Category: SOTL

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12 Days of SoTL: Day 04

Day 4: Theory A theory, Blumer once noted, is always a theory of something. But it is also always a theory for someone. Fine, G. A., & Tavory, I. (2019). Interactionism in the Twenty‐First Century: A Letter on Being‐in‐a‐Meaningful‐World. Symbolic Interaction, 42(3), 457–467. https://doi.org/10.1002/symb.430 Theories are used as a frame of reference. Exploring issues related to learning … Continue reading 12 Days of SoTL: Day 04

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10 reasons to write

When I set out to note down 10 reasons to write–10 reasons that would push me to write today–I never thought I would make it beyond the first two. But here you go: 1. I write to sort my head We experience a lot of context switching in our roles lecturers in academic development as … Continue reading 10 reasons to write

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Re-blog: The scholarship of learning and teaching: a victim of its nomenclature?

Scholarship historically suggests there are elements of reading, of engaging with other scholars’ and researchers’ thoughts and publications. It is a historical exercise analysing and critiquing a body of existing knowledge. The Scholarship of Teaching and Learning (SoTL) also necessitates a strong element of reflectivity – or better reflexivity – to become a meaningful activity. … Continue reading Re-blog: The scholarship of learning and teaching: a victim of its nomenclature?

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Working in the garden

Planting a tree is purposeful engagement; putting my winter rosemary into a bigger pot because it became pot-bound is an act of caring. I am pausing to observe the robin curiously observing me. The air is still chilly, and the winged ethnographer quickly loses interest in his subject. Working in my garden is an act of self-care and an act of deep work. Continue reading Working in the garden

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Active Learning and Christmas Festivities

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