347 research outputs found
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Decoding ourselves : an inquiry into faculty learning about reciprocity in service-learning
Get PDFFaculty learning in Global Service-Learning is an important area of research because understanding how faculty develop their practice is an important first step in improving student learning outcomes and relationships with community members. Enacting reciprocity in service-learning can be particularly troublesome because it requires faculty to learn to develop courses and partnerships in counternormative ways. This article reports on an approach to investigating and generating faculty learning, in our case about the threshold concept of reciprocity, through a group self-study process that included a new-to-the-field interview method developed for Decoding the Disciplines (Pace & Middendorf, 2004) followed by individual and then group reflection. Our self-study resulted in new perspectives and new awareness related to the value of examining the concept of reciprocity and the role of group dialogue in generating learning – although the specific nature of these changes was somewhat different for all of us, and analysis shows that that the Decoding interview and the multidisciplinary nature of our group were both important factors in developing the trust necessary for this study to generate learning. We suggest that further collaborative inquiry within and across different service-learning and community engagement (SLCE) contexts could yield new insights about the value of integrating methods from self-study and autoethnography for professional development and research on faculty learning, the conditions needed to foster trust and the role trust plays in transformative learning processes, and the significance of the choice to frame learning spaces as “safe” or not, thus advancing our collective understanding of the dynamics of co-learning and co-generation of knowledge within but also transcending SLCE
Tuning in on tacit knowledge.
Get PDFTuning in on teaching practice in any discipline may well run up against a problem of tacit knowledge--knowledge crucial to the discipline’s ways of thinking and practicing, but by nature obscure. Teachers who omit to make their tacit knowledge explicit in the classroom cause learning bottlenecks for their students. Tacit knowledge can be made explicit to its teacher owner, with positive effect on her teaching, in an interview that invites her to address how she thinks and practices in work her students, lacking her tacit knowledge, find impossible to master (Middendorf & Pace, 2004). We have conducted half a dozen such 90-minute to two-hour interviews with university teachers in different disciplines. We present qualitative analyses of those interviews which find across disciplines common themes and elements in teachers’ tacit knowledge and common impacts on teachers’ practice and thinking when tacit knowledge becomes explicit. Quoting from our interviews, we show through different analytical lenses, including phenomenology and narrative identity theory, how teachers regardless of discipline gravitate to intrinsically hermeneutic understandings of their disciplines, instinctively value provisionality of judgment, assume crucial disciplinary relationships of parts to wholes, embody in Heideggerian terms their ways of thinking and practicing (Van Manen, 1990), implicitly trust key disciplinary processes, willingly inhabit liminal spaces and, in recalling how they came to the understandings their students find so difficult to master, surface crucial aspects of their professional identities. We seek discussion with our audience of the effects on teaching and learning of unearthing and variously analyzing tacit knowledge across many disciplines.
Middendorf, J. & Pace, D. (2004). Decoding the disciplines: A model for helping students learn disciplinary ways of thinking. New Directions for Teaching and Learning, 2004(98), 1-12.
Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany, NY: State of New York Press
Inclusive Curriculum Re-Design in the Social Network Era
Get PDFIn recent years, the video game industry has been embroiled in in various issues of gender bias and minority representation, both in the games that are published and among those who work in the industry. The GamerGate controversy, which exploded on social networks in August 2014, was ostensibly about nepotism and a lack of reporting integrity in videogame journalism but very quickly descended into unprecedented harassment and threats that primarily targeted women in the game industry. This is an extreme example of the issues faced by many women and minorities in the STEM professions, and the barriers that these situations create. How does game education plan to dig itself out of the current quagmire and support students in these programs?
The International Game Developer’s Association (IGDA) is the largest non-profit membership organization in the world serving all individuals who create games. In 2008 it published a curriculum framework for game-related educational programs (http://gameprogramreview.com/files/igda2008cf.pdf). The IGDA is beginning a redesign of its curriculum framework and this provides a perfect opportunity to re-examine curricula in light of how it supports and encourages diversity and inclusivity.
This presentation by two of the leaders of the IGDA Curriculum Framework Redesign, will examine how social cultures affect decisions people make about whether or not to pursue a career in STEM, and how the design of a curriculum can help or hinder the diversity of the student population
They've found it. Can they read it? Adding academic reading strategies to your IL toolkit.
Get PDFPaper presented at International Society for the Scholarship of Teaching and Learning Conferenc
Communities of decoding : using the Decoding the Disciplines paradigm to create faculty learning communities on three continents.
No full textSlides by Miller-Young and Yeo, as part of a panel presentation chaired by David PaceDavid Pace1, Janice Miller-Young2, Michelle Yeo2, Manie Moolman3, Jennifer Clark4, Adrian Jones5, Anette Wilkinson3, Deirdre van Jaarsveldt3
1 Indiana University
2 Mount Royal University
3 University of the Free State
4 University of New England, NSW
5 La Trobe University
Decoding the Disciplines is being used to increase learning in at least nine countries on four continents, and the model has been enriched, as scholars of teaching and learning have
adapted the paradigm to the needs of their institutions. This session will begin with a very brief introduction to the Decoding model, followed by presentations showing how teams in Canada, South Africa, and Australia are putting Decoding to use on their campuses:
David Pace (Indiana University), co-founder of Decoding, will briefly describe the paradigm and its development.
Dr’s Janice Miller-Young and Michelle Yeo at Mount Royal University will provide examples and evidence of the various ways in which the Decoding framework is being used on their
campus. Since 2013 a faculty learning community at Mount Royal has used Decoding for professional development, curriculum design, and research purposes. They will explore
some of the common themes that have emerged from these projects, connect the learning to practical applications for teachers in higher education, and make recommendations for
further work.
Dr Manie Moolman (Teaching and Learning Director: of the Faculty of Law), Prof. Annette Wilkinson (Professor Researcher, at the Centre for Teaching and Learning), and Dr Deirdre van
Jaarsveldt, Lecturer Researcher, from the University of the Free State, South Africa will describe the Decoding Learning in Law project. This 17-member learning community has focused on a
crucial bottleneck to learning in their discipline — reading case law and applying the law to a set of facts - and has used an ‘adapted’ version of the Decoding model that specifically provides for group participation and interaction within a specific discipline. They will provide evidence and reflect on the implementation and will explain that the Decoding model is not only efficient in solving bottlenecks, but that it can also be used as a means for deep reflection and professional development; curriculum design; and the identification of other bottlenecks that could hinder student learning in the faculty.
Adrian Jones (La Trobe University) and Jennifer Clark (University of New England) will describe how Australian-based scholars have used ‘Decoding’ to kick start cross-university conversations about the curriculum priorities for the first-year of tertiary study in five Humanities and Social Sciences disciplines. Each national Threshold Learning Outcome was addressed, and a good practice guide was drawn up, all focused on the crucial first-year. History is discussed as a case
study.
Participants will discuss how Decoding can be put to use on their campuses.
David Pace and Joan Middendorf, Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking (New Directions in Teaching and Learning, Vol. 98 (Fall 2004).
Arlene Díaz, Joan Middendorf, David Pace, and Leah Shopkow, ‘The History Learning Project ‘Decodes’ a Discipline’ in Kathleen McKinney, Ebbs, Flows, and Rips: The Scholarship of Teaching and Learning In and Across the Disciplines (Indiana University Press, 2013)
Decoding the Disciplines Website —
http://decodingthedisciplines.org/
Interim website for the ‘In the Beginning’ project funded by the [Australian] Office of Learning and Teaching -
http://www.firstyearlearningthresholds.edu.au/.
Especially the ‘History’ button, and then ‘Developing Students’ Skills’
4PEG: A Structured Rating System for Games for Learning
Get PDFVideogames are interactive by nature - people proceed in games by doing things, and this experiential quality lies at the very core of game design. Without interaction, it isn’t a game. Videogames are popular precisely because of the experience - games designed for learning can do no less. However, to be feasible for use in formal educational settings, they must do more, and while we are making progress studying games in classrooms, there remain few structured approaches to analysing games that do not include classroom testing. This paper outlines the author’s Four Pillars of Game-Based Learning (4PEG) which can be used to perform a structured analysis of both COTS and serious games to assess whether or not a game has potential for use in the classroom
Scholarship of Teaching and Learning : minding the gap
Get PDFPresentation to Mount Royal's BBA Summit (attended by Medicine Hat College and Red Deer College colleagues) addressing what is Scholarship of Teaching and Learning and how to get started
Scholarship with a Difference : Your Guide to Knowledge Mobilization
No full textThis tool kit is intended to help scholars plan, conduct, and evaluate efforts to
mobilize knowledge to different audiences. We hope that this framework will
promote a systematic approach to knowledge mobilization and exchange among
scholars, students, practitioners and the communities we support.
At Mount Royal, we are committed to scholarship with a difference
Hollow Water, Manitoba: An Explanatory Case Study of the Area, its Community, and the Holistic Circle Healing Program
Get PDFThe focus of this Honours thesis revolves around the over-representation of Canada’s Aboriginal population in the criminal justice system compared with the rest of the population. This Honours thesis will examine some attempts to deal with this over-representation undertaken by Corrections Services Canada, in particular, the Community Holistic Circle Healing (CHCH) program at Hollow Water, Manitoba. In addition to addressing some of the causes of violent and non-violent criminal behaviour among the population of Hollow Water, this Honours thesis will include an explanatory case study of the program implemented at Hollow Water from 1984 to the present in an effort to address crime. The case study will attempt to arrive at some conclusions that can be used in the future to address crime, its causes, and the many consequences of Aboriginal over-representation within the Canadian criminal justice system. Furthermore, this Honours thesis will reflect on the successful approach undertaken at Hollow Water and make recommendations for future correctional practices.
Exploring this community and program is important in order to address issues of equality and social justice, namely over-representation, among those in contact with Canada’s criminal justice system. It provides us with insight into the restorative justice approach used to holistically address the various crimes and corresponding causes and consequences that affected every person in this community. This Honours thesis also addresses the importance of incorporating multi-cultural views on justice and healing into the existing and adversarial criminal justice system in an effort to reduce over-representation and improve equality with regard to Canada’s Aboriginal population.
There is not an abundance of research and review of the CHCH program or similar programs and their impact on the over-representation of Aboriginals within the Canadian justice system, nor is there much written about the effects of such programs on recidivism rates of offenders who have participated in them. This thesis is significant as it contributes to the existing literature of Aboriginal justice and healing initiatives. The CHCH program at Hollow Water also represents a successful co-operation between the court system, Correctional Services Canada and the members of the Aboriginal healing community. It also represents a correctional approach whereby a reduction in the rates of incarcerated Aboriginals is possible. Recidivism rates of the offenders involved in the CHCH program are also offered in order to illustrate the success of the program
Gamifying an M.Ed. Course: A Post-Mortem
Get PDFThis paper is about the collective experiences of a graduate level education course that had been partially gamified. A common model for graduate level Education courses uses a seminar approach where participants complete various readings and then respond to them in short editorials or blogs. This course gamified that component by requiring students to complete numerous small to medium sized activities that included these typical ones in order to accumulate points. These points contributed to their final grade. Students gave feedback on their experience with gamification throughout the course which included increased ownership and control of learning and grades, as well as unwanted competition, and onerous marking for the instructor. The paper concludes with suggestion