Adventures in Academic Development
Faculty Development, Hochschuldidaktik, Play and Creativity in Higher Education, SoTL
posts related to my role in academic development
I was gutted to read that the wonderful Dr Natasha Taylor is posting the last SoTLwalk The June SoTL Walk: Our final ramble! – Elemental (rmit.edu.au). So if you have some time join in on the Padlet or on Twitter with the #SoTLwalk hashtag and help celebrate Natasha’s wonderful initiative, which has helped bring people … Continue reading The Last SoTLwalk
Keeping notes, making sense, reflexive practice and doodles A while back I shared my first experiences with bullet journaling as one of the many ‘brain hacks’ I am trying. Unfortunately have to report it doesn’t work well for me, because forming habits is near to impossible. So ended up with these beautifully crafted pages that … Continue reading Another Attempt at Journalling
When the topic for this week’s combined #AdvanceHE_chat and #LTHEchat was announced my first reaction was that I cannot think of any examples of a transformative chat either undertaken with my students, or having experienced for myself. Only to realised that this is not entirely true. While I might not remember a significant Heureka moment … Continue reading Transformative Conversations
Scharlau, I. (2019) Sich verständigen. Überlegungen zur Frage der Evidenzbasierung. In Hochschulbildungsforschung (pp. 105-124). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-20309-2_8 Some quotes from the chapter and some paraphrasing for which I used blackout poetry to help me translate. The rest of translation was done though Google. Hope it makes as much sense as the German… Maybe a … Continue reading Review: Hochschulbildungsforschung Chapter 5
From the Archives Why Standard Time Management Strategies don’t work for ADHD. I am working my way through posts that are in draft stage. I believe I had this published and then took it offline again. Because now–almost exactly 10 year later–I have my ADHD diagnosis. And now I know this is an ADHD related … Continue reading ADHD and Time Management
Now that you are here, I have to tell you: There is no such thing as one way to SoTL! Bear with me this is a working out loud piece. In the following I am trying to make some sense out of recent readings.* So this is a bit of a rambling post trying to … Continue reading SoTL–An Approach to Rule Them All
The Hunt for Teaching Eggcellence! This month’s SoTLwalk is all about teaching treasures so these were the instructions: Have you made a discovery – tips, tools, delicious treasures – this year that you’d like to share with others? Where did you find them? Maybe you gamify your syllabus to make things more fun for your … Continue reading Sotlwalk April 2021
I am always intrigued how some themes or topics seem to come at you from all (or at least several directions) at a point in time, just to fade out of focus again once you have engaged. So this week it seems to be all about reflecting this academic year (and a bit) and the things we want to keep or stop doing in the coming months. Continue reading To keep or not to keep?
Reflecting on this month’s SoTLwalk provocation and suggesting an international day for HE educators! Continue reading SoTLwalk: March 2021
Langemeyer, I. (2019). Zur erkenntnistheoretischen, praktischen und politischen Relevanz einer Hochschulbildungsforschung. In Hochschulbildungsforschung (pp. 57–72). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-20309-2_5 I think my key message from this chapter was: The authors state that as of now there is no point to pay attention to inclusion or exclusion criteria for a definition of SoTL; but to engage … Continue reading Scholarship of Teaching and Learning: Chapter 4
Reference Tremp, P. and Eugster, B. (2019) ‘Lehr- und Lernfreiheit’, in Hochschulbildungsforschung. Springer Fachmedien Wiesbaden, pp. 41–56. doi: 10.1007/978-3-658-20309-2_4 The quote below defines Higher Education Didaktik as the undertaking which concerns itself with the shaping of teaching and learning in higher education institutions. The chapter tries to explore the junction between Higher Education Didaktik and … Continue reading Scholarship of Teaching and Learning: Chapter 3
Review: Hochschulbildungsforschung: Chapter 2 Reference Rhein, R. (2019) ‘Theorieperspektiven auf hochschulisches Lehren und Lernen’, inHochschulbildungsforschung. Springer Fachmedien Wiesbaden, pp. 23–40. doi: 10.1007/978-3-658-20309-2_3. About this Chapter The author in the next chapter of this book discusses theoretical perspectives for higher education learning and teaching. The author tries to suggest a triptych to scaffold the development of … Continue reading Scholarship of Teaching and Learning: Chapter 2
So there is something I keep stumbling over when reviewing journal articles or other SoTL writing. Besides a general lack of methodology, if methodology is actually addressed it often misses the point. But I struggled with explaining this in an accessible way. I might have figured it out, bear with me: Theory, Methodology, Method Theory: … Continue reading How to get from research questions to methods in SoTL
Funny how we all just skipped January. Today is a SoTL planning day here in the north of Glasgow. Just the right day to make myself cosy with a hot cup of something as rain and sleet are pelting the home office windows. However, since everyone else was braving the weather, the peer pressure weighted … Continue reading #SoTLwalk February 2021
Review: Hochschulbildungsforschung Chapter 1 I have been reading this book, the title would translate into Higher Education Educational Research and probably considered a book of the Scholarship of Teaching and Learning. One of the things I had entirely forgotten–or rather supressed–was how annoyingly superfluously elaborate and cluttered German academic writing can be. In one of … Continue reading Scholarship of Teaching and Learning: Chapter 1
Adventures in Academic Development 