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.
Saturday, March 15, 2008
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”.
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.
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.
Tuesday, March 11, 2008
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:
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.
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.
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