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Scholarship of and for teaching and learning Workshop for proposers of scholarship projects, April 2011
Senate and Scholarship  S/09/4/10, S/10/4/6 ,[object Object],[object Object],[object Object],‘ While it is clear that not all discipline-based scholarship aligns with The objective of being a world leader in open and distance education, there is a major opportunity to use much of the OU’s  Scholarship activity to contribute to realisation of that goal’
5 types of scholarship ,[object Object],[object Object],[object Object],[object Object],[object Object],Strategy and operation of the OU Investigation of one’s own, or others’ teaching,  pedagogy, assessment, learning design etc Critical development of content and related pedagogy  contributing to development of modules, curricula, Inter-disciplinary/disciplinary teaching application of enquiry, data, innovations etc to develop areas of professional practice & learning  outside the OU Discovery research, discipline-based
Broad criteria for scholarship of/for teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Capable of use & elaboration by others   ,[object Object],[object Object],[object Object]
Capable of use & elaboration by others (2) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Subject to peer review ,[object Object],[object Object],[object Object],[object Object],These opportunities for peer commenting and advice should be included In planning and reports. Minutes or notes of the results are evidence of  Peer review carried out and its impact
Externality – external representation & recognition in a wider domain ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Engage with the literature Forums Computer mediated  communication Computer-supported Collaborative  Learning Learning theories Communities of  practice Activity theory Social constructivism Distributed cognition Boundaries, systems Discussion/dialogue/ Publication models Knowledge  construction Networked learning Forums in your  discipline
Get an overview and be selective ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Evaluation ,[object Object],[object Object],[object Object],[object Object]
Alignment ,[object Object],[object Object],[object Object]
Viability ,[object Object],[object Object],[object Object],[object Object],[object Object]
Research into the scholarship of teaching: an ascending scale of conceptions of scholarship of teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Model of scholarship of T with 4 dimensions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],knowledge base reflection dimension communication dimension conceptual dimension
Developing a culture of scholarship of/for teaching: knowledge base, reflection, communication, conception ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Scholarship april2011

  • 1. Scholarship of and for teaching and learning Workshop for proposers of scholarship projects, April 2011
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  • 9. Engage with the literature Forums Computer mediated communication Computer-supported Collaborative Learning Learning theories Communities of practice Activity theory Social constructivism Distributed cognition Boundaries, systems Discussion/dialogue/ Publication models Knowledge construction Networked learning Forums in your discipline
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