Funding opportunities for advancing scholarship in teaching and learning: all I know without knowing it all!

1. Funding opportunities for advancing scholarship in teaching and learning:all I know without knowing it all! Dale Holt, Institute of Teaching and Learning

2. Who are we? What should we be? Becoming Australia’s premier university [LEADERSHIP?] for scholarship and research [R&D/INNOVATION INVESTMENTS?] that inform pedagogical practice and institutional management of flexible and mixed mode education [NEW 21ST CENTURY MEANINGS?] • as evidenced by the achievement of quantifiable national and international peer recognition for Deakin’s work in this field [PROFESSOR HIGHER EDUCATION CONTRIBUTIONS].

3. Overview • What’s scholarship in teaching and learning? • What do we mean by the research and teaching nexus? • Scoping scholarly concerns nationally • Scoping scholarly concerns within Deakin • Presenting and publishing scholarship in teaching and learning

4. Deakin Discussion Paper The Scholarship of Teaching: What does it mean for Deakin University? Professor Marcia Devlin (PhD) Chair, Higher Education Research, Deakin University Office of the Deputy Vice-Chancellor (Academic) May 2008

5. ALTC/Carrick scholarship descriptors • Showing advanced skills in evaluation & reflective practice • Participating in and contributing to professional activities related to learning & teaching • Coordination, management and leadership of courses & student learning • Conducting & publishing research related to teaching • Demonstrating leadership through activities that have broad influence on the profession

6. Trigwell, Martin, Benjamin, Prosser (2000, p.159): Approaches to Scholarship in Teaching 1 The scholarship of teaching is about: Knowing the literature on teaching by collecting and reading that literature

7. Trigwell, Martin, Benjamin, Prosser (2000, p.159): Approaches to Scholarship in Teaching 2 Scholarship of teaching is about: Improving teaching by collecting and reading the literature on teaching

8. Trigwell, Martin, Benjamin, Prosser (2000, p.159): Approaches to Scholarship in Teaching 3 Scholarship of teaching is about: Improving student learning by investigating the learning of one’s own students and one’s own teaching

9. Trigwell, Martin, Benjamin, Prosser (2000, p.159): Approaches to Scholarship in Teaching 4 Scholarship of teaching is about: Improving one’s own students’ learning by knowing and relating the literature on teaching and learning to discipline-specific literature and knowledge

10. Trigwell, Martin, Benjamin, Prosser (2000, p.159): Approaches to Scholarship in Teaching 5 Scholarship of teaching is about: Improving student learning within the discipline generally, by collecting and communicating results of one’s own work on teaching and learning within the discipline

11. Research and teaching nexus: meaning of linkage? Trowler & Wareham (2007, p.5): • Link? • Inform? • Support? • Enhance? • Add value to? • Integrate?

12. Research and teaching nexus: Trowler & Wareham (2007, pp.3-5) meanings of nexus • Learners do research • Teachers do research • Teachers and learners research together • Research embedded in curriculum (research influences the what and the how of curriculum design) • Research culture influences teaching and learning • The nexus, the university and its environment • Teaching and learning influences research

13. Teaching and Learning Plan 2008-2012 Implementing an effective teaching-research nexus to enrich the student experience through the direct involvement of researchers in both course development and delivery.

14. Conceptions of research, teaching and scholarship of teaching: Brew (2003) • Different conceptions of research • Different conceptions of scholarship • Different conceptions of knowledge • Different conceptions of teaching & learning • Different conceptions of research and teaching nexus

15. The Academic's andPolicy-Maker's Guides to theTeaching-research Nexus New strategies to assist Australian universities to strengthen the teaching-research nexus in both institutional policy and individual practice. The project team will draw on practices identified in targeted discipline areas to prepare resources that will provide illustrative possibilities across three broad student levels: first year students, final year undergraduate students and postgraduate coursework students. This website will provide evidence-based, ready-to-use resources built on a scholarly foundation of evidence gathered from international sources, as well as a rigorous national study of effective teaching-research nexus practices in Australian universities. Significant gap: the absence of practical resources for academics and policy-makers wishing to engage with the issue and operationalise the teaching-research nexus in classroom, faculty and institutional practice. www.trnexus.edu.au

16. Deakin STALGS topics/themes/developments • ICT: e-simulations, eLive, iLecture, Turnitin, SAPA, DSO portfolio, blogging, podcasting, Second Life, online pedagogy, animation & gaming systems, exemplary uses, virtual organisations, mobile phones, social software • Graduate attributes: assessment, portfolios • Assessment: progressive, self- & peer • Students: international, graduate outcomes, student evaluations, student services, course-wide development • Experiential: projects, case study, centre, online virtual exchange, diversity in placements • Research/teaching nexus: internationalisation, research methods • Flexibility: new approaches • Staff development: discipline-based new staff

17. 2008 review of STALGS guidelines Teaching and Learning Plan: Support projects that explore alternative effective and efficient teaching models and pedagogies.

18. Faculty primer schemes 2008 • FACULTY OF BUSINESS AND LAW – 2008 SMALL GRANTS IN TEACHING AND LEARNING • FACULTY OF ARTS AND EDUCATION SMALL GRANTS IN TEACHING AND LEARNING - 2008

19. Australian Learning and Research Council (formerly Carrick) Mission PROMOTING AND ADVANCING LEARNING AND TEACHING IN AUSTRALIAN HIGHER EDUCATION

20. Australian Learning and Research Council (formerly Carrick) Values • Inclusiveness:by assisting the development of networks and communities which support higher education staff who have a direct impact on the advancement of learning and teaching. • Long-term change:through a focus on systemic change. • Diversity:by recognising and valuing institutional and discipline differences and similarities. • Collaboration:through the programs it funds and in its work practices. • Excellence:through the recognition of quality in its programs and awards and its encouragement of higher education institution's recognition of quality teaching and learning.

21. The big national issues • Achieving excellence? • Sustaining excellence? • Changed environment? • Changing environment? • Time horizon 21st century? • Leading and managing change? • New curriculum? New pedagogies? New media/technologies? New assessment?

22. ALTC Grants Program • Leadership for Excellence in Learning and Teaching Program • Priority Projects Program: $80,000 to $220,000; up to 2 years (Small projects should be completed in one year) • Competitive Grants Program: $60,000 to $220,000; Up to 2 years

23. Deakin success as lead to date Building academic staff capacity for using eSimulations in professional education for experience transfer (2008) Strategic Leadership for Institutional Teaching and Learning Centres: Developing a Model for the 21st Century (2007)

24. ALTC Grants Principles • Compliance with the Carrick Institute mission, objectives and values • Transparency • Value for Money • High Impact • Future Looking

25. ALTC projects • 2007 Projects • 2006 Projects • 2005 Projects • 2008 funded to date up soon

26. ALTC Learning Networks • Pilot Projects, Investigation and Scoping Initiatives • Common Curriculum Issues and Higher Education Enterprise Initiatives

27. ALTC Learning Networks • Architecture, Design and Creative and Performing Arts; • Business, Management, Economics and Law; • Health, Medicine and Veterinary Science; • Science, Engineering, Mathematics and Technology;  and • Arts, Humanities, Social Sciences and Human Service Professions (including Education and Social Welfare)

28. Business as an example…ABDC T&L Network • Building professionally-relevant learning and industry engagement in the business curriculum • Building and assessing the development of generic skills across the business curriculum • Valuing quality teaching in business education • T&L Network select project teams to develop funding applications for the future Carrick Institute funding round based on above

29. Working up a proposal • What’s you special interest? • What’s the basis for your special interest? • Why do you think it’s of national significance? • Has same or similar project been funded by ALTC? • Which grants category are you targeting, and why? • Do you understand ALTC meaning of dissemination? • Who could you collaborate with, and why? • What are the benefits for Deakin? • Is the project doable? For you? Others? Do you really want to do it?

30. ALTC dissemination • Identify potential users and stakeholders • Describe strategies to engage with the users – focusing on the intended adoption • Identify the range of project outcomes and potential users of the different outcomes etc • Describe strategies for enabling each identified group of intended users to become aware of the relevant outcomes and ideas and – involved in making effective use of them • Describe strategies for engaging with intended users and obtaining feedback during the project • Outline evaluation strategies on the impact of project outcomes with the intended user communities during and following the project development

31. Competitive Grants Program • Research and development focussing on issues of emerging and continuing importance • Strategic approaches to learning and teaching that address the increasing diversity of the student body • Innovation in learning and teaching, including in relation to the role of new technologies

32. ALTC feedback • There was inadequate preparation in terms of literature reviews, and situating applications in relation to current and past work • Single institution applications without clear applicability to the sector and wider community • Dissemination poorly understood and addressed • Requirements for project management not considered • IP issues not addressed • Many budgets contained simple errors • In a number of cases the budgets appeared unrealistically high • Budgets need to be clearly related to activities and outcomes detailed in the application.

33. Leadership for Excellence in Learning and Teaching Program Priority one, institutional leadership to enhance learning and teaching through leadership capacity-building at the institutional level o Funding range: $150,000 to $220,000 o Projects duration: up to 2.5 years Priority two, disciplinary and cross-disciplinary leadership to enhance learning and teaching through leadership capacity-building in discipline structures, communities of practice and cross-disciplinary networks o Funding range: $80, 000 to $220,000 o Project duration: up to 2 years Priority three, consolidating leadership by building on the outcomes of projects funded in earlier years under the Leadership for Excellence in Learning and Teaching Program o Funding range: $80, 000 to $120,000 o Project duration: up to 1.5 years

34. ALTC feedback - leadership • Lack of understanding of approaches to leadership and clear definition of leadership outcomes • Lack of explicit focus on leadership • Too much jargon • Poor development of project thinking

35. Leadership for learning & teaching • Leadership program report (2007) • Leadership for learning & teaching occasional papers (2006) • Leadership Colloquium • (2006) • Leadership Forum • (2007) • Completed Leadership Reports

36. Leadership areas funded to date INSTITUTIONAL LEADERSHIP Positional/Structural leadership Leadership curriculum for Associate Deans and Course Coordinators Academic leadership capabilities Leadership in Indigenous higher education Developing leadership capabilities of Course Coordinators Leadership in curriculum and program Development Curriculum improvement leader model Leadership capability of academic coordinators Emerging leadership framework A strategic leadership model for the 21stCentury Rich media technologies Distributed leadership Learning and teaching communities Student feedback and leadership Leadership in online learning and teaching The faculty scholar model Leadership and assessment

37. Leadership areas funded to date DISCIPLINARY LEADERSHIP – NATIONAL NETWORKS Learning and teaching communities Australian law postgraduate network COMPASS™ Effective partnering in nurse education Cross-disciplinary mathematics and statistics Support Scientists teaching scientists Indigenous women and leadership Team management systems

38. Priority Projects Program • Academic standards, assessment practices and reporting • Curriculum renewal (new 2008) • Teaching and learning spaces • Peer review

39. Areas to research: ANZSRC, Division 13 Education 1301 Education systems • 130103 Higher Education – flexible education fit here 1302 Curriculum and pedagogy 1303 Specialist Studies in Education 130306 Educational technology and computing

40. Where to present? • If on educational technology, ASCILITE & Ed-Media • If on open and distance education, ODLAA • If on tertiary teaching and learning, HERDSA • If on the scholarship of teaching and learning, ISSOTL • If on games and simulations in education, ISAGA • Discipline-based conferences with educational focus

41. Where to publish? • If on educational technology, AJET • If on open and distance education, DE • If on tertiary teaching & learning, HERD • If on the scholarship of teaching and learning, IJSOTL • If disciplinary context, Discipline-based educational journals

42. High ranking educational technology journals – Stuart Palmer analysis:http://www.deakin.edu.au/itl/research-eval/publish.php As an example, the following table lists journals relevant to the field of e-learning ranked in the top 30 % by their impact factor/score from a range of indexes, based on 2006 data: Interactive Learning Environments Educational Technology Research and Development Computers and Education Journal of Computer Assisted Learning Journal of Educational Computing Research British Journal of Educational Technology The Internet and Higher Education

43. ACRONYMS • Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) • Australasian Journal of Educational Technology (AJET) • Distance Education (DE) • Ed-Media World Conference on Educational Multimedia, Hypermedia & Telecommunications. A conference of the Association for the Advancement of Computing in Education (AACE) • Higher Education Research and Development Society of Australasia (HERDSA) • International Journal for the Scholarship of Teaching & Learning (IJSOTL) • International Society for the Scholarship of Teaching & Learning(ISSOTL) • International Simulation and Gaming Association (ISAGA) • Journal of Higher Education Research & Development (HERD) • Open and Distance Learning Association of Australia (ODLAA)

44. Useful references Angelo, T. (2007). Seven Promising Pathways, Seven Perilous Pitfalls to Scholarship of Teaching and Learning Helping Aspiring Teachers-Scholars Succeed. Keynote address at Carrick Institute National Discipline-Based Development Forum on The Teaching/Research Nexus, Adelaide, August. Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching. Brew, A. (2003). Teaching and Research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development, 22(1), 3-18. Huber, M.T. (2004).Balancing acts : the scholarship of teaching and learning in academic careers.Washington, D.C.: American Association for Higher Education, Carnegie Foundation. McKenzie, J. (2007).Variation in patterns of teacher development and change: Connections with the development of scholarly teaching and the scholarship of teaching. In Enhancing Higher Education, Theory andScholarship. Proceedings of the 30th HERDSA Annual Conference [CD-ROM], July, Adelaide, Australia. Trigwell, K.. Martin, E., Benjamin, J. & Prosser, M. (2000). Scholarship of Teaching: a model. Higher Education Research & Development, 19(2), 155-68. Trowler, P. & Wareham, T. (2007). Re-conceptualising the ‘teaching-research’ nexus. In Enhancing Higher Education, Theory andScholarship. Proceedings of the 30th HERDSA Annual Conference [CD-ROM], July, Adelaide, Australia.