaissances en enseignement et en apprentissage. L’auteur présente un résumé d’un certain nombre de preuves qui ont résulté de la recherche sur l’expérience vécue par les participants à ces groupes internationaux de rédaction. En conclusion, l’auteur présente quelques commentaires sur le développement futur de ce modèle.

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. 

Continuing Higher Education in Germany Now and in the Future – What Can We Learn from an International Comparison?

2008 ◽  
Vol 14 (2) ◽  
pp. 112-131
Author(s):  
Hilde Schaeper
Keyword(s):  
Higher Education ◽  
Future Development ◽  
Secondary Analysis ◽  
Institutional Context ◽  
Present Situation ◽  
Continuing Higher Education ◽  
The Future ◽  
Path Dependent ◽  
International Comparative ◽  
Country Specific

Taking an international comparative perspective, the paper seeks to identify conditions that favour or impede participation in continuing higher education (CHE), and to answer the question what lessons can be learned from other countries. To this end we present selected findings of a secondary analysis of data from seven countries and systematically relate them to the country-specific institutional context. Our analysis suggests that the present situation and the future development of CHE are strongly path-dependent and context-bound. This systemic character of CHE restricts the transferability of particular features of a country's CHE system. Nonetheless, there remain several lessons to be learned from other countries.

Međunarodni naučni skup na Pedagoškom fakultetu u Užicu (2011–2021): hronološki pregled i buduća perspektiva

2021 ◽  
Author(s):  
Jelena Stamatović ◽  
◽  
Mirjana Stakić
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Elementary Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Assessment ◽  
Future Research ◽  
Assessment And Evaluation ◽  
Professional Development Of Teachers ◽  
The Future

The paper is based on the overview and description of ten monographs from in- ternational scientific conferences held in the period between 2011 and 2021 at the Facul- ty of Education in Uţice, and is aimed at recording topics and issues discussed in them, and making suggestions for future research of problems, goals and perspectives in the teaching and learning process. The review of the monographs from these international scientific conferences showed that the interest of theoreticians and practitioners is firmly focused on general questions of education and rearing, teaching and learning, as well as questions of educational assessment and evaluation, textbook quality, and education and professional development of teachers. Topics in the field of elementary education are predominant, so in the future, it would be worth paying more attention to the current topics in the field of preschool and higher education.

A Model to Build an Intercultural Professional Learning Community in a Latin American Higher Education Network

2014 ◽  
pp. 1-23
Author(s):  
Piergiuseppe Ellerani
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Learning Community ◽  
Professional Learning ◽  
Latin American ◽  
Teaching And Learning ◽  
Management Tool ◽  
Video Research ◽  
Education Network

This chapter concerns the research project carried out in a confederation of Institutions of Higher Education (IHE) in seven Latin American countries. Considering the intercultural background of IHE, the universities defined a new profile of their teachers and other human resources by setting up a new model of teaching and learning based on a “learning process” and shifting the paradigm of learning to “centered teaching.” In this chapter, three characteristics of this process are presented: the first one refers to the profile built as the “product” of an Intercultural Community of Thought; the second one refers to a participatory process, called “the value cycle,” as a working model that allows one to co-construct profiles of university teachers, administrative staff, and human resources staff; the third one presents the tools and the technologies using both of them (Personal and Social Virtual Learning Environment based on Web 2.0, the Human Resource Management Tool, Video-Research, E-Portfolio). The project, carried out through action-research, defines a shared idea of the quality of teaching, a research based and supported by tools, that allows teacher self-assessment as well as the possibility to monitor the quality of universities and to develop plans for continuous improvements by building a community of learning. Qualitative and quantitative studies' data are given.

Engagement, Publishing, and the Scholarship of Teaching and Learning

2018 ◽  
pp. 234-256
Author(s):  
David Starr-Glass
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Early Stage ◽  
Research Practice ◽  
Scholarship Of Teaching ◽  
Ernest Boyer ◽  
Research And Teaching ◽  
New Directions ◽  
History Of ◽  
Historical Trajectory

Following a critical appraisal of research and teaching in U.S. higher education, Ernest Boyer advocated that teaching should be recognized and rewarded as an activity that was at least as important as traditional disciplinary scholarship. He insisted that teaching had its own scholarly component which deserved fuller recognition, appreciation, and dissemination. This chapter explores Boyer's reconsideration of the activities and priorities of higher education and the emerging history of what would become known as the scholarship of teaching and learning (SoTL). From an early stage in its historical trajectory, SoTL explorations were linked to a publication imperative. Publication was seen as essential for consolidating the discipline's status and for improving the efficacy of teaching. The chapter reconsiders the publication requirement, its impact on the vision and mission of SoTL, and the degree to which it has repositioned and reprioritized teaching in the academy. It also provides suggestions for furthering SoTL's impact and for new directions for research, practice, and publication.

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