Transformative Dialogues: Teaching and Learning Journal
Not a member yet
586 research outputs found
Sort by
Decoding and Disrupting AI in Higher Education: Rethinking the Challenges for Pedagogy, Learning, and Academic Integrity
No full textThe rapid integration of artificial intelligence (AI) into higher education is transforming how teaching, learning, and assessment are designed and experienced. Tools like generative AI models now perform tasks traditionally associated with student learning—such as writing essays or solving complex problems—raising urgent questions about academic integrity, student engagement, and pedagogical practice. This paper applies the Decoding and Disrupting the Disciplines (DDD) framework to examine how AI is disrupting foundational aspects of learning, particularly in the stages where instructors identify cognitive barriers, model expert thinking, and assess understanding. Focusing specifically on the first five steps of the framework, the study argues that these areas are where AI is currently exerting the greatest and most immediate impact. While the later stages of Decoding involve institutional change and knowledge dissemination, this paper concentrates on classroom-level interventions where educators are already adapting their approaches in response to AI\u27s presence. Drawing on recent literature, the analysis highlights how uncritical use of AI may reduce productive cognitive struggle, obscure gaps in student understanding, and challenge the authenticity of learning outcomes. At the same time, it emphasizes that, when used thoughtfully, AI can support more inclusive and personalized learning environments. The paper calls for pedagogical strategies that harness AI\u27s potential without compromising core academic values. In doing so, it offers a timely response to the ethical and educational dilemmas facing institutions as they navigate this new technological landscape
Toward a Future for SoTL in Art History via Decoding the Disciplines
No full textThis is the first in a series of planned publications demonstrating intersections between Decoding the Disciplines and the still-emerging Scholarship of Teaching and Learning (SoTL) in Art History. To this end and as potential inspiration for others, this article presents personal and professional narratives along with “self-decoded” art history lessons. The narratives chart this emerging SoTL scholar’s attempt to reconcile conflicting identities on personal and professional, as well as procedural scales by mapping their individual lived experience as a first-generation, working-class student onto the broader “journey” narrative commonly applied to the transition from disciplinary research to interdisciplinary SoTL work, and extrapolating this to potential applications of the Decoding the Disciplines framework to the field of Art History. It also proposes a proof of concept aimed at establishing the Decoding the Disciplines paradigm as a central operating framework for future SoTL work in Art History by offering sample lessons on two essential competencies of the field, aesthetic description and visual analysis, as a call for Decoding’s use as a common language to coalesce ongoing, though disparate, efforts into purposeful collective action that has the potential to move the field into its next iteration. Altogether, the article aims to demonstrate that one can effectively decode not only their disciplinary expertise but also their own professional identity through conscientious, everyday classroom practice without necessarily engaging in a formal Decoding interview or complete immersion in SoTL literature.
Celebrating Advancements in Decoding the Disciplines
No full textThis issue of Transformative Dialogues: Teaching and Learning Journal focuses on Decoding the Disciplines, a theory that helps us understand student learning difficulties and make appropriate pedagogical choices. Articles in this issue are focused on identifying and addressing bottlenecks, new and alternative approaches to the traditional Decoding interview, innovations in Decoding, and connecting Decoding with broader theories and communities
Settler Starting Points: Mapping a Model for Decolonising Practices in Higher Education
Get PDFArising from a literature review and an autoethnographic, autobiographical narrative study, this theoretical-conceptual paper presents Settler Starting Points (SSP), developed for use by non-Indigenous, settler educators, in post-secondary education in Canada (and potentially beyond), who seek to decolonise and centre Indigenous Ways of Knowing, Being, Doing, and Relating in their teaching and curricular practices. Identifying key challenges and opportunities, the author maps possible trailheads to begin a journey of decolonising one’s own epistemology and ontology. Through a visual representation and textual description of the process model and a series of questions for critical self-reflection, SSP incorporates a holistic Indigenous framework - intellectual, spiritual, emotional, and physical dimensions - to present four starting point: humility (epistemic modesty), relationality (co-curriculum making), responsibility (authentic ally), and land (place-based attention)
Using Digital Tools and Strategic Assignments: A Collaborative Approach to Enhance Learning
Get PDFInnovative digital tools are transformative in class environments. Today, the availability of digital resources allows students to strengthen skills that will be beneficial for their career advancement. The goal of this study was to assess the student’s learning through creativity using digital tools and strategic assignments. After COVID-19 an undergraduate-level course was offered partnering with the library on digital literacy for two consecutive years, the first year in a face-to-face modality and the second year in an online asynchronous course. Data collection occurred during the fall semester of 2021 for the face-to-face course and during the fall semester of 2022 for the online course. The advance and progression of nearly 30 students per semester in each group were followed. Individual and group assignments were planned along with lectures and activities. We used short quizzes in both courses, and we selected assignments to assess the understanding of basic concepts. A semester project was designed as a final activity using innovative digital tools to enhance creativity through a literacy digital journal and a digital wall design, to be graded individually and in groups. Face-to-face and online courses have defined dates for the proposed activities. In general, several activities were programmed for both courses with a follow-up throughout the semester and a final project presentation. Both courses presented challenges and opportunities for the students when activities were evaluated. New course developers can benefit from this case study as an example of creating online courses using digital tools to enhance student success
X Marks the Spot: Perspectives on the Instructional Design and Development of an Immersive Web-based XR Experience for Organic Chemistry
Get PDFCreating an immersive web-based XR activity to teach a complex organic chemistry concept (i.e., R & S stereochemistry) felt like embarking on an uncharted journey. In this reflective narrative, we describe our experiences navigating this territory and developing a “treasure map”, which eventually led to the creation of an engaging eLearning experience. To further complicate matters, organic chemistry includes a variety of complex spatial representations. Specifically, chemistry is composed of macroscopic, symbolic, and particulate representations, and research shows that experts can fluently navigate within and across these domains, but students struggle. The particulate domain is challenging for students because it requires abstract visualization and mental manipulation of 3D molecules. Here, we discuss the design and development of an eLearning activity focused on helping students visualize and learn the organic topic of R and S stereochemistry. This intentionally scaffolded activity was developed using a motivating and authentic chemistry narrative, intentionally designed characters, elements of gamification, badges to award goal completion, web-based XR to help with visualization and various forms of interactive engagement and assessment. We hope that others may be able to use our design and process as a “map” for the development of similar learning experiences
Themes in Translation: Course Design in a New Modality
Get PDFThis article explores the design and implementation of an academic course that takes undecided students through an intentional exploration process to find their degree-granting major. With the framework of an existing face-to-face class, a need to create an online asynchronous offering, and a desire to dig deeper into the best pedagogy and use of technological tools, the authors (instructor and instructional designer) collaborated to wrestle through the key questions of teaching and learning to best achieve desired outcomes in new ways. An essential element of this story, then, is the dialogue between instructor and instructional designer to bring the course goals to fruition
Artificial Intelligence: Reflection on Risks and Benefits in Veterinary Education and Practice
Get PDFArtificial intelligence (AI) has rapidly developed in the field of medicine and education. In this reflective essay, we look at how technology has changed in such a short time while highlighting the need to be flexible as educators in order to provide our students with everything they need to understand, utilize, benefit from, and protect against the risks of emerging artificial intelligence-based technology. This text highlights potential ways to engage with AI in the pre-clinical and clinical environments in veterinary medicine and discusses some potential risks for students and practicing veterinarians
Let Your (SoTL) Librarian In: Using Social Annotation as an Approach to the Transfer of Information Literacy Skills
Get PDFThe purpose of this reflective essay is to present an innovative approach to teaching the transfer of information literacy (IL) skills using social annotation. Drawing from my experiences as an IL teaching librarian in an English Writing course and applying Mia O’Brien’s SoTL Compass to a pedagogical redesign, I propose that IL librarians incorporate social annotation tools in all one-shot pedagogy. Traditionally, IL is taught as a librarian-led single session in a semester-long course, commonly called a "one-shot." However, by incorporating social annotation for course readings, discussion, and analysis, this essay offers pedagogical considerations for instructors and teaching librarians when teaching the transfer of IL skills. Furthermore, I share students\u27 survey responses about the transfer of IL skills while using social annotation in an English Writing course. While this proposal is reflexive in nature, further research is necessary to demonstrate the effectiveness of social annotation in IL one-shots and beyond
Nurturing the Seeds of SoTL: A Graduate Student\u27s Reflective Journey in a SoTL Reading Group
Get PDFThis reflection explores the journey of a graduate student participant within the context of a Scholarship of Teaching and Learning (SoTL) Reading Group at Auburn University, using poetry as a means of inquiry and reflection. Drawing upon literature that emphasizes poetry’s precision and complexity in conveying truth and knowledge, the paper uses poetic inquiry to explore the implications of SoTL and its relevance in higher education. Structured around four SoTL reading group meetings, the paper presents a collection of poems crafted by the participant, accompanied by reflective narratives that trace the intellectual and emotional journey experienced throughout the process. This paper highlights the profound impact of self-reflection on the participant’s development as a SoTL practitioner, underscoring the importance of collaborative engagement in cultivating a vibrant SoTL culture at Auburn University. By contributing to the ongoing dialogue on SoTL culture and its relevance in higher education, this paper advocates for cultivating a scholarly environment that fosters critical inquiry and reflective learning experiences, benefiting graduate students and the wider academic community