53,471 research outputs found
Toward a New Creative Scholarship of Educational Development: The Teaching and Learning Project and an Opening to Discourse
This invited essay of To Improve the Academyâs special feature on Creative Scholarship presents one example of creative scholarship in educational development as a forward to other forms and approaches in the special feature. This example, the Teaching and Learning Project, merges documentary and art photography traditions with faculty consultation. Following a review of the literatures of visual interpretation and instructional consultation, along with their intersection, the essay presents the Teaching and Learning Project in three ways: (1) as images, analyzed using the disciplinary grounding of the visual arts; (2) as a consultation methodology and an educational development practice; and (3) as a research project using a social science-based approach (grounded theory) exploring the experience of the subjects photographed. Finally, as a segue to the rest of the TIA special feature, this invited essay addresses the transformative nature of creative scholarship and its implications for the field of educational development
Students as co-creators of teaching approaches, course design and curricula: implications for academic developers
Within higher education, studentsâ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes along with the beneficial outcomes of these examples. Finally we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning
Educating Lawyers: Preparation for the Profession of Law
Examines the unique aspects and limitations of legal education, as part of a series of reports from the foundation's Preparation for the Professions Program
Pluralism and Economic Education: a Learning Theory Approach
Preparing students to participate in social and economic life after graduation is a widely held goal of economics instructors. How that goal is achieved and interpretations of what is a relevant skill, however, are a source of debate, covering both content coverage and pedagogical practices. This paper argues that a more pluralistic approach to both course content and pedagogy is fundamental for better preparing economics students for the world, and that learning theory is an integral component of understanding how to design practices to achieve desired outcomes.
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Reinventing learning: a design-research odyssey
Design research is a broad, practice-based approach to investigating problems of education. This approach can catalyze the development of learning theory by fostering opportunities for transformational change in scholarsâ interpretation of instructional interactions. Surveying a succession of design-research projects, I explain how challenges in understanding studentsâ behaviors promoted my own recapitulation of a historical evolution in educatorsâ conceptualizations of learningâRomantic, Progressivist, and Synthetic (Schön, Intuitive thinking? A metaphor underlying some ideas of educational reform (working paper 8). Division for Study and Research in Education, MIT, Cambridge, 1981)âand beyond to a proposed Systemic view. In reflection, I consider methodological adaptations to design-research practice that may enhance its contributions in accord with its objectives
Learning from Physics Education Research: Lessons for Economics Education
We believe that economists have much to learn from educational research
practices and related pedagogical innovations in other disciplines, in
particular physics education. In this paper we identify three key features of
physics education research that distinguish it from economics education
research - (1) the intentional grounding of physics education research in
learning science principles, (2) a shared conceptual research framework focused
on how students learn physics concepts, and (3) a cumulative process of
knowledge-building in the discipline - and describe their influence on new
teaching pedagogies, instructional activities, and curricular design in physics
education. In addition, we highlight four specific examples of successful
pedagogical innovations drawn from physics education - context-rich problems,
concept tests, just-in-time teaching, and interactive lecture demonstrations -
and illustrate how these practices can be adapted for economic education.Comment: 19 pages, 3 figures, submitted to Journal of Economic Education, also
available from Social Science Research Network
<http://ssrn.com/abstract=1151430
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