ELT505 Presentation

Scholarship of Teaching and Learning Situating Aboriginal Studies & critically appraising Nicholls (2004) Dr Kristyn Harman September 2009

Introduction ,[object Object],[object Object],[object Object]

Structural outline ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Origins of Aboriginal Studies ,[object Object],[object Object],[object Object],http://www1.aiatsis.gov.au/finding_aids/images/MS3752/conference1961.jpg National Conference on Aboriginal Studies, Canberra 1961 ,[object Object]

Aboriginal Studies: A dynamic field ,[object Object],[object Object],[object Object],[object Object]

Aboriginal Studies: A multi-disciplinary interchange

Aboriginal Studies & SOTL ,[object Object],[object Object],[object Object],[object Object]

Aboriginal Studies & SOTL @ UTAS ,[object Object],[object Object],[object Object],[object Object]

Introducing Nicholls ,[object Object],[object Object],[object Object],[object Object],http://www.corporate.salford.ac.uk/leadership-management/gill-nicholls/

Nicholls: The research problem ,[object Object],[object Object],[object Object]

The research questions ,[object Object],[object Object],[object Object]

Methodology ,[object Object],[object Object],[object Object]

Building on Boyer ,[object Object],[object Object],[object Object],[object Object]

Further definitions of SOTL ,[object Object],[object Object],[object Object],[object Object]

SOTL & terminology ,[object Object],[object Object],[object Object]

Use of Bourdieu & research findings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Interviewing academics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Research findings ,[object Object],[object Object],[object Object],[object Object]

Argument ,[object Object],[object Object],[object Object]

Adding a local perspective ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Situating Nicholls’ findings in SOTL ,[object Object],Boyer (1990) The scholarship of teaching – dynamic, begins with what we know. Educates and entices future scholars. Trigwell et al (2000) – five hierarchical interpretations of SOT, from what teacher does to how students learn. Andresen (2000) – what, how, and why we teach. Critical reflection, peer review, inquiry (motivation). Elton (2008) – collaboration between lecturers and students; teaching not separate from research. Kreber (2002) – four distinct areas: discovery, excellent practice, knowledge, experience. Nicholls (2004) – believes discourse on SOT poorly conceptualised & confusing.

Conclusion ,[object Object],[object Object]

References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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