Think Tanks by Dr Kathryn Coleman https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1 An MGSE collective resource for thinking with higher education research and SOTL. An MGSE collective resource for thinking with higher education research and SOTL. These think tanks and virtual writing retreats have been designed for Early Career and Mid Career academics interested in researching curriculum, teaching, learning and assessment practices. This rapidly growing field of research is known internationally as the scholarship of teaching and learning or SOTL. The aim is to collectively engage in scholarly collaboration to reimagine the futures of education, strengthened by innovation and agility to conceive new evidence-based approaches to inform policy and practice in the ‘new normal’ world of education through community. This global health crisis has led to the status quo of education being disrupted. To redress this, we want to provoke new ways of thinking and imagining new futures. en-us 2020-07-28 05:02:49 UTC 2023-03-22 06:42:23 UTC hello@padlet.com Chapter 6 The Practice of Hope Across the University kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/663919076 Iorio, J. M., & Tanabe, C. S. (2019). Higher education and the practice of hope. Springer.]]> 2020-07-28 05:45:42 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/663919076 SOTL RESOURCES & CONFERENCES VU kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668907355 2020-08-04 10:14:02 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668907355 The Melbourne Academy is a Melbourne CSHE initiative for Early Career Academics (ECAs). kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668908048 2020-08-04 10:16:28 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668908048 Scholarship of teaching and learning kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668908821 Uni SA]]> 2020-08-04 10:18:49 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668908821 What is Scholarship of Teaching & Learning (SoTL)? kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668909380 University of Edinburgh

]]> 2020-08-04 10:20:33 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668909380 ISSOTL kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668909812 2020-08-04 10:21:59 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668909812 Becoming entangled in SoTL and research through supercomplexity: Looking back, forward, in, out . . . and shaking it about! kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668910894 Selkrig, M. & Keamy, R. (2019). Emerging Methods and Paradigms in Scholarship and Education Research (1st ed., pp. 244-262) IGI Global. doi:10.4018/978-1-7998-1001-8.ch014 https://www-igi-global-com.ezp.lib.unimelb.edu.au/gateway/chapter/236534]]> 2020-08-04 10:25:17 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668910894 Technology, Knowledge & Society kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668917210 8-9 April, 2021]]> 2020-08-04 10:42:22 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/668917210 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669545419 2020-08-04 22:33:16 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669545419 Randy Bass (Georgetown University), Joanna Renc-Roe (Central European University, Budapest), Pat Hutchings (Gonzaga University), Barbara Gayle (Viterbo University), Dan Bernstein (University of Kansas), Mary Taylor Huber (Carnegie Foundation for the Advancement of Teaching), Gary Poole (University of British Columbia), Nancy Chick (Vanderbilt University), Tony Ciccone (University of Wisconsin -- Milwaukee), and Sherry Linkon (Georgetown University) describe key characteristics of the Scholarship of Teaching and Learning (SoTL). kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669546605 2020-08-04 22:35:16 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669546605 Presented by the International Society for the Scholarship of Teaching and Learning (ISSOTL) & The Center for Engaged Learning at Elon University. Scholarship of Teaching and Learning (SoTL) Scholars Dan Bernstein, Mary Taylor Huber, Pat Hutchings, and Gary Poole compare Scholarly Teaching and the Scholarship of Teaching and Learning. This video was produced for ISSOTL Online 2013, an online conference held in conjunction with the ISSOTL 2013 conference in Raleigh, North Carolina. Hosted by the Center for Engaged Learning (www.elon.edu/cel) at Elon University. kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669550260 2020-08-04 22:41:04 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669550260 Reading Recommendations for New SoTL Scholars kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669554200 2020-08-04 22:46:51 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669554200 The Scholarship of Teaching and Learning:What is it? A Personal View kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669559259 Michael Prosser, International Journal for the Scholarship of Teaching and Learning
http://www.georgiasouthern.edu/ijsotl
Vol. 2, No. 2 (July 2008)
ISSN 1931-4744 @ Georgia Southern University]]> 2020-08-04 22:53:30 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669559259 Higher Education Research and the Scholarship of Teaching and Learning:The Pursuit of Excellence kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669560094 Angela Brew
Macquarie University, International Journal for the Scholarship of Teaching and Learning
http://www.georgiasouthern.edu/ijsotl
Vol. 5, No. 2 (July 2011)
ISSN 1931-4744 @ Georgia Southern University]]> 2020-08-04 22:55:01 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669560094 RMIT Lib Guides Selected SoTL conferences kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669561840

]]> 2020-08-04 22:57:26 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669561840 HERDSA kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669563973 Higher Education Research and Development Society of Australasia]]> 2020-08-04 23:00:43 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669563973 AARE kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669564839 2020-08-04 23:01:53 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669564839 Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669896722 Healey , M., Matthews, K. E., & Cook-Sather, A. (2019).  Writing Scholarship of Teaching and Learning articles for peer
-reviewed journals Teaching & Learning Inquiry, 
7
(2).
]]> 2020-08-05 06:29:52 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/669896722 AARE has a range of publications and other material for members and general readers. kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670778106 2020-08-06 00:25:25 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670778106 The Teaching-ResearchNexus kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670855913 How research informs and enhances learning and teaching in the University of Melbourne]]> 2020-08-06 01:56:10 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670855913 Unpacking the teaching-research nexus and its influence on academic practice kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670861373 2020-08-06 02:02:56 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670861373 Exploring the Teaching-Research Nexus QS kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670862402 2020-08-06 02:04:10 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670862402 RE-CONCEPTUALISING THE ‘TEACHING-RESEARCH NEXUS’ kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670863335 Research and Development in Higher Education: Enhancing Higher Education, Theory and Scholarship Vol. 30

]]> 2020-08-06 02:05:14 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670863335 The teaching-research nexus in higher education kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670865289 Background paper supporting the
Taking university teaching seriously report
Ittima Cherastidtham, Julie Sonnemann and Andrew Norton]]> 2020-08-06 02:07:06 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670865289 The Teaching-Research Nexus: A Study on the Students’ Awareness, Experiences and Perceptions of Research kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670870783 RohayatiJusoh and Zubaidah ZainalAbidin]]> 2020-08-06 02:13:32 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670870783 Reimagining Educational Research: A Conversation kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670872862
  • University of California Berkeley Graduate School of Education
  • Berkeley Review of Education
  • Volume 7, Issue 1

    • ]]>     2020-08-06 02:16:05 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670872862     AARE Seminar Series - Number four - Professor Robert Hattam kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670891870
    Towards a politics of truth for schooling in Australia
    Unfortunately, educators in Australian schools now have their work constituted inside of a reform agenda that is increasingly under duress: (i) the performance of Australian students has declined at all levels of achievement compared to international benchmarks, and there is evidence mounting that Australia is one of the most unequal education systems amongst the 39 developed countries. But then those driving policy in Australia assert we should continue with the same but just do it harder. In this presentation, I examine the reform agenda for Australian schooling that now operates as a regime of truth. And to frame up my argument I want to make a case for a politics of truth, which examines how truth itself is authorised, and how what counts as truth now gets to hold sway.
    The presentation makes a case that schooling suffers from a power/knowledge problem, that is multi-dimensional. The presentation interrogates: (i) four key neoliberalising policy rationales of the past decade: devolution, standardisation, parental choice, and accountability through high stakes testing; the School Effectiveness /School Improvement paradigm (SE/SI) that works in tandem with neoliberalising logics; and (iii) the radical disconnect between the official knowledge that is taught in schools and the challenges facing the communities that we all live in, and the nation. The presentation ends with a discussion of the scaling up of classroom-based curriculum and pedagogy redesign projects to the knowledge producing school.

    ]]>     2020-08-06 02:38:14 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670891870     HERDSA Annual Conference RESEARCH AND DEVELOPMENT IN HIGHER EDUCATION Annual Conference, 2021 (postponed from 2020) kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670894532 2020-08-06 02:41:29 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670894532 ASCILITE kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670895651 The Australasian Society for Computers in Learning in Tertiary Education, also known as ASCILITE is an incorporated not-for-profit professional association for those engaged in the educational use of technologies in tertiary education. ]]> 2020-08-06 02:42:49 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/670895651 International Journal for Academic Development kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671170163 2020-08-06 10:49:35 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671170163 Studies in Higher Education kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671170519 2020-08-06 10:50:39 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671170519 HERDSA’s journal Higher Education Research & Development (HERD) kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671170727 2020-08-06 10:51:22 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671170727 Principles of good practice in SoTL. kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671913947
    Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal 1(1): 121-125.

    ]]>     2020-08-06 23:54:46 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671913947     The Role of SoTL in the Academy: Upon the 25th Anniversary of Boyer's Scholarship Reconsidered kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671914384 Kern, B., G. Mettetal, M. D. Dixson, and R. K. Morgan. 2015.  Journal of the Scholarship of Teaching and Learning 15 (3):1-14.]]> 2020-08-06 23:55:23 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671914384 Exploring New Conceptualisations of Old Problems: Researching and Reorienting Teaching in Indigenous Studies to Transform Student Learning kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671916404 Susan Page (2014). The Australian Journal of Indigenous Education, 43(1), 21-30. doi:10.1017/jie.2014.4]]> 2020-08-06 23:57:51 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671916404 Scholarship Reconsidered: Priorities of the Professoriate. kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671917253 Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching]]> 2020-08-06 23:59:00 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671917253 Towards a Decolonising Pedagogy:Understanding Australian Indigenous Studies through Critical Whiteness Theory and Film Pedagogy kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671918802 Genine Hook
    The Australian Journal of Indigenous Education
    Volume 41 Number 2 pp. 110–119
    ]]>     2020-08-07 00:00:41 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671918802     Transformative learning in first year Indigenous Australian studies: Posing problems, asking questions and achieving change. A Practice Report kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671919991 Elizabeth Mackinlay and Katelyn Barney The International Journal of the First Year in Higher Education
    ISSN: 1838-2959
    Volume 1, Number 1, pp. 91-99
    July - 2010]]>     2020-08-07 00:02:28 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671919991     Student learning and the scholarship of university teaching kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671921569 Keith Trigwell and Suzanne Shale Studies in Higher Education
    Vol. 29, No. 4, August 2004]]>     2020-08-07 00:04:39 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671921569     The Scholarship of Teaching and Learning and Higher Education Research: Boundaries and Implications kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671924714 Peter Ling ]]> 2020-08-07 00:08:46 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/671924714 Grounding in communication kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672039142 Clark, H. H., & Brennan, S. E. (1991). Grounding in communication. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (p. 127–149). American Psychological Association. https://doi.org/10.1037/10096-006]]> 2020-08-07 02:14:30 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672039142 Biggs kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672040518 Constructive alignment in university
    teaching ]]>     2020-08-07 02:16:12 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672040518     Aligning teaching for constructing learning kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672044098 John Biggs ]]> 2020-08-07 02:21:12 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672044098 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672074799 2020-08-07 03:04:00 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672074799 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672075011 2020-08-07 03:04:13 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672075011 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672075096 2020-08-07 03:04:19 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672075096 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672075169 2020-08-07 03:04:26 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672075169 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672075248 2020-08-07 03:04:33 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672075248 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672075295 2020-08-07 03:04:39 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672075295 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672075362 2020-08-07 03:04:46 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672075362 Breakout notes kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672076322
  • Highlighted the inequities in access to learning – highlighted for teachers and parents (in the school setting) around the challenges for students – Brought the fore those students who are finding it hard to access learning and questions around how were they catered for F2F – were they catered for there? How do you cater for them in the online context?
    •  
    • Different levels of engagement – what is appropriate?
     
    • Mixture of live and self directed in most contexts – what do these require / similarities / differences
     
    • Balance across and needs for different cohorts
     
    • Hybrid model going forward
     
    • Similar to rural and remote previously differences in access due to distance and resources -now due to socioeconomic constraints in metro region too
     
    • Inequities in resources and the growing economic difficulties
     
    • Student voice in higher education – where is it occurring?
     
    • To what extent can they be co-designers in curriculum both online and F2F
     
    • Teachers in survival mode things get more consolidated and moving to how to differentiate – timing is not allowing us to do that
     
    • Thinking about hybrid modes e.g. Singapore continuing 1 day a week in online mode
     
    • Breadth of subject choice – different across different settings – back to basics – what does that mean for ongoing learning / curriculum
     
    • Context for research and thinking changing rapidly
     
    • How to use previous research we have and know how does it inform the new research going forward – not all new and so different

    ]]>     2020-08-07 03:06:10 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672076322     kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672857450 2020-08-07 22:08:15 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/672857450 HERDSA Higher Education Research and Development’s Best Article Award kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/682451776 2020-08-17 09:34:58 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/682451776 The Teaching-Research Nexus kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/686275098 2020-08-19 00:38:15 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/686275098 Unpacking the teaching-research nexus and its influence on academic practice kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/686276562 2020-08-19 00:39:39 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/686276562 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/686278348 2020-08-19 00:41:17 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/686278348 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/686278727 2020-08-19 00:41:38 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/686278727 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/686952167 2020-08-19 13:12:49 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/686952167 Planning the SOTL Project Design kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688538755 2020-08-20 01:17:00 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688538755 Analyzing SOTL Evidence kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688540687 2020-08-20 01:19:07 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688540687 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688543337 2020-08-20 01:21:47 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688543337 International Journal for the Scholarship of Teaching & Learning kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688544627 2020-08-20 01:23:06 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688544627 Thoughts on SoTL kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688545381 2020-08-20 01:23:53 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688545381 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688618388 2020-08-20 02:40:19 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688618388 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688648848 From Tracii Ryan : How might we work more collaboratively on research as teachers? How do we make time and connect on priority research areas?

    12:59:03 From Tracii Ryan : Are there people within the MGSE or Melb CSHE who can be drivers / leaders of collaboration, research priorities?

    12:59:10 From Mahtab Janfada : Relationality and its significance for providing opportunities, and re-vitalising the importance of teaching

    12:59:52 From Thomas Cochrane : See the emerging SOTEL research network https://blogs.unimelb.edu.au/sotel/

    13:00:48 From Sonja Arndt : Working collaboratively within MGSE to research quite open questions using diverse methodologies and analytical lenses  and writing

    13:00:56 From Aristidis Galatis : How has remote learning caused us to reflective on what the role of the teacher facilitator is; particularly in regards to critical thinking.

    13:00:58 From Gwilym Croucher : We discussed that as COVID is a shared moment in many ways, although we are all experiencing it differently, it also provides an extra focus for us.

    ]]>     2020-08-20 03:12:28 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688648848     Think Tank kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688651141 2020-08-20 03:15:10 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/688651141 Five Theses on the Future of Learning kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690419471 Cope and Kalantzis ]]> 2020-08-20 20:42:27 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690419471 SoTEL Research Network thomcochrane https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690476764 As part of the Melbourne CSHE Technology-Enhanced Learning (TEL) research program, Melbourne CSHE is establishing a Scholarship of Technology Enhanced Learning (SoTEL) research network across the University.
    The SoTEL research network will :
    • Showcase research informed TEL teaching practice
    • Support SoTEL transdisciplinary curriculum design teams and funding proposal development
    • Provide avenues for collaborative scholarly publication of TEL teaching practice in journals, such as: ⚬  PJTEL (Pacific Journal of Technology Enhanced Learning)
      ⚬  RLT (Research in Learning Technology)
      ⚬  AJET (Australasian Journal of Technology Enhanced Learning)
    • Mentor professional membership via ASCILITE (Australasian Society for Computers In Learning in Tertiary Education) and accreditation via CMALT (Certified Member of the Association for Learning Technology)
    • Facilitate an international forum for SoTEL
    The Melbourne CSHE SoTEL research network seeks to bring together specific expertise across all of the University Departments in: mobile learning, immersive reality, wearable technologies, enhanced simulation, design-based research, designing authentic learning, ePortfolios, and self-regulated learning. https://melbourne-cshe.unimelb.edu.au/news-and-events/call-for-sotel-research-network-members
    ]]>     2020-08-20 21:20:47 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690476764     SoTEL: Reimagining SOTL thomcochrane https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690480743 The Scholarship of Technology Enhanced Learning (SoTEL) brings Boyer's (1990) concept of SOTL into the 21st Century. Haynes (2016): defining SOTEL  “a new sub-branch of Boyer’s model of scholarship… which seeks to create dialogue between the findings of educational research and actual teaching in technology-enhanced learning contexts” (Haynes, 2016, p. 1)
    Haynes, D. (2016). Introducing SOTEL. International Journal for the Scholarship of Technology Enhanced Learning, 1(1), 1-2.

    Wickens, R. (2006). SoTEL: Toward a Scholarship of Technology Enhanced Learning. Canadian Journal of University Continuing Education, 32(2), 21-41. https://doi.org/https://doi.org/10.21225/D56300

    Cochrane, T., & Narayan, V. (2019, 19 February). A Model for Developing a SOTEL Research Cluster: MESH360. Pacific Journal of Technology Enhanced Learning, 2(1), 11-12. https://doi.org/10.24135/pjtel.v2i1.31 

    Cochrane, T., Redmond, P., & Corrin, L. (2018, 20 July). Technology Enhanced Learning, Research Impact and Open Scholarship. Australasian Journal of Educational Technology, 34(3), i-viii. https://doi.org/https://doi.org/10.14742/ajet.4640 

    Cochrane, T., & Narayan, V. (2018, 25-29 June, 2018). The Scholarship of Technology Enhanced Learning: Reimagining SOTL for the Social Network Age. EdMedia: World Conference on Educational Media and Technology 2018, Amsterdam, Netherlands. https://www.learntechlib.org/primary/p/184247/




    ]]>     2020-08-20 21:24:07 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690480743     Educational Design Research thomcochrane https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690487682 Reeves, T. C., & Lin, L. (2020, 2020/07/26). The research we have is not the research we need. Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09811-3
    Reeves, T. (2015). Educational design research: Signs of progress. Australasian Journal of Educational Technology, 31(5), 613-620. https://doi.org/10.14742/ajet.2902
    Amiel, T., & Reeves, T. (2008). Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda. Educational Technology & Society, 11(4), 29-40. www.ifets.info/journals/11_4/3.pdf 
    Reeves, T., Herrington, J., & Oliver, R. (2005). Design research: a socially responsible approach to instructional technology research in higher education. Journal of Computing in Higher Education, 16(2), 97-116. https://doi.org/10.1007/BF02961476 








    ]]>     2020-08-20 21:29:52 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690487682     Pacific Journal of Technology Enhanced Learning (PJTEL) thomcochrane https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690495550 Pacific Journal of Technology Enhanced Learning has a focus on informed use and application of technology in learning and teaching. In particular, how design-based research informs and enhances pedagogical use of technology in education and helps create transferable knowledge for use by other practitioners.


    The journal is multidisciplinary but with attention to the scholarship of technology enhanced learning (SoTEL).

    https://ojs.aut.ac.nz/pjtel/index.php/pjtel/index
    ]]>     2020-08-20 21:36:20 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690495550     Think tank 1 question words kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690498228 2020-08-20 21:38:45 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690498228 SoTEL Symposium 2021 thomcochrane https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690498664 Scholarship of Technology Enhanced Learning—Presenting a showcase of student learning supported by technology. After the success over the last three years, we are excited to announce that the 4th SoTEL Symposium will be held at the Auckland University of Technology (City Campus) in February on the 18th and 19th, 2021, with virtual and remote participation options available.]]> 2020-08-20 21:39:07 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690498664 Collaborative Scholarship thomcochrane https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690503766 Weaver, D., Robbie, D., Kokonis, S., & Miceli, L. (2012, 2013/09/01). Collaborative scholarship as a means of improving both university teaching practice and research capability. International Journal for Academic Development, 18(3), 237-250. https://doi.org/10.1080/1360144x.2012.718993 


    ]]>     2020-08-20 21:43:38 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690503766     CMALT thomcochrane https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690520870 Cochrane, T., & Jenkins, M. (2019, 4 September). Mapping Professional Accreditation Pathways in HE: Triangulating the UCISA Surveys with a Systematic Review and Analysis [A-037]. ALT annual conference 2019, University of Edinburgh. https://altc.alt.ac.uk/2019/sessions/a-037/

    Cochrane, T., & Jenkins, M. (2019, 4 July). Reimagining Professional Development for Next Generation Higher Education: Mapping Professional Accreditation Pathways. HERDSA Conference 2019: Next Generation, Higher Education: Challenges, Changes and Opportunities, University of Auckland. https://www.herdsa2019.auckland.ac.nz/program/parallel-sessions-day-two/reimagining-professional-development-for-next-generation-higher-education-mapping-professional-accreditation-pathways/ 


    ]]>     2020-08-20 21:59:14 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690520870     CMALT cMOOC thomcochrane https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690524769 Are you interested in gaining international accreditation for your experience and expertise in integrating technology in teaching and learning?
    The Certified Member of the Association for Learning Technology (CMALT) provides peer-reviewed recognition aligned with the UK higher education professional standards framework.
    The Melbourne Centre for the Study of Higher Education at The University of Melbourne is hosting a cMOOC (connectivist Massive Open Online Course) to support academics and allied staff to develop portfolios for CMALT accreditation and facilitate an experience of participating in a global network of higher education professionals.
    Suitable for
    The cMOOC is open to anyone wanting to explore CMALT accreditation and is not restricted to University of Melbourne staff.
    Applicants must have some teaching with technology experience to complete a CMALT portfolio: less than 5 years for Associate CMALT, 5-10 years for CMALT, more than 10 years for Senior CMALT (plus evidence of either leadership or research expertise in technology-enhanced learning for SCMALT).
    Program schedule
    The CMALT cMOOC launches with an introductory webinar on Monday 14 September, 9:30am AEST (Monday 14 September, 11:30am NZST; Sunday 13 September, 10:30pm BST) and will run for 7 weeks.
    Participants will be emailed the webinar link after signing up.
    Put the event in your calendar.
    Fees and charges
    There are no fees or charges to participate in the cMOOC.
    Registration
    Click the link below to register.
    Sign up
    More information
    Enquiries
    Associate Professor Thomas Cochrane
    Email: cochrane.t@unimelb.edu.au
    ]]>     2020-08-20 22:02:59 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690524769     Think tank 2 slides images kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690530286 2020-08-20 22:08:39 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690530286 Relations between teachers' approaches to teaching and students' approaches to learning Keith Trigwell, Michael Prosser & Fiona Waterhouse kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690533094 2020-08-20 22:11:24 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690533094 Student learning and the experience of teaching Michael Prosser & Keith Trigwell University of Sydney, Australia, University of Tasmania, Australia kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690534179 2020-08-20 22:12:21 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690534179 Phenomenographic pedagogy and a revised Approaches to teaching inventory Keith Trigwell, Michael Prosser and Paul Ginnsca University of Oxford, UK; Higher Education Academy, UK; University of Sydney, kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690535744 2020-08-20 22:13:54 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690535744 Evaluating the New Technologies: A student learning focused perspectiveMichael Prosser Academic Development Unit, La Trobe University kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690537997 2020-08-20 22:15:44 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690537997 Positioning the Design Tutor’s presence in the Design Studio for successful student design learning Ann Quinlan, Linda Corkery and Nancy Marshall kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690538878 2020-08-20 22:16:37 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690538878 A/Prof Michael Prosser slides kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690662768 2020-08-21 00:21:05 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690662768 what do students want from their student experience at an undergrad and graduate level. How do we leverage on Gregor and Chi's provocations, to develop a research agenda into the future, the global economy is vastly affected, and I can imagine governments to pay most attention to this aspect. This will threaten funding to school education, how might we continue to propose to the government, this context.Do we have exemplars already within you uni Melbourne that we could learn from and in inform other ways to link to Chi's identification of existential concerns for democracy into the ways we enable student voices in the processes to inform next steps.How do we think about preparing teachers for an education system that may itself be in a state of change. In what ways might we research our own practice, thinking here about self study research opportunities. What are the implications for the new normal and initial teacher education, how do we begin to reimagine placement and work integrated learning for becoming teachers, what do we need to know to design and develop for this.How might we develop in student engagement in a redesign.Where are students involved in curriculum design and delivery.What might learning look like for students right now, and how can we discover this.How can a curriculum support the development of students self regulated learning.How do we think about preparing teachers for an education system that may itself be in a state of change.What are the most effective and engaging designs for hybrid teaching and learning.How can we research the notion of relationality in this new hybrid space.How might we enable student engagement in a redesign and what is their why purpose.How has the new normal illuminated the inequities in education for students.What kinds of curriculums structures. Modular? intensive? are suitable for building students skills and knowledge to equip them for global problems, and how can we do this across institutions and countries.How has the new normal eliminated the inequities of education for students.How do we offer both spaces flexibly and let the students choose week by week. Hi flex.What does self study research opportunities look like. hyflex.How does higher education in general and teacher education specifically explore the idea of a Post truth politics information ecology.Other than the Anglo American canon explored.What are the cost and save staffing implications of a shift to hybrid online learning.How can we explore inclusive practices for students from rural and remote backgrounds.Transcribed by https://otter.ai kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690714608 2020-08-21 01:10:44 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690714608 Future Education https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690809168
     
     
    ]]>     2020-08-21 02:50:16 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690809168     https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690850171 2020-08-21 03:39:29 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690850171 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690873327 2020-08-21 04:05:04 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690873327 https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690940413 2020-08-21 05:34:56 UTC https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690940413 kate_coleman_FacultyofEducation_UoM https://padlet.com/kate_coleman_FacultyofEducation_UoM/wmcxbx3e3qcz4tc1/wish/690946638 Dot points of the discussion:
    ·         Shift to virtual teaching showed different aspects of teaching à stop and look at teachingà analysis and move forward. 
    ·         Lots of data can be and has been collected but what are the questions
    ·         Some question we have answers for but there are perpetual questions that need to be asked over time
    ·         Real opportunity is to look at individual practice but all within governance and institutional context
    ·         Few studies looking at governance of teaching
    o   Student evaluation as a governance tool
    o   Opportunity to develop new courses and designs
    o    Changes need to the bureaucratic processes within the uni to new courses and amendment to courses. 
    o    MOOCs?
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