Class One: May 5

The course began with introductions. Clearly, we have a diverse and interesting group. We began the course in a constructivist fashion. Francine asked the probing question: what are your most pressing questions about post-secondary education?  Each of us suggested a variety of question focusing on multiple issues. 

An hour in the computer lab brought two computer based support systems into play. The blogs will allow us to interact with the course content on an individual level, and to potentially allow commentary from others.  Nicenet is used at this point as a management system It may be that Nicenet will be used minimally, as a way to link to the individual blogs and to link to appropriate online sites.

Already there are three comments on the blogs, each of which helps to provide insights into your needs and interests. 

Brian appeared around 7 PM, and introduced his assignment, and the concept of a case study.

A folk-definition of education was presented within the final hour: "Mark Hopkins at one end of a log and a student at the other." This definition needs to be examined for the elements of any  teaching -learning situation. We have a named instructor; an unnamed student, a medium of communication (the log?) The setting is natural, not enclosed. The content is not explicated. The teaching is one-one. The design of the setting seems to imply a constructivist model encouraging discussion, rather than lecture. For a "folk definition", there is a lot of power here. It can also, however, be studies for what is absent or missing, as well as what is present. The absent-present dichotomy provides a space for a potentially rich philosophic discussion. 

The first reading (10 Characteristics of Adults as Learners) and first exercise was assigned by Brian.

Course Bibliography

Teaching and Learning in Post Secondary Education

Alexander, P. A., & Winne, P. H. (2006). Handbook of educational psychology (2nd ed.). Mahwah, N.J.: Erlbaum.

Badger, R. L (Ed.). (2008). Ideas that work in college teaching. Albany, NY: State University of New York Press.

Bateson, M. C. (2004). Willing to learn: Passages of personal discovery. South Royalton, VT: Steerforth Press.

Bain, K. (2004). What the best college teachers do. Cambridge, MA.: Harvard University Press.

Biggs, J. B. (1999). Teaching for quality learning at university: What the student does. Philadelphia, PA: Society for Research into Higher Education: Open University Press.

Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus.

Boyle, E., & Rothstein, H. (2003). Essentials of college and university teaching: A practical guide. Stillwater, OK: New Forums Press.

Clements, C., & University of North Carolina (System). (2006). Best practices in university teaching: Essays by award-winning faculty at the university of north carolina wilmington (1st ed.). Wilmington, NC: University of North Carolina Wilmington.

Davis, B. G. (2001). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Exley, K., & Dennick, R. (2004). Small group teaching: Tutorials, seminars and beyond. London, UK: RoutledgeFalmer.

Feldman, K. A., & Paulsen, M. B. (1998). Teaching and learning in the college classroom. Pearson.

Filene, P. (2005). Joy of teaching: A practical guide for new college instructors. Chapel Hill, NC: The University of North Carolina Press.

Fosnot, C. T. (Ed.). (2005). Constructivism: Theory, perspectives, and practice (2nd ed.). New York, NY: Teachers College Press.

Fry, H., Ketteridge, S., & Marshall, S. (Eds.). (2003). A handbook for teaching and learning in higher education: Enhancing academic practice. London, UK: Kogan Page Ltd.

Golde, C., Walker, G. (Eds.). (2006). Envisioning the future of doctoral education: Preparing stewards of the discipline. San Francisco, CA: Jossey-Bass.

Hatch, T., Hatch, D. A., Lieberman, A., Faigenbaum, D., White, M. E., & Mace, D. H. P. (2005). Going public with our teaching: An anthology of practice. New York, NY: Teachers College Press.

Huber, M. T., & Hutchings, P. (2005). The advancement of learning: Building the teaching commons. San Francisco, CA: Jossey-Bass.

Jacobs, L. F., & Hyman, J. S. (2006). Professors' guide to getting good grades in college. New York, NY: HarperCollins Publishers.

Light, Richard, J. (2001). Making the most of college: Students speak their minds. Cambridge, MA: Harvard University.

Leamnson, R. N. (1999). Thinking about teaching and learning: Developing habits of learning with first year college and university students (1st ed.). Sterling, VA: Stylus Publishers.

McGlynn, A. P. (2001). Successful beginnings for college teaching. Madison, WI: Atwood Publishing.

McKeachie, W. J. (2002). Teaching tips: Strategies, research and theory for college and university teachers. New York, NY: Houghton Mifflin.

McWhorter, K. T. (2008). Study and critical thinking skills in college. New York, NY: Pearson.

Murphy, P. K., & Alexander, P. A. (2006). Understanding how students learn: A guide for instructional leaders. Thousand Oaks, Calif.: Corwin Press.

Newton, J., Ginsburg, J., Rehner, J., Rogers, P., Sbrizzi, S., & Spencer, J. (2001). Voices from the classroom: Five perspectives on teaching in higher education. Aurora, ON: Garamond Press.

Nilson, L. B. (2003). Teaching at its best: A research-based resource for college instructors. Williston, VT: Anker Publishing.

Orlich, D. (2006). Teaching strategies (8th ed.). Boston, MA: Houghton Mifflin Co.

Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

Paul, R., & Elder, L. (2005). The nature and functions of critical and creative thinking. Dillon Beach, CA: The Foundation for Critical Thinking.

Pratt, D. D. and Associates. (1998). Five perspectives on teaching adults in higher education. Malabar, FL: Kreiger Publishing Company.

Royse, D. (2001). Teaching tips for college and university instructors: A practical guide. Needham Heights, MA: Allyn & Bacon.

Sandeen, A. (2003). Enhancing student engagement on campus. New York, NY: Rowan & Littlefield.

Schulman, L. S., & Hutchings, P. (Ed.). (2004). Teaching as community property: Essays on higher education. San Francisco, CA: Jossey-Bass.

Schulman, L. S., & Wilson, S. M. (Ed.). (2004). The wisdom of practice: Essays of teaching, learning, and learning to teach. San Francisco, CA: Jossey-Bass.

Sims, R. R., & Sims, S. J. (2005). Learning styles and learning: A key to meeting the accountability demands in education. Hauppauge, N.Y.: Nova Science Publishers.
Stanley, C., & Porter, M. E. (Eds.). (2002). Engaging large classes: Strategies and techniques for college faculty. Williston, VT: Anker.

Svinicki, M. D. (2004). Learning and motivation in the postsecondary classroom. Anker.

Vella, J. K. (2008). On teaching and learning: Putting the principles and practices of dialogue educaton ito action. San Francisco, CA: Jossey-Bass.

Wilson, L. H. (2006). How students really learn: Instructional strategies that work. Lanham, Md: Rowman & Littlefield Education.

Wulff, D. H., & Jacobson, W. H. (2005). Aligning for learning: Strategies for teaching effectiveness. Bolton, MA: Anker.

Scholarship of Teaching and Learning

Austin, A. E., & Wulff, D. H. (2004). Paths to the professoriate: Strategies for enriching the preparation of future faculty (1st ed.). San Francisco: Jossey-Bass.

Becker, W. E., & Andrews, M. L. (2004). The scholarship of teaching and learning in higher education: Contributions of research universities. Bloomington, IN: Indiana University Press.
Cambridge, B. L., & American Association for Higher Education. (2004). Campus progress: Supporting the scholarship of teaching and learning. Washington, DC: American Association for Higher Education.
Hatch, T., & Carnegie Foundation for the Advancement of Teaching. (2006). Into the classroom: Developing the scholarship of teaching and learning (1st ed.). San Francisco, CA: Jossey-Bass.
Huber, M. T., Carnegie Foundation for the Advancement of Teaching, & American Association for Higher Education. (2004). Balancing acts: The scholarship of teaching and learning in academic careers. Washington, D.C.: American Association for Higher Education: Carnegie Foundation.
Holly, M. L., Arhar, J., Kasten, W. (2005). Action research for teachers: Traveling the yellow brick road (2nd
ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Johnson, A. P. (2005). A short guide to action research (2nd ed.). Boston, MA: Pearson.

McKinney, K. (2007). Enhancing learning through the scholarship of teaching and learning: The challenges
and joys of juggling. Bolton, MA: Anker.

McNiff, J., Lomax, P., & Whitehead, J. (2003). You and your action research project (2nd ed.). New York,
NY: RoutledgeFalmer.

Mertler, C. A. (2006). Action research: Teachers as researchers in the classroom. Thousand Oaks, CA:
Sage.

Richlin, L. (2006). Blueprint for learning: Constructing college courses to facilitate, assess, and document learning (1st ed.). Sterling, VA: Stylus.
Stringer, E. (2008). Action research in education. (2nd ed.). Columbus, OH: Pearson/Prentice Hall.
Note: For further readings see Kathleen McKinny’s Selected Bibliography – January 2005 at: http://www.sotl.ilstu.edu/resLinks/selBibl.shtml
Assessment

Achacoso, M. V. (Ed.). (2005). Alternative strategies for evaluating student learning. San Francisco, CA:
Jossey-Bass.

Huba, M. E., & Fred, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus
from teaching to learning. Pearson Allyn & Bacon.

Banta, T. W., Black, K. E., Lund, J. P., & Oblander, F. W. (1996). Assessment in practice. San Francisco,
CA: Jossey-Bass.

Irons, A. (2008). Enhancing learning through formative assessment and feedback. New York, NY:
Routledge.

Janesick, V. J. (2005). Authentic assessment primer. New York, NY: Peter Lang.

Luongo-Orlando, K. (2003). Authentic assessment: Designing performance-based tasks.
Markham, ON: Pembroke Publishers.

Richlin, L. (2006). Blueprint for learning: Constructing college courses to facilitate, assess, and document learning (1st ed.). Sterling, VA: Stylus Pub.

Mezeske, R. J., & Mezeske, B. A. (Eds.). (2007). Beyond tests and quizzes: Creative assessments in the college classroom. San Franciscom CA: Jossey-Bass.

Suskie, L. (2004). Assessing student learning: A common sense guide. Williston, VT: Anker.

Walvoord, B. C. (2004). Assessment clear and simple. San Francisco, CA: Jossey-Bass.

Williams, D. D., Hricko, M., & Howell, S. L. (2006). Online assessment, measurement, and evaluation: Emerging practices. Hershey, PA: Information Science Publishers.

Wormeli, R. (2006). Fair isn't always equal: Assessing and grading in the differentiated classroom. Portland, ME: Stenhouse.

Johnson, R. S., Mims-Cox, J. S., & Doyle-Nichols, A. (2006). Developing portfolios in education: A guide to reflection, inquiry, and assessment / Ruth s. Johnson, et al.,. Thousand Oaks, CA: Sage Publications.

Wright, V. H., Sunal, C. S., & Wilson, E. K. (2005). Research on enhancing the interactivity of online learning. Greenwich, CT: Information Age Publishers.


Course and Curriculum Design

Diamond, R. M. (1998). Designing and assessing courses and curricula. San Francisco, CA: Jossey-Bass.

Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college
courses.

Grunert, J. (1997). The course syllabus: A learner-centered approach. Bolton, MA: Anker Publishing.

Heywood, J. (2005). Engineering education: Research and development in curriculum and instruction. Piscataway, N.J. Hoboken, N.J.: IEEE Press; Wiley-Interscience.

Posner, G. J., & Rudnitsky, A. N. (2006). Course design: A guide to curriculum development for teachers (7th ed.). Boston, MA: Pearson/Allyn and Bacon.

Pregent, R. (2000). Charting your course: How to prepare to teach more effectively (2nd ed.). Madison, WI: Magna Publications, Inc.

Shenk, D., & Groger, L. (2005). Aging education in a global context. New York, NY: Haworth Press.

Classroom Management

Blum, P. (2006). Surviving and succeeding in difficult classrooms (2nd ed.). London; New York: Routledge.

Bradley, D. F., Pauley, J. A., & Pauley, J. F. (2006). Effective classroom management: Six keys to success. Lanham, MD: Rowman & Littlefield Education.

Breaux, A. L., & Whitaker, T. (2006). Seven simple secrets: What the best teachers know and do. Larchmont, N.Y.: Eye On Education.

Manning, M. L., & Bucher, K. T. (2006). Classroom management: Models, applications, and cases (2nd ed.). Upper Saddle River, N.J.: Pearson Education/Prentice Hall.

Pace, J. L., & Hemmings, A. B. (2006). Classroom authority: Theory, research, and practice. Mahwah, N.J.: L. Erlbaum Associates.


Student Diversity

Cowdery, J. R. (2007). Building on student diversity: Profiles and activities. Thousand Oaks: Sage Publications.

Karumanchery, L. L. (2005). Engaging equity: New perspectives on anti-racist education. Calgary: Detselig Enterprises.

Landsman, J., & Lewis, C. W. (2006). White teachers, diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism (1st ed.). Sterling, Va: Published by Stylus Pub.

Lee, O., & Luykx, A. (2006). Science education and student diversity: Synthesis and research agenda. Cambridge, NY: Cambridge University Press.

Marx, S. (2006). Naming whiteness, seeing race: Confronting passive racism in teacher education. New York: Routledge.

Price, G. (2007). Support for learning differences in higher education: The essential practitioner’s manual. Stroke on Trent, UK: Trentham Books.

Reid, G. (2005). Learning styles and inclusion. Thousand Oaks, CA: PCP/Sage Publications.

Rush, S. (2006). Huck finn's "hidden" lessons: Teaching and learning across the color line. Lanham, MD: Rowman & Littlefield Publishers.

Stanley, C. A. (2006). Faculty of color: Teaching in predominantly white colleges and universities. Bolton, Mass.: Anker Pub.

Teaching with Technology

Bach, S. (2007). Online learning and teaching in higher education. Maidenhead, Berkshire, GB: Open University Press.

Bates, T., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success (1st ed.). San Francisco, CA: Jossey-Bass.

Brabazon, T. (2007). The University of Google: Education in the (post) information age. Burlington, VT: Ashgate.

Lomicka, L., & Cooke-Plagwitz, J. (2004). Teaching with technology. Boston, MA: Thomson/Heinle.

Metzger, M. J., & Flanagin, A. J. (2008). Digital media, youth, and credibility. Cambridge, MA: MIT Press.

Naidu, S. (2003). Learning & teaching with technology: Principles and practices. London; Sterling, VA: Kogan Page.

Nilson, L. B. (2005). Enhancing learning with laptops. San Francisco, CA: Jossey-Bass.
Norton, P., & Wiburg, K. M. (2003). Teaching with technology: Designing opportunities to learn (2nd ed.). Belmont, CA: Thompson/Wadsworth.

Palloff, R. M. (2007). Building online learning communities; Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.

Spector, M. J. (Ed.). (2007). Finding your online voice: Stories told by experienced online educators. Mahwah, NJ: Lawrence Erlbaum Associates.

Tomei, L. A. (2003). Challenges of teaching with technology across the curriculum: Issues and solutions. Hershey, PA: Information Science Publishers.

Vrasidas, C., & Glass, G. V. (2005). Preparing teachers to teach with technology. Greenwich, CT: Information Age Publishers.

Related Journals

AAHE Bulletin
Academe
American Education Research Journal
CAUT Bulletin
Change
College Teaching
Educational Review
Innovative Higher Education
Journal of Chemical Education
Journal of College Reading and Learning
Journal of College Science Teaching
Journal of Curriculum Studies
Journal of Education Psychology
Journal of Higher Education
Journal of Research in College Teaching
Journal of Staff, Program and Organizational Development
NASSP Bulletin
Research in Higher Education
Research in Teaching of English
Review of Educational Research
South African Journal of Higher Education
Teaching of Psychology
Teaching Sociology
The Chronicle of Higher Education
The Teaching Professor

Assignment Three (Francine)

Design an action research plan aimed to improve the teaching and learning issue/concern identified in your case narrative. This assignment consists of several parts:
a. Based on your attempts to resolve the issue in your case narrative, identify your options for taking action.
b. Contemplate your options and imagine a way forward. Decide on what action you will take by developing and describing a teaching innovation/intervention that is supported by the literature, research, and/or other professional resources.
c. Outline a plan for gathering information about how students are learning in response to the teaching innovation/intervention you intend to implement.
d. Identify the ethical issues that need to be considered when conducting teacher research.
e. Describe techniques for analyzing and interpreting data gathered from students.
f. Identify the criteria/strategies for ensuring quality in teacher research.

Course Weighting: 25% Due Date: June 18, 2008
Assessment Criteria: Quality and completeness of overall action research design and plan; identification of options, quality of teaching innovation; alignment of data gathering with issue; appropriateness of ethical issues, appropriateness of data analyses; and presentation skills.

Assignment Two (Denis)

Assignment Two: Pedagogic Framework paper: Due: June 11. Course Weighting 25%. (To be negotiated)

This assignment provides you with the opportunity to develop a pedagogic framework for a course you teach or will teach. The assignment stops short from developing a course syllabus. (That is a technical exercise which is of less interest here.) This assignment gives you the opportunity to focus on the theoretic “front end planning” that informs what might go into such a course syllabus.

Your assignment should be based on the paper by Goodyear et al available online in several variants including www.eurodl.org/materials/contrib/1999/goodyear and
http://www.cerlim.ac.uk/edner/dissem/dc1.doc
If this site does not open, google: goodyear edner pedagogical frameworks.

This assignment is to produce a paper with the folowing components:

1. Identify a course which you teach or a new course or unit or module which you plan to teach. Provide an initial course description.
2. Explicate a pedagogical framework for your course (or unit or module), including elements of philosophy, high level pedagogy, pedagogical strategy and pedagogical tactics.
3. Explicate the educational setting for your course, including identification of learning tasks, learning environment, and learning activity.
4. Suggest a (short) list of learning outcomes to be derived from #2 and #3 above.
5. Final discussion and reflection: Provide a critical commentary which summarizes the major points of the model and analyzes what happened in light of your example. Alternatively, examine how the above analysis differs from the traditional “design a course syllabus” task. (For more details, see Appendix II in The Penn State Teacher II available at the following address: www.schreyerinstitute.psu.edu/pdf/PennStateTeacherII.pdf )

The assessment of this assignment will be based on:

1. Selection of topic.
2. Thoroughness of analysis.
3. Synthesis of information towards a statement of a “pedagogic framework”.

Assignment One (Brian)

Assignment One: Case Narrative: May 14th & May 23rd . Course Weighting 25%.

This case narrative assignment provides you with the opportunity to examine a selected contemporary issue in adult education, specifically within the domain of teaching and learning. It also examines the role of case narratives as a research methodology used to investigate and develop understanding of the multiplicity of factors that contribute to the issue in a real-life educational context. This assignment consists of several parts:

a. Select a current issue (i.e. challenge, dilemma, area of controversy, etc.) in adult education that has to do with the interface between teaching and learning that you are able to investigate in an educational context.

b. Conduct a literature review (maximum length 1000 words) using, especially, the readings from the early part of this course that focus on the issue with the purpose of informing the key aspects of the issue. Draw your information from a variety of sources in order to gain insight into the various points of view pertaining to the topic.

c. Using the initial considerations and guidelines for writing an open case suggested by Koballa & Tippins and the further examples provided, develop a case narrative.

d. Post this narrative on your course blog by May 14, 2008.

e. Give the case narrative to at least three people, two of whom must be involved with this course (one may be yourself), and have them respond on your blog to the case using the guidelines provided in the section entitled “Writing Solutions to an Open Case.” Ensure you select individuals that would have a valued opinion and point of view. Also ensure you provide them with some guidelines for writing solutions.

f. Synthesize the results obtained from the responses and the information gathered from the literature review. The synthesis should contain some aspect that attempts to resolve the issue by providing possible courses of action to the narrative presented.

g. Post this synthesis on your blog so your respondents can read your synthesis.

h. Finally, comment on the professional value of this exercise for you personally.

Course Weighting: 33 1/3% Due Date: May 14 and May 23, 2008
Assessment Criteria: selection of topic; thoroughness of literature review; selection of individuals to respond to narrative; synthesis of information from commentaries; attempt to resolve by providing solutions; and evaluation of the usefulness of the exercise.

Course Syllabus

The University of Manitoba
Faculty of Education
Department of Curriculum, Teaching and Learning
EDUB.7416 Teaching and Learning in Post Secondary Education (3 credits)


Summer Session 2008
Mondays and Wednesdays – 5:30 to 8:00 p.m.

Instructional Team:
Dr. Brian Lewthwaite 474-9061 Room 259 lewthwai@ms.umanitoba.ca
Dr. Denis Hlynka 474-9062 Room 236 dhlynka@cc.umanitoba.ca
Dr. Francine Morin 474-9054 Room 261 fmorin@cc.umanitoba.ca


PURPOSE
The purpose of Teaching and Learning in Post Secondary Education is to provide a concentration course for graduate students in the Master of Education Program with a specialization in Adult and Post Secondary Education, and to provide an optional course for graduate students in a variety of other programs who are interested in teaching in post secondary settings.

CALENDAR DESCRIPTION
An in-depth study of teaching and learning in post secondary education contexts grounded in current theoretical, research and pedagogical literatures.

OPTIONAL TEXTS
McKeachie, W. J., & Svinicki, M. (2006). Teaching tips: Strategies, research and theory for college and university teachers (12th ed.). Boston, MA: Houghton Mifflin Company.

Friesen, E. (Ed.). (2007). Teaching at the University of Manitoba: A handbook. Winnipeg, MB: University Teaching Services, The University of Manitoba. [Available on-line at http://www.umanitoba.ca/UTS/]

Additional common, multimedia “texts” will be provided to respond to the needs of students in the course.

FRAMING THE COURSE
A collaborative inquiry approach will be modelled in teaching this course and will begin, therefore, with broad themes and related questions for investigation rather than the formulation of course objectives. An initial undertaking will be to probe what students already know and think about these areas. Students’ questions and what they want and need to know will further inform and shape the course curriculum. The interaction between teaching and learning theory and practice will be emphasized.

1. Cognitive Learning Theory: A Framework for Guiding Teaching and Learning. What views of learning are now the primary guides for teaching in post secondary education? How are our views on learning wedded to our practice as teachers? How do learners construct knowledge? What are essential factors in learning? How and why are high levels of interaction important in teaching and learning? How is the interdependence of learning and motivation now understood? What is the role of social interaction in teaching and learning?

2. Essential Dimensions of Teaching: The Foundation for Effectiveness. What are the teacher attitudes and skills that ensure students learn as much as possible? What teacher actions increase student learning more than others? What does the research say about teacher effectiveness and how does it inform our practice as teachers? How are challenging, constructivist learning environments created and maintained for students? How can learners be supported in acquiring deep and thorough understandings of the course content they study? How do teachers create a climate for active learning, critical discourse, and creative thinking?

3. Designing Courses for Optimal Learning: The Planning Phase. What decisions do teachers make prior to teaching? How do teachers organize ideas, knowledge, and skills into meaningful course structures for teaching purposes? What organizing elements do teachers consider when developing courses (e.g., scope, sequence, continuity, balance, big ideas, key questions, assignments and assessment procedures)? How are course elements balanced to achieve curriculum consonance? What information should a course outline include and how do teachers prepare them? What instructional tools and resources are available to teachers (e.g., Internet, books, journals and periodicals, visuals, media tools, computers and computer-based instructional tools, copyrighted video, computer and multimedia programs, distance learning)? What organizing elements do teachers consider in their planning for everyday classes (e.g., descriptive course data, questions/theme/objective, learning strategies and procedures, special considerations, notes, reminders, materials and equipment, assessment tool, reflective notes for improving practice)?

4. Putting Course Plans into Action: The Interactive Phase. What strategies are available to teachers for interacting with their students (e.g., group interaction, guided discovery, inquiry, concept attainment, critical thinking, problem-based, active experience-based, direct instruction, lecture-discussion, questioning, and demonstration)? How do teachers select strategies that are most directly aligned with their beliefs about learning, as well as the nature of their disciplines? What strategies address the needs of diverse learners working in different contexts? How do teachers scaffold learning? What decisions do teachers make during the act of teaching? What presentation skills engage students’ interests?

5. The Teaching Scholar and Professional Growth: The Analytical and Reflective Phase. How is the scholarship of teaching and learning defined and conceptualized in the literature? What paradigms and methods do teaching scholars working in post secondary institutions use to systematically study their own teaching and their students’ learning? What systems are used for assessing quality in teacher research?

COURSE OBJECTIVES
Course objectives emerge within the context of a collaborative inquiry, but can be flexibly foreshadowed. Participants can expect that by the end of the course they will make gains towards:

• understanding the unique nature of teaching and learning in post secondary education;
• examining the principles, research and theories related to teaching and learning in post secondary education;
• understanding the multiple dimensions of effective teaching and learning;
• designing, enacting, and evaluating courses for post secondary education;
• developing a repertoire of learning strategies, assessment tools, and resources for use within post secondary classrooms;
• generating beliefs and principles about teaching and learning in post secondary contexts; and
• becoming a reflective teacher-scholar.

Welcome / Course Dates

Welcome to the blog for EDUB7416 at the University of Manitoba. This site will provide a running overview of course activity. You are encouraged to check it regularly. In addition, a course management system has been set up on NICENET.

Technological Requirements. At the first class, all participants will set up their own course blog and register on the course Nicenet site. The Class Key for Nicenet is Y232279E64.


Monday May 5 (all faculty). Course intro. Lab set up for Nicenet and blogging.
Wednesday May 7 (Brian)

M May 12 (Brian)
W May 14 (Brian)

M May 19 HOLIDAY
W May 21 (Brian)

M May 26 (Francine)
W May 28 (Francine)

M June 2 (asynchronous - Denis) "pedagogical frameworks"
W June 4 (Denis) "pedagogical frameworks"

M June 9 (Denis) Technology for Post Secondary teaching
W June 11 (Denis) Technology for Post Secondary teaching

M June 16 (Francine)
W June 18 (Francine) Course Wrap up.