Nathalie Tasler, PhD, SFHEA, MPhil, PGDip CCM, PGCert LTHE
Academic Development, Faculty Development, Hochschuldidaktik, Play and Creativity in Higher Education, SoTL
Reflections on this year’s QAA Enhancement Themes Conference Frazzled Thoughts The reflections on this year’s QAA Enhancement Themes Conference are probably going to meander, from idea to idea, like a bumblebee from blossom to blossom. Two of my favourite phrases from the conference came from Prof Sally Krift who stated that we are in ‘a … Continue reading #ETConf20, The ‘New Normal’ and SoTL
I have fallen in love with the SoTL walk. It is a great way to engage in reflective practice and with colleagues across the world. This month’s topic was more challenging than I thought. Once I began writing it grew vines and tentacles all over the place. So instead of sharing directly on the padlet, … Continue reading Monthly SoTL-walk: Emergence
Reflexive Practice, Research Diaries and Witchcraft I feel at the moment I want to begin every post with: in the current situation, or during this challenging time … whilst I do not want to amplify the platitudes, the pandemic has amplified fractures, and needs. More than ever do I find solace in reflective writing, in … Continue reading Reflective Practice During a Time of Change
Over the last years I have experimented with numerous apps, techniques and approaches of organising my notes. The last two months–which feel more like two years–have been challenging to say the least and resulted in a significant increase of note dumping. During times of poor focus I work in small bouts of sorting my way … Continue reading Zettelkasten–Messy Notes
Originally posted on #LTHEchat:
Dear #LTHEchat friends, We have have got news for you. We are delighted to announce a triple Golden Tweeter Award! This is the very first one of its kind and so very well deserved. Keep reading 😉 The triple Golden Tweeter Award goes to our exiting #LTHEchat organising team from Jan… Continue reading We have got news for you >>> A triple Golden Tweeter Award!!!
This is the very first try to create a SoTL process infographic. Let me know if this makes sense. Mind you these are just the main points and I highlighted a couple of issues I have become aware off over the last years. What else is needed? Is tone of voice okay? Continue reading SoTL Process Infographic
The view from over your own shoulder Evaluating your teaching. This was the CPD session I ran today for university teachers at all levels. Technicians who ensure that researchers learn to work complex (and expensive) equipment, tutors, graduate teaching assistants, and lecturers. One of the things that strikes me most when teaching sessions on evaluating … Continue reading Reflective Practice
This contribution to your abbreviation bingo vocabulary is all about productivity. Mental Contrasting with Implementation Intentions Also known as WOOP (Wish, Outcome, Obstacle, Plan) is something I just stumbled across when trying to–once again–find new hacks to encourage The Brain to stop with procrastination. I know, I know bit late to he WOOP game. Wish: … Continue reading WOOP
One of my aims for this year was to write a reflective practice paper, and submit for publication. I really struggled with identifying the story I actually wanted to tell. Additionally, I am currently working on my SFHEA application and I just realized that I began my professional journey studying and researching how we make … Continue reading Being a reflective practitioner
Course Planning Revisited A brief touch base, now that the course ran its second iteration, with a full participation list initial post * . You might remember that we adapted Freytag’s narrative arch to develop a framework for curriculum planning–rather humorous since Freytag’s pyramid is considered particularly helpful when writing dramas. However, so far it … Continue reading The Narrative Arch as Curriculum Design Tool
So I am currently undertaking a bit of background reading around Scholarship (scholarly activities aka scholarship sans publication) and SoTL. AdvanceHE put forward in their recommendation: SoTL needs to be discussed and made explicit as a concept to generate some institutional consensus on its usefulness to enhance practices’ (p.8) Fanghanel, J., Pritchard, J., Potter, J., … Continue reading SoTL is not a Concept
A reflective poem I am becoming evermoreMaturePatientWiserResilientOlderComplexDeeperQuirkierRiskierFunnierCompliantCategoricalUnconsciously professional And that’s just on a Monday. If you are not prepared to be challenged, to question your believes and assumptions, you are in danger. The classroom is not a safe space for a fixed mindset. Continue reading The autopoietic lecturer: a poem
The lovely people from the #ALT Winter Conference have already uploaded the recordings from our sessions yesterday. #disruptivepedagogies #activelearning #edtech #storytelling Continue reading ALT Winter Conference–Our Recorded Session
Originally posted on #LTHEchat:
Active Learning and Disruptive Pedagogies In this #LTHEChat, we would like to explore the disruptive potential of active learning. It is probably easier to define what active learning is not, than what it is. While a concise definition for active learning remains elusive, during our Active Learning course, we have bought into Kovbasyuk and Blessinger’s (2013) ‘vision of education’ as an ‘open meaning-making process’; the interaction between the teacher, student and… Continue reading Active Learning and Christmas Festivities
This week I was teaching a couple of research workshops, one about undertaking ethnographic research. This is the acompanying blog post, focussing on one of the key themes and points for debate in ethnography: time–time spend conducting fieldwork. #ethnography #SoTL
#research #education Continue reading Meaningful time and Ethnography
Nathalie Tasler, PhD, SFHEA, MPhil, PGDip CCM, PGCert LTHE 