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Casual contracts are ruining universities for staff and students

Casual contracts are ruining universities for staff and students | In support of teaching and learning | Scoop.it
I’ve just been offered yet another casual job. But it’s not just people like me who suffer: permanent staff are undermined and students get a cut-price education
Shanali Govender's insight:
Impacts on knowledge building, network building...
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why is this reading so hard? — WordPress.com

why is this reading so hard? — WordPress.com | In support of teaching and learning | Scoop.it
Shanali Govender's insight:

We're thinking a lot right now on this campus about the ways that the work of the academy valorizes or marginalizes particular discourses, people, acts etc. In our context, we often attribute these acts of marginalization to race and class. I am starting to wonder if these are not "easy" (or at least easier) scapegoats and to what other factors that are less easy to displace these marginalizations might be attributed to. 

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"Make It Stick" and "How We Learn" - Inside Higher Ed (blog)

"Make It Stick" and "How We Learn" - Inside Higher Ed (blog) | In support of teaching and learning | Scoop.it
"Make It Stick" and "How We Learn"
Inside Higher Ed (blog)
Improving student learning does not involve some mysterious or little known set of practices.
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Intellectual Virtues

Intellectual Virtues | In support of teaching and learning | Scoop.it
I was listening to a podcast this morning and wanted to share their message. The H2H (Hearth to Heart) podcast has short podcasts (under 15 minutes) for those who are leading in education and want ...
Shanali Govender's insight:

Partly because of working with people who are peers and colleagues and friends, I'm thinking more and more about matters of heart in the classroom. I can talk about these issues as matters of power but power only captures one part of the story. Discourses of power fail, for me, to capture matters of affection and care. I really like these 6 Intellectual virtues

Love of knowledgeFirmness of hold over knowledgeCourage and caution – facing fears/taking risksIntellectual humilityIntellectual autonomyIntellectual generosity

From "It's All About Learning", and I don't think we talk about them enough.  

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Rescooped by Shanali Govender from TRENDS IN HIGHER EDUCATION
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Report Finds ‘Deeper Learning’ Model Improves Outcomes for All Students

Report Finds ‘Deeper Learning’ Model Improves Outcomes for All Students | In support of teaching and learning | Scoop.it
“ The conversation about what kids need to know and to be able to do by the end of high school has gradually shifted over the past several years to emphasize not just rigorous content goals, but also less tangible skills, such as creative thinking, problem-solving and collaboration.”
Via Alberto Acereda, Ph.D.
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Laura Blair's curator insight, October 13, 2014 1:01 AM

forget the ever changing content goals, let's focus on #creativethinking #problem-solving #collaboration #edtech

Rescooped by Shanali Govender from Higher Education Topics & Resources
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Student Course Evaluations Get An 'F'

Student Course Evaluations Get An 'F' | In support of teaching and learning | Scoop.it
“ Two recent papers argue that using student surveys to evaluate professors is fundamentally flawed.”
Via Olgy Gary
Shanali Govender's insight:
Teaching a module on evaluation right now! What a neat entry point.
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Beware Higher-Ed Doomsayers - Chronicle of Higher Education (subscription)

Beware Higher-Ed Doomsayers - Chronicle of Higher Education (subscription) | In support of teaching and learning | Scoop.it
“ Higher education’s doomsayers have questionable motives and methods. The sky is not falling.”
Shanali Govender's insight:
What does higher ed offer that gives it lasting value?
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conference blog - questions of etiquette

conference blog - questions of etiquette | In support of teaching and learning | Scoop.it
There are conventions about conference behaviour just as there are in every other area of academic life. Here's three conference basics. 1. If I'm late for a session, should I go in or wait outside...
Shanali Govender's insight:

Things all new (and some old) conference attendees might need to know!

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32 Characteristics Of High-Performing Classrooms

32 Characteristics Of High-Performing Classrooms | In support of teaching and learning | Scoop.it
Graphic that features 32 characteristics of high-performing classrooms.
Via Alberto Acereda, Ph.D.
Shanali Govender's insight:
A nice graphic!
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Promoting Critical Thinking

Promoting Critical Thinking | In support of teaching and learning | Scoop.it
Beyond professional success, critical thinking skills make students more resilient, helping to set them up for a life of “contentment.” They’re more able to cope when their world views are challenged and to question authority. College isn’t the only way to develop such skills, but it is a valuable one.
Via Alberto Acereda, Ph.D.
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Rescooped by Shanali Govender from Open and online learning
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A new classification schema for MOOCs

This paper considers the pedagogies associated with different types of Massive Open Online Courses (MOOCs). It argues that the current discourse around the concept of xMOOCs (primarily based around interaction with content and essentially adopting a behaviourist learning approach), and cMOOCs (which focus on harnessing the power of social media and interaction with peers, adopting a connectivist learning approach), is an inadequate way of describing the variety of MOOCs and the ways in which learners engage with them. It will provide a brief history of the emergence of MOOCs and the key stakeholders. It will introduce an alternative means of categorising MOOCs, based on their key characteristics... http://www.scoop.it/t/easy-mooc
Via Lucas Gruez, verstelle
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Rescooped by Shanali Govender from MOOCsWatch
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Creating a Learning Environment With MOOCs - Huffington Post

Creating a Learning Environment With MOOCs - Huffington Post | In support of teaching and learning | Scoop.it
Creating a Learning Environment With MOOCs
Huffington Post
Championed by some as the democratization of higher education and deplored by others as nothing more than high-tech bad teaching, MOOCs are as controversial as they are plentiful.

Via Sukaina Walji
Shanali Govender's insight:

For the/Merge conversation

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Teaching Strategies - LearningStyles

Teaching strategies on effectively reaching kinesthetic, visual, and auditory learning styles.
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The Higher Education Teaching and Learning Portal | Democratising Higher Education Research: A Case Study of HETL Publishing Activities

The Higher Education Teaching and Learning Portal | Democratising Higher Education Research: A Case Study of HETL Publishing Activities | In support of teaching and learning | Scoop.it
Shanali Govender's insight:

Showing Petrus how Scoop.it! works.  Nice easy curation tool. 

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dissertation scholar: What is positionality in practitioner research?

dissertation scholar: What is positionality in practitioner research? | In support of teaching and learning | Scoop.it
Shanali Govender's insight:

In my paid work, I research and support the teaching experiences of non-permanent staff members.  In my other life, I work as a PhD student researching learning shifts through the lens of identity.  Both types of work are surprisingly gentle in some ways and my deep interest in both areas has been around working collaboratively in sustainable ways.  

 

Boud and Brew (2013) raise the issue of the dilemma of the academic development professional in research.Referring to "provider-capture", they locate the ADP at a point of tension between the demands of the client (the particular university that employs them) and the demands of the particular staff member being served.  I would ass an additional level of demand - that of the field.  In my (admittedly) limited experience thus far, the ADP works at the nexus of three powerful agents (?) -  the individual  the institution and the field of staff development. 

 

Sustainable research in my PhD

 

One of the things that has been constantly on my mind throughout this project is the issue of relationships in ethnographic-ish research.  My research design operates at multiple levels.  In the one instance, my view is myopic as I am deeply interested in the stuff of texts, the things I can read off or on to the page.  But my access to these texts and the individuals who write and set them is assured and framed by an engagement with the department that is characterized by ongoing, institutionally, professionally and personally obligated relations.  

 

I want to think explicitly about positionality as a possible tool/concept for teasing out and talking about these relations. 

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HE in FE report finds room for improvement

HE in FE report finds room for improvement | In support of teaching and learning | Scoop.it
Nearly one in three English further education colleges offering higher education that were reviewed last year have been told to make improvements
Shanali Govender's insight:

Improvement is an ongoing process. 

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Rescooped by Shanali Govender from Teaching in Higher Education
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Developing Effective Online Courses: Tools for the Instructional Designer

Developing Effective Online Courses: Tools for the Instructional Designer | In support of teaching and learning | Scoop.it
"Today, an instructional designer (ID) requires more knowledge and skills than ever before. They need to be skilled with conceptual tools on one hand and technological/ software tools on the other."
Via EDTECH@UTRGV, Rosemary Tyrrell, Ed.D.
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Rescooped by Shanali Govender from Curate, Credential and Carry forward Digital Learning Evidence
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Reflections on Greenberg's, "What if students declare missions, not majors?"

Reflections on Greenberg's, "What if students declare missions, not majors?" | In support of teaching and learning | Scoop.it
“ "What if students declare missions, not majors?" This is a question posed by Sarah Stein Greenberg during her talk at Wired by Design. A summary of her comments are included in this short article ...”
Via Kate Coleman
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Beyond Self-Teaching Online: Using the Threaded Discussion in Distance Education by Clarence J. Bouchat : Learning Solutions Magazine

Beyond Self-Teaching Online: Using the Threaded Discussion in Distance Education  by Clarence   J. Bouchat : Learning Solutions Magazine | In support of teaching and learning | Scoop.it
Although there are many documented advantages of learning online, some educators still question this innovative way of teaching because of technical obstacles, because they suspect or doubt its effectiveness, or because they are unfamiliar with the approach. Indeed, the teaching considerations for an online course, versus a traditional in-residence-based course, do change by necessity because of the different learning environments. Making traditional course material digital, converting lectures to streaming video, and assigning tests or writing assignments online are not enough to convert the full classroom experience into avirtual one. What is lacking in the virtual setting is the dynamic interchange among students and instructors. Although their concerns are valid, in-residence educators should find solace in learning that one of the most fundamental forms of teaching, the student-peer discussion facilitated by a knowledgeable instructor, remains as valid for mature-student distance learning today as it was for Socrates. This venerable method remains effective for online students for the same reasons it works in the classroom — because the discourse among students actually builds knowledge and keeps learning focused on their needs. Online, this Socratic method of teaching, also known as a “threaded discussion” or a “forum,” is an excellent distancelearning tool. All online instructors should consider using this method.
Via Dennis T OConnor, Rosemary Tyrrell, Ed.D.
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online4ed's curator insight, October 7, 2014 9:37 AM

Why I work so hard to help students realize the more they put in to the class, the more they will get out! 

David Bramley's curator insight, October 7, 2014 7:05 PM

The go-to activity for most teachers looking to add an activity to their online offering is the forum.  But  the activity is often ill thought through, the teacher doesn't participate themselves and as a result the forum fails to launch!

 

This post looks at threaded discussions and how teachers can use them to facilitate peer to peer discussion that will add value to the learning experience.  Highly recommended

Deborah Eastwood's curator insight, October 12, 2014 1:15 PM

Understanding the importance of the discussion board in the online classroom. 

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Seminar: Wrapping MOOCs for students in the global south – last day | Unleashing the power of online networks for eLearning in Africa

Seminar: Wrapping MOOCs for students in the global south – last day | Unleashing the power of online networks for eLearning in Africa | In support of teaching and learning | Scoop.it
Shanali Govender's insight:

This was an amazing learning experience! 

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Flipped learning skepticism: Do students want to have lectures? - Casting Out Nines - The Chronicle of Higher Education

Flipped learning skepticism: Do students want to have lectures? - Casting Out Nines - The Chronicle of Higher Education | In support of teaching and learning | Scoop.it
Shanali Govender's insight:
To flip or not to flip... Or how to flip?
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Rescooped by Shanali Govender from Digital Learning - beyond eLearning and Blended Learning in Higher Education
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The Future Of Higher Education Depends On Innovation

The Future Of Higher Education Depends On Innovation | In support of teaching and learning | Scoop.it
“ Technology and innovation are creating increasingly attractive options and alternatives to existing systems of education, and consumers are learning how to take advantage of those.”
Via Peter Mellow
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Creativity and the Flipped Classroom

Creativity and the Flipped Classroom | In support of teaching and learning | Scoop.it
In the traditional classroom - i.e., lecture hall - instructors lecture during class time with students reading assignments outside of class beforehand. The flipped classroom reverses the assignments and often even instructor and student roles. Prior to class, students prepare assignments, which usually means reading specified materials and watching videos as in the traditional format, but also perhaps reviewing PowerPoint slides of what would have been presented in the upcoming class session. In class, the instructor devotes the bulk of time to engaging in activities that promote higher-order learning.
Via Rosemary Tyrrell, Ed.D.
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MOOCs and the battle to open up higher education

MOOCs and the battle to open up higher education | In support of teaching and learning | Scoop.it
Foundation essay: This article on the rise of massive open online courses by Martin Weller, Professor of Educational Technology at The Open University, is part of a series marking the launch of The Conversation…

Via Sukaina Walji
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Taylor Mali on "What Teachers Make"

Taylor Mali (http://taylormali.com), one of the most well-known poets to have emerged from the poetry slam movement and one of the few people in the world to...
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