writing + thinking teaching awards

helen tomtom pic

Image from morguefile.com

This week, Helen McLean, Senior Advisor, Learning and Teaching and Rosemary Chang, Project Manager – Scholarship of Learning & Teaching (SoLT) project, write about the college’s new approach to supporting academics applying for teaching awards.

This year in the College of Design and Social Context (DSC), we are supporting our college participants in the RMIT Teaching Awards process by using a community of practice model that makes writing and sharing of knowledge about learning and teaching the central methods for developing deeper understanding of individual teaching practice. We are exploring how teaching staff might be enabled to deepen their understanding and articulation of their teaching practice as they develop teaching award applications.

We are providing a supportive space whereby participants learn from each other in the drafting and development of submissions under the guidance of two College LT team members. We are offering three sequential workshops and five writing + thinking spaces to support the writing and development process of submissions using hands-on writing sessions, models and feedback on drafts. The workshops invite participants to engage with theoretical frameworks about writing and the genre of teaching awards through scaffolded reflection and dialogue, as well as engaging in writing activities and sharing of drafts for comment. The writing + thinking spaces are opt in and unstructured. They are designed to assist applicants with maintaining momentum and time management as they weave their applications together.

We aim to nurture a supportive community where applicants receive individual, formative and ongoing feedback from college L&T team members and peers through review of drafts. We discuss writing strategies for the teaching award genre and for selecting learning and teaching evidence to support applicants’ stories. The approach seeks to enable teaching staff to genuinely deepen their knowledge and articulation of teaching practice in the context of the teaching awards application process.

We are also taking a long term view of developing teaching awards applications and encouraging applicants to consider working on planning and preparing their submissions with sufficient lead time. In many cases, applicants are opting to take a year or more to reflect on their teaching practice and gather focused evidence. We are supporting participants to think strategically about the teaching awards process in relation to their individual career plans, taking into consideration their aspirations and suitability for national awards, grants and academic promotion. We therefore help with mapping out an individual schedule for developing learning and teaching practice, collecting evidence and applying for grants and awards over the immediate future.

This overall approach for supporting teaching award applicants builds on previous posts on the teachingtomtom which have emphasized the planning and benefits of the effort and writing involved for developing a successful and rewarding application.

We are realistic with applicants about the competitive nature of teaching awards, particularly at the national level. We therefore aspire to ensure that the work that applicants put into the development of an RMIT award has the potential to seed a strong case that will both demonstrate the contribution that has been made to learning and teaching and tell a convincing and memorable story for the purposes of another award, promotion or even a publication (see Iain Hay’s book Inspiring Academics for a lovely read of award-winning university teachers’ explorations of their practice).

We hope that the college process we are using this year will set the foundation not only for supporting quality submissions, but also for enabling deeper understanding and expressions of practice, leading to scholarly reflections and writing in learning and teaching and the relevant fields for each applicant.

 


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Digital learning: who’s doing the learning?

This week Angela Nicolettou, Manager, Digital Learning, Design and Social Context College shares with us her thoughts on setting up a new digital learning team and some of the challenges it presents.

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Picture Credit – Angela Nicolettou

A new team has been established this year at the College of Design and Social Context, the Digital Learning team, and I have the pleasure of managing this group. Being in a management role is new to me and so I find myself ‘learning’ on the job. Learning about recruitment, workplans, policies and procedures and other administrative tasks that I have not had to pay much attention to in my career so far. It is not all administration and processes though, it is also about team building, learning about new educational technologies, working with new groups in the college, learning from those in the team and having opportunities to bounce ideas off each other and progress concepts, processes, develop resources, to name a few. In short, my new role is a hive of activity and there is the ever-present ‘newness’ of the work.

Why am I writing about this? As I was thinking about this post and reflecting on what Digital Learning is, it led me to think about who is doing the learning? The students yes, but before that can happen, the teachers need to learn a thing or two about digital learning spaces, just like my new role is taking me on a steep learning curve.

So, to the teachers. What is their role in this age of digital learning? What skills does one need to teach? When I trained to be a teacher in the 90’s it was all about curriculum, content, class planning and class management. All of these elements I would argue are still the case, but added to this we have online learning. It involves not only knowing how to use various educational technologies, but also knowing how to create digital learning spaces, communities, manage these, provide feedback, ensure that students are engaged and supported, fix things when they aren’t working (or at least know where to find help), and do all of this for groups of 5 to 500+ students. Technology brings with it opportunities never before imagined in teaching spaces, such as global collaboration, online assessment, industry engagement at the touch of a button, access to numerous resources, and on-demand access to learning resources; place and time are no longer a limit to engagement.

Is it then reasonable to expect that one teacher can have all these skills? I’d say no. Like many jobs in the digital age, it is a job that requires constant learning and development. Just like the students, teachers in the digital space are in a constant flux of learning and development. A dynamic space that is at once terrifying and exhilarating with the promise of ongoing innovation.

I can understand terror and resistance when it comes to trying new things and ‘going online’ because this can mean a new and unfamiliar work space, a combination that may lead to difficulties, loss of classroom management and most importantly hours of extra work. But what if it works? What if there are efficiencies to be gained, such as ease of grading, management of student groups, and communication with students? What if student engagement can be enhanced through having more collaborative activities, peer feedback opportunities and real-time student feedback that teachers can respond to during teaching time? The short answer is there are, with efficiency and engagement being two of the most positive outcomes I regularly see occurring when online learning is well structured, thought through and designed.

Believe it or not, Learning Management Systems (such as Blackboard) when used well are all about efficiencies. Student collaboration tools (even those in Blackboard) when linked to clear outcomes and assessment are brilliant at enhancing engagement. The key to success here is to have a clear plan. The first step is to develop an understanding of who the students are and what their learning needs are (developing learner personas is a good way to do this). The next step is to determine exactly what it is you want the students to do, know and experience so that a series of activities can be developed. These activities will also need to be linked to the assessment tasks. The basis for the map is now drawn up, choosing and implementing the technology tools is the final step. All this can be achieved with ‘safe’ technologies, ones that are part of the university’s systems and ones where there are lots of existing examples, resources and success stories to draw from.

Going beyond the ‘safe’, we enter the world of innovation. This is where ideas are trialled, new technologies tested, and old technologies stretched. This is where students are often challenged to learn differently, and more times than not, it takes way more time to develop the learning environment than originally anticipated. It is where learning technologists and production staff need to be engaged, projects scoped and resources allocated. Is it worth it? Most of the time it is. It’s the frustrating and exhilarating part of this work. This is where we need ‘special projects’ such as Global Learning by Design or the e-learning innovation incubator; projects that are designed to support these innovative activities, providing the time and resources to ‘have a go’.

So what of the Digital Learning team? What is our role in all this? Simply, we are here to support the design and delivery of everyday efficient and engaging online teaching activities by curating resources, providing exemplars and principles of good learning design, encouraging the development networks of like-minded teachers and engaging with as many teachers as we can. We are also here to support innovation projects, test emerging technologies, challenge ideas and spark conversations both virtually and literally about online learning and what that means for our work.

Who’s doing the learning? I’d say we all are!

To find out more about the DSC Digital Learning team go to the Digital Learning Teams’s Blog

 


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