Published on March 10, 2009
Two Direc-ons of Expansion Kinds of scholarship about learning Meanings of learning
Expanding Scholarship About Learning • Scholarship of Discovery • Transla-onal Research • Scholarship of Teaching and Learning – Individual • Scholarship of Teaching and Learning – Collabora-ve • Par-cipatory Scholarship of Learning
Changing Rela-onship to Learners Discovery About learners Transla-onal For learners Teaching and Learning With learners Par-cipatory Through learning
Scholarship of Discovery • American Educa-onal Research Associa-on (AERA) as epicenter • Kris Guiterrez, new president and new perspec-ve
Transla-onal Research • Bench to Bedside • Lab to Classroom
Scholarship of Teaching and Learning • Individual – Pew Scholars • Collabora-ve – CASTL Scholars and Campus Program • Interdisciplinary • Ins-tu-onal change – Inter/Na-onal Coali-on for Electronic PorVolio Research • Broader concep-on of learning • Broader par-cipa-on of educators
Connected Learning • 39% of Internet users read • Web 2.0 technology blogs “converts the act of crea-ng content into a social and • 8% write blogs connected act” • 54% of those authors have –Steven Downes never published their wri-ng anywhere else • 35% of adults have a social • Messing around network proﬁle • Geeking out • 65% of teens do • Building social capital • 94% of college students are on Facebook • Millions of users and billions of page views each day
Par-cipatory Learning Par-cipatory learning includes ways in which new technologies enable learners (of any age) to contribute in diverse ways to individual and shared learning goals … Par-cipatory learners come together to aggregate their ideas and experiences in a way that makes the whole ul-mately greater than the sum of the parts. −MacArthur Founda-on Digital Media and Learning Compe--on
Par-cipatory Scholarship Par-cipatory scholarship includes ways in which new technologies enable scholars (of any age) to contribute in diverse ways to individual and shared learning goals … Par-cipatory scholars come together to aggregate their ideas and experiences in a way that makes the whole ul-mately greater than the sum of the parts.
Par-cipatory Scholarship of Learning Par-cipatory scholarship of learning includes ways in which new technologies enable learner‐scholars (of any age) to contribute in diverse ways to individual and shared learning goals … Par-cipatory learner‐scholars come together to aggregate their ideas and experiences in a way that makes the whole ul-mately greater than the sum of the parts.
The Na-onal Gallery of Wri-ng features wri-ng • in all genres • for any purpose occasion or audience • judged important by any writer who posts • contributed by individuals and through groups
Who Are the Learner Scholars? • Those who post – Occasion, purpose, and audience • Those who respond – Reﬂec-on and analysis • Those who do designed inquiries – Ques-ons demanding diﬀerent kinds of scholarship
Expanding the Meaning of Learning 1990 Scholarship of Teaching Late 1990s Scholarship of Teaching and Learning Today Scholarship of Teaching and Learning
Three curricula Kathleen Yancey, Reﬂec1on in the Wri1ng Classroom
Students as Scholars • Western Washington University – Seminars for professional development credit for faculty and academic credit for students – Co‐produced descrip-ons of scholarship of teaching and learning • Elon University – Projects in the ﬁeld = funding – Co‐authored products of scholarship
George Mason Leadership PorVolio • Leadership development as a general educa-on outcome • Learning that is distributed and integrated • Social change theory of leadership from student aﬀairs
Par-cipa-on in Scholarship Students • Were “privileged informants on their own learning” • Composed porVolio that presented a scholarly representa-on of their leadership iden-ty Student aﬀairs • Provided theore-cal framework educators • Brought tacit knowledge of student development to coding and interpreta-on of data Faculty members • Brought classroom experience and disciplinary knowledge to coding and interpreta-on of data • Made connec-ons to disciplinary and scholarship of teaching and learning literature
Expanding Learning Beyond Students • Three curricula provide a broader understanding of the learning of individual learners • Learning is lifelong • Learning is situated and collec-ve • What is the scope of the learning colleges and universi4es are responsible for cul4va4ng?
Augusta Community Literacy
Kinds of Scholarship of Learning Discovery Our ques-on Us Disciplinary knowledge Transla-onal Our ques-on for Us Disciplinary them knowledge that informs local prac-ce Teaching and Their ques-on Teachers and Disciplinary Learning learners in the knowledge that community informs prac-ce Par-cipa-on Emergent ques-ons Diverse groups of Network of people community and texts that members and us produces knowledge
Augusta Community PorVolio • Groups involved in literacy prac-ces across community • Mul-ple representa-ons of individual and community history, iden-ty, and inten-ons • Collec-ve reﬂec-ve events • Individual contribu-ons • Researchers as members of each team
We live in a -me where we all need to relax a liole and accept the fact that we live in one of the world’s great, epistemic eras of communica-on and informa-on and intellectual transforma-on. We cannot stop it. And I, for one, wouldn’t want to. The best we can do, as true intellectuals, is for each of us to work to understand how what we are doing best capitalizes upon, helps us all to understand, and in other ways appreciates the fact that we live in one of the most exci-ng and challenging ages in recent human history. Cathy Davidson, interviewed by Randy Bass
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