Fwd: The London Scholarship of Teaching & Learning (SoTL) 8th International Conference

 

The London Scholarship of Teaching &  Learning (SoTL)

8th International Conference

 

13 & 14 May 2010

The Royal College of Obstetricians & Gynaecologists

London, UK

 

Call for proposals for 'London SoTL 2010'

 

Disciplines, Pedagogies and Cultures for SoTL

 

http://www.tvu.ac.uk/instil/London_SoTL_Conference_2010.jsp

 

 

KEY CONTRIBUTORS TO LONDON SoTL 2010:

Dan Bernstein (University of Kansas); Anthony A. Ciccone (University of Wisconsin-Milwaukee); Sue Clegg (Leeds Metropolitan University); Brian Coppola (University of Michigan); Glynis Cousin (University of Wolverhampton); Mick Healey (University of Gloucestershire); Mary Huber (Carnegie Foundation for the Advancement of Teaching); CarolinKreber (University of Edinburgh) ;  Rowena Murray (University of Strathclyde); Lin Norton (Liverpool Hope University); Jan Parker (Open University); Ross Peterson-Veatch (Goshen College, US); Aaron Porter (Vice President of National Union of Students); Stephen Rowland (University College London); Torgny Roxå  (Lund University)

 

CLOSING DATE FOR SUBMISSION OF ABSTRACTS: 5^th February 2010 now extended to 22^nd February

 

This year's themes are at the core of the SoTL community's reflections on its purpose and progress. The issues they raised have gradually emerged as problematic, and therefore worthy of debate and enquiry, in recent years across the sector. Expanding the notion of SoTL beyond the confines of the classroom and across the boundaries of the discipline has brought to the fore the following questions:

 

·         Are SoTL methodologies theoretically informed and how?

·         Is theory a meaningful area of concern for SoTL?

·         Is disciplinarity a stumbling block for SoTL?

·         What are the challenges of interdisciplinarity for SoTL?

·         Can SoTL travel beyond English-speaking countries and how?

·         Does SoTL effectively inform new pedagogies and how?

·         Do HE institutions value SoTL and how?

·         Do 'quality conceptions' of SoTL and the concern for 'scientific' rigour and measurability restrict the SoTL span?

·         Is SoTL an effective instrument to improve student learning?

·         Do SoTL activities develop critical learning in faculty and students?

·         What are the most appropriate pedagogies for criticality?

·         What are the characteristics of a SoTL culture?

·         How do departmental and institutional cultures impact on SoTL?

·         What are the main benefits for students of SoTL approaches to practice?

·         What is the impact of macro-policies (e.g. Bologna, Accreditation in the USA)

 

These questions will inform our debates at the London SoTL 8^th International Conference, under three different strands.

 

 

EARLY BIRD REGISTRATION DEADLINE: 7^th APRIL 2010

 

 

 

►Strand 1:  Disciplines

In this strand we will be considering the complex relationship between the discipline, which is the traditional structural unit for universities and SoTL which has tended to work across or beyond disciplinary units. The debate and reflections around this theme might address issues linked to interdisciplinarity, collaborations beyond the discipline, genericism, disciplinary methodologies in SoTL, and so on.

 

The following disciplines sub-themes would be of particular, but not exclusive, interest:

·         Discipline specific and interdisciplinary initiatives

·         The role of the discipline in informing methodologies used in SoTL

·         SoTL as a generic theoretical framework

·         Reports on linkage between research and teaching within and across disciplines

·         SoTL and disciplinary research

 

►Strand 2: Pedagogies

Examining and developing pedagogies is of course at the heart of the SoTL enterprise. Focusing on pedagogies and the curriculum has re-ignited an interest in the relation between the 'how' and the 'why' of teaching. What is the purpose of a university education, and what attributes might one seek to develop in the next generation of graduates? How can we develop, deliver and evaluate these pedagogies? What form of evidence might we want to bring to the table? Those questions will inform delegates' reflections on pedagogies for the 21^st century.

 

The following pedagogies sub-themes would be of particular, but not exclusive, interest:

·         Innovative pedagogies and SoTL:

·         Fit-for-purpose pedagogies?

·         Using SoTL to develop criticality in students

·         Engaging students in SoTL

·         Approaches to SoTL and the link to 'excellence'

·         Teaching and learning with technology

·         SoTL and a changing student body

 

►Strand 3: Cultures

SoTL debates over the past few years, especially (but not only) at London SoTL, have emphasised the impact of 'cultures' on teaching and learning. Specific cultural impacts have included institutional and departmental cultures, national HE initiatives including the development of quality cultures in HE, and the internationalisation and globalisation of HE. In this strand, we are seeking proposals that will address those issues, with specific reference to the impact on SoTL.

 

The following cultures sub-themes would be of particular, but not exclusive, interest:

·         The changing role of the SoTL academic

·         SoTL and institutional or departmental cultures

·         Adapting SoTL to national contexts or cultures

·         Defining and observing excellence in practice from a SoTL lens

·         The impact of national quality agendas on SoTL approaches

·         The challenges of intercultural issues

·         Expanding SoTL communities

·         SoTL as a global agenda

 

This year's themes will be addressed in the plenary panel sessions and in the now customary "Author meets Reader" sessions.  We encourage all participants to address the themes, and the connections between them, whenever possible throughout the conference.

 

A pre-conference 'networking event' is scheduled on 12 May 2010 from 2.30 pm for delegates who arrive in London early. It includes drinks and a visit to a cultural London site. An optional dinner (at delegates' own expense) is also planned. Please indicate your intention to apply on registration.

 

Format for presentations:  Three 20 minutes papers followed by a 10 minute discussion for each session

Format for abstract submission: Online submission, 300 words maximum. Click on the link below:

 

http://hermes.tvu.ac.uk/SoTL/form2009.asp

 

All abstracts submitted from outside the UK will be reviewed within three weeks of submission.

Distinctive features of the conference:

• Opportunity to disseminate outcomes of work in progress, project reports and learning and teaching grants
• Local scholars and scholars from Australia, Canada, Europe, South Africa, Japan, UK, and US regularly attend the London SoTL Conference
• Authors of new and recent books on the Scholarship of Teaching and Learning
• Papers, work in progress, project reports, seminars and workshops demonstrating the scholarship of teaching and learning

 

All forms of scholarship are encouraged to be submitted for presentation.

 

London SoTL 2010 is sponsored by the Institute for Teaching, Innovation and Learning, Thames Valley University, London, England in association with:

·         The International Society for SoTL (ISSOTL)

·         The Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) (US)

·         The Higher Education Academy (HEA) (UK)

 

The London SoTL International Conference 2008 Proceedings are now posted on the Higher Education Academy website:

http://www.heacademy.ac.uk/resources/detail/EvidenceNet/sotl_proceedings

 

ALSO NOTE related conferences

ISSOTL 2009 http://www.issotl.org/conferences.html

SRHE http://www.srhe.ac.uk/

 

 

Joelle Fanghanel, Conference Convenor

 

On behalf of the 'London SoTL' Editorial Board:

Denis Berthiaume, Université de Lausanne, Switzerland

Dan Bernstein, Kansas University, USA

Mary Huber, The Carnegie Foundation, USA

Nicole Rege Colet, Haute Ecole Pédagogique du Vaud, and Haute Ecole Pédagogique du Tessin, Switzerland

Torgny Roxa, Lund University, Sweden

Digby Warren, London Metropolitan University, UK

 

 

 

 

Professor Joëlle Fanghanel

Director of the Institute for Teaching, Innovation and Learning (INSTIL)

 

Thames Valley University

St Mary's Road

EALING

London

W5 5RF

UK

 

Room number TC 374

Email: joelle.fanghanel@tvu.ac.uk

Phone: +44 (0) 208 231 2117

Fax: +44 (0) 208 231 2233

 

Vice-President Europe of ISSOTL

Convenor of the London SoTL International Conference

 

http://www.tvu.ac.uk/instil/London_SoTL_Conference_2010.jsp

 

 

This e-mail is intended only for the use of the addressees named above and may be confidential. If you are not an addressee you must not read it and must not use any information contained in it nor copy it nor inform any person other than Thames Valley University or the sender of its existence or contents. If you have received this email and are not a named addressee, please delete it. 

 

 

-- 
Yours sincerely

Francois Smit
event organiser
0207 837 7982
0777 323 2220

Francois Smit

Event Organiser

0777 323 2220

0207 837 7982

Fwd: [Fwd: Space Symposium - 2010]

Please find attached details of the 5^th Space Symposium to be held at Warwick University.  Please forward this email to anyone you feel may be interested in attending the conference.

 

Apologies for cross posting.

 

The Fifth Symposium on Social Learning Space: Knowledge Spaces

 

The Reinvention Centre for Undergraduate Research

Westwood Campus, University of Warwick

Monday 29 March, 2010  

 

‘Knowledge spaces are the thick social spaces through which truth, knowledge and power are created’ (Sarah Wright, 2005: 908)

Following the success of the previous four Space Symposia, Knowledge Spaces addresses the role of architecture, spatial planning and the use of different spaces in the construction and experience of curricula and pedagogy in Higher Education.

The symposium will address the question of how the spaces we create, occupy and challenge, both within the university and beyond it, affect what and how we know, as well as considering who plays what roles in the process of knowledge creation and communication. In particular, the symposium will explore:

·        the landscapes of learning in Higher Education

·        the use of ‘real life’ spaces such as urban, public, employment and community settings for the development and enactment of curricula and assessment

·        the relationship between physical classroom spaces and different pedagogical approaches 

·        the role of university buildings and curricula in shaping pedagogical and political relations between students and staff

The event offers an exciting and diverse programme of keynote lecture(s), participatory workshop(s) and an interactive research exhibition.

Confirmed speakers and workshop leaders:

·        Professor Mike Neary, University of Lincoln

·        Professor Jonothan Neelands, Institute of Education, University of Warwick

·        Oscar van den Wijngaard and Wilfred van Dellen, University College Maastricht

·        Dr Sarah Czerny and Students, University of Rijeka, Croatia. 

 

Contributions are invited for the research exhibition, in the form of posters, artistic or photographic exhibits, or any other formats which can be reasonably accommodated.  Centres for Excellence in teaching and Learning (CETLs) and other projects which have developed new or renewed spaces in recent years are particularly encouraged to use the exhibition as a forum for sharing information about the creation, occupation and impact of their space and spatial interventions.  

Deadlines for contributions to the research exhibition:

Monday 15 February 2010 - Summary of intended contribution and description of media    

Friday 19 March 2010 – Submission of final poster/ artwork                                                                                      

 

Registration

The cost of the conference is £75 for waged delegates and £10 for students.

Online registration will be available by 1 February 2010 via this web page: www.warwick.ac.uk/go/reinvention/spaces/symposia/fifth/

If you would like to be notified when registration is open or you have any queries please send an email to: conference.reinvention@warwick.ac.uk  or telephone Sumila Bhandari on 024 76575125

Please find attached details of the 5th Space Symposium to be held at
Warwick University.  Please forward this email to anyone you feel may be
interested in attending the conference.



Apologies for cross posting.



The Fifth Symposium on Social Learning Space: Knowledge Spaces



The Reinvention Centre for Undergraduate Research

Westwood Campus, University of Warwick

Monday 29 March, 2010



'Knowledge spaces are the thick social spaces through which truth,
knowledge and power are created' (Sarah Wright, 2005: 908)


Following the success of the previous four Space Symposia, Knowledge
Spaces addresses the role of architecture, spatial planning and the use of
different spaces in the construction and experience of curricula and
pedagogy in Higher Education.

The symposium will address the question of how the spaces we create,
occupy and challenge, both within the university and beyond it, affect
what and how we know, as well as considering who plays what roles in the
process of knowledge creation and communication. In particular, the
symposium will explore:

·        the landscapes of learning in Higher Education

·        the use of 'real life' spaces such as urban, public, employment
and community settings for the development and enactment of curricula and
assessment

·        the relationship between physical classroom spaces and different
pedagogical approaches

·        the role of university buildings and curricula in shaping
pedagogical and political relations between students and staff

The event offers an exciting and diverse programme of keynote lecture(s),
participatory workshop(s) and an interactive research exhibition.

Confirmed speakers and workshop leaders:

·        Professor Mike Neary, University of Lincoln

·        Professor Jonothan Neelands, Institute of Education, University
of Warwick

·        Oscar van den Wijngaard and Wilfred van Dellen, University
College Maastricht

·        Dr Sarah Czerny and Students, University of Rijeka, Croatia.



Contributions are invited for the research exhibition, in the form of
posters, artistic or photographic exhibits, or any other formats which can
be reasonably accommodated.  Centres for Excellence in teaching and
Learning (CETLs) and other projects which have developed new or renewed
spaces in recent years are particularly encouraged to use the exhibition
as a forum for sharing information about the creation, occupation and
impact of their space and spatial interventions.

Deadlines for contributions to the research exhibition:

Monday 15 February 2010 - Summary of intended contribution and description
of media

Friday 19 March 2010 - Submission of final poster/ artwork



Registration

The cost of the conference is £75 for waged delegates and £10 for students.

Online registration will be available by 1 February 2010 via this web
page: www.warwick.ac.uk/go/reinvention/spaces/symposia/fifth/

If you would like to be notified when registration is open or you have any
queries please send an email to: conference.reinvention@warwick.ac.uk  or
telephone Sumila Bhandari on 024 76575125

Re: Use of digital stories in professional learning

2010/1/12 Norman Jackson <Norman.Jackson@surrey.ac.uk>

January 20th 10.30-16.15 (including lunch)
Digital Story Telling Academy with a focus on professional situations
University of Surrey, Guildford
This Digital Story Telling Academy is intended to provide an introduction to the concept and techniques of digital story telling and to examine some of the ways that this technique could be used to support reflective learning and meaning making in the process of learning to be professional in higher education or being a more effective professional in the work place.

Facilitation team

• Jane Leng, Director of Studies- Foundation Degree in Health and Social Care Practice, Leader for Adult Branch Nursing Degree and SCEPTrE Fellow
• Martin Jenkins, Academic Manager, Centre for Active Learning, University of Gloucestershire
• Professor Paul Thomas Clinical Director, Ealing Primary Care Trust (and PCT colleagues)
• Chris Stanage SCEPTrE Technologist, (year 3 BSc Economics Professional Training)

Only 8 places left.  To reserve a place please complete the booking form at  http://learningtobeprofessional.pbworks.com/Digital-Story-Academy

and return to sceptre@surrey.ac.uk as soon as possible.

Seminar Tuesday January 26^th 2010 12.30-13.45
The session will be streamed live from this page http://learningtobeprofessional.pbworks.com/Cathy-Farrell
Industry Partnerships, Community Engagement and 'Real Life' Learning Through Project Work.
Cathy Farrell, Swinburne University of Technology, Melbourne, Australia.
 As part of Swinburne University of Technology's commitment to professional learning through project work, the Media Studies program offers a range of 'real life' learning opportunities to final year undergraduate students. The projects range from internal artefact creation through to working with leading corporations and local communities. This seminar will present a number of examples of successfully completed project work. Discussion will focus on the ongoing role of industry partners and local communities in providing and supporting student projects, and the supervision and assessment of student project work.

Please contact sceptre@surrey.ac.uk if you would like to participate

Re: REMINDER: SDF CPD Event: Action Learning Facilitation - 8 February 2010

2010/1/11 Wendy Mason <wendy.mason@lfhe.ac.uk>

SDF CPD Event: Action Learning Facilitation - Monday 8 February 2010

A practical workshop in the first instance to promote the understanding and use of action learning as a development tool in a university context and equip participants with the key knowledge required to facilitate action learning sets. The programme has been designed to provide for follow up dates if sets are formed and participants wish to participate as part of a set.

 

Date: Monday 8 February 2010

Venue: Loughborough University

Event Leaders: Martin Cussons (Nottingham), Sue Petrie (Derby), Keith Willis (Nottingham Trent) and Andy Wilson (Loughborough University)

Cost: £195 (includes lunch and refreshments)

 

Registration

 

Please return the completed application form at your earliest convenience to:

 

Louise Taylor,

Programme Administrator,

Staff Development Forum, Kingfisher House,

90 Rockingham Street,

Sheffield S1 4EB

T: 0114 270 0188  F: 0114 272 6354  E: louise.taylor@lfhe.ac.uk

Fwd: The student voice: enhancing learning, not just satisfaction - Monday 25th January at QMUL

---------- Forwarded message ----------
From: Matthew Williamson <m.williamson@qmul.ac.uk>
Date: 2010/1/11
Subject: The student voice: enhancing learning, not just satisfaction - Monday 25th January at QMUL
To: ISL@jiscmail.ac.uk

Dear colleagues

It is with great pleasure that I can announce the second in the 2009/10 Educational Research Seminar Series, hosted by Educational and Staff Development at Queen Mary, University of London. The seminar takes place on Monday 25^th January at 3pm in Room 602 on the sixth floor of the G. O. Jones Building (formerly known as the Physics Building) on the Mile End campus of the College.

After a very successful first seminar, on the QMUL Graduate Attributes project, this second seminar is presented by Gwen van der Velden, the Director of Learning and Teaching Enhancement at the University of Bath and is entitled The student voice: enhancing learning, not just satisfaction

As spaces are limited, I would be grateful if you could email me to let me know if you wish to come along to this seminar.

About the seminar:

This seminar sets out the approach taken at the University of Bath which aims to engage students in a role of academic citizenship, rather than just as consumers. Despite Lord Mandelson's suggestions to the contrary, most of our students still engage with their studies as an experience rather than a product.

Bath is a university that was founded in the 1960-s as part of a socio-economical effort to broaden access to the intellectual wealth of universities. Many of the principles of democracy are still present in our efforts to encourage academic citizenship for students and this realisation has transformed our quality management in recent years. Based on good preparation and full access to university information, students at Bath not only take part in setting teaching enhancement agendas, they also share with staff the responsibility for implementing change. In recent years the National Student Survey, Students' Union's surveys and other sources have shown us that our students are appreciative and very aware of this approach, whilst external indicators show us this may be a way of avoiding the consumerist attitudes that are promoted in current discussions about the student fee-cap.

The seminar will set out the underlying principles of student engagement at Bath, what this means in practice for quality and educational management, and provide an insight in the ways in which impact of this approach are measured. Gwen will be accompanied by the Vice President of Bath Students' Union, to give a student perspective on the issue.

About the speaker:

Gwen's career started in the Netherlands and included student activist, teacher and educational innovator. At the Katholieke Universiteit Nijmegen (now Radboud University, NL), she supported individual staff in the Science Faculty developing advanced teaching practices. On her departure to Britain, she received an award for Excellence from the University of Nijmegen and was put forward for a national award for HE teaching innovation.

Having joined the University of Kent in 1995, Gwen worked with a number of Universities on institution-wide implementation of e-learning. Since the mid nineties, she has led teams of academic staff developers, student learning advisors, quality officers and teaching innovators and took on advisory roles for national HE organisations. Her current professional interests include the professionalisation of educational development, supporting governance change to empower the student voice and the re-alignment of quality assurance and enhancement.

Gwen also holds a number of roles at national level, including membership of the Planning Executive of the Standing Conference for Academic Practice (SCAP), chair of the Learning, Teaching and Quality Network within the '94 Group and membership of the planning group for the Heads of Educational Development Group.

The remaining seminars for this year are:

22^nd February

Dr Roni Bamber, Head of Centre for Academic Practice, Queen Margaret University Evaluation: institutional needs versus individual motivations

29^th March

Dr Margo Blythman, Visiting Research Fellow, Centre for Learning and Teaching in Art and Design, University of the Arts Implications of change for the working worlds of staff in higher education

26^th April

Dr Chris Trevitt, Director of Studies, Oxford Learning Institute, University of Oxford Research supervision at Oxford: tales from the development experience coalface

24^th May

Professor Stephanie Marshall, Director of Programmes, The Leadership Foundation for Higher Education Leadership in Learning and Teaching

28^th June

Dr Matthew Williamson, Education Adviser, QMUL, and Dr Giles Martin, Learning and Teaching Development Adviser, QMUL Transitions to Higher Education: reflections on a three-year study

All the best

Matthew

Dr Matthew J. Williamson

Education Adviser

Educational and Staff Development

Queen Mary, University of London

E1 4NS

Tel: 020 7882 2813

www.esd.qmul.ac.uk