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The Open University

Scholarship of Teaching and Learning in STEM

The Open University via OpenLearn

Overview

This free course, Scholarship of Teaching and Learning in STEM, provides a toolkit for conducting Scholarship of Teaching and Learning (SoTL) within Science, Technology, Engineering and ...

Syllabus

  • Introduction and guidance
  • Introduction and guidance
  • What is a badged course?
  • How to get a badge
  • Thinking about notetaking
  • Acknowledgements
  • Session1Session 1: Engaging with SoTL
  • Introduction
  • 1 Scholarship of Teaching and Learning
  • 1.1 Distinguishing SoTL from scholarly teaching
  • 1.2 Distinguishing SoTL from discipline-based education research
  • 2 Principles of SoTL
  • 3 Reflection, critical reflection and reflexivity
  • 3.1 Reflection in SoTL
  • 3.2 Critical reflection in SoTL
  • 3.3 Reflexivity in SoTL
  • 4 Stages of a SoTL inquiry
  • 5 This session’s quiz
  • 6 Summary of Session 1
  • References
  • Acknowledgements
  • Session2Session 2: Getting started with SoTL
  • Introduction
  • 1 Motivation for conducting SoTL
  • 2 Collaboration in SoTL
  • 3 Mentoring in SoTL
  • 3.1 Facilitating SoTL research
  • 3.2 Supporting SoTL networking
  • 3.3 Mentor–mentee relationship
  • 4 Supporting SoTL through communities
  • 4.1 A collaborative SoTL inquiry
  • 4.2 Communities of practice that support SoTL
  • 5 Learning analytics
  • 5.1 Learning analytics and SoTL
  • 5.2 Use of learning analytics in SoTL
  • 5.3 Ethics of using learning analytics in SoTL
  • 5.4 Influence of learning analytics on SoTL practice
  • 6 This session’s quiz
  • 7 Summary of Session 2
  • References
  • Acknowledgements
  • Session3Session 3: Formulating a SoTL inquiry
  • Introduction
  • 1 Starting your SoTL inquiry
  • 2 Stakeholder analysis for a SoTL inquiry
  • 3 Formulating aim and research questions for a SoTL inquiry
  • 3.1 Aim of the inquiry
  • 3.2 Research questions for a SoTL inquiry
  • 3.2.1 Areas of investigation in SoTL
  • 4 Designing a SoTL inquiry
  • 4.1 Collaborative SoTL inquiry
  • 5 Literature review for a SoTL inquiry
  • 5.1 Conducting a literature review
  • 5.2 Searching for literature
  • 5.2.1 Planning your search
  • 5.2.2 Where to search: databases and Google Scholar
  • 5.2.3 Evaluating information and making notes
  • 5.2.4 Organising information in a reference management tool
  • 5.3 Writing a literature review
  • 6 This session’s quiz
  • 7 Summary of Session 3
  • References
  • Further reading
  • Acknowledgements
  • Session4Session 4: Students as partners and ethical considerations in SoTL research
  • Introduction
  • 1 Students as partners in SoTL
  • 1.1 Involving students as partners in SoTL
  • 1.2 Advantages of educator-student partnerships
  • 1.3 Challenges of involving students as partners
  • 1.3.1 Engaging a full range of student voices
  • 1.3.2 Establishing the partnership
  • 1.3.3 Maintaining and sustaining the partnership
  • 2 Three ethical criteria
  • 2.1 Informed consent
  • 2.2 Right to privacy
  • 2.3 Protection from harm
  • 3 Ethical considerations in a SoTL inquiry
  • 3.1 Involvement of students
  • 3.2 Dual role as educator and researcher
  • 3.3 Making SoTL results public
  • 4 Planning ethical considerations in SoTL inquiry
  • 4.1 Seeking ethical approvals
  • 4.2 Where to look for help
  • 5 This session’s quiz
  • 6 Summary of Session 4
  • References
  • Acknowledgements
  • Session5Session 5: Planning and conducting SoTL research
  • Introduction
  • 1 The nature of SoTL research
  • 1.1 SoTL and educational research
  • 1.2 SoTL and ‘methodologically sound’ research
  • 1.3 SoTL and methodological concerns
  • 1.3.1 Control groups in SoTL research
  • 1.3.2 Generalisable results in SoTL
  • 1.4 Action research
  • 2 Research design
  • 2.1 Refining the aim and research questions of the SoTL inquiry
  • 2.1.1 Using disciplinary knowledge to narrow a research question
  • 2.1.2 Significance of the aim and research questions
  • 2.2 Research methods for SoTL
  • 2.2.1 Quantitative and qualitative data
  • 2.2.2 Mixed methods research approach
  • 2.2.3 Triangulation
  • 2.2.4 Mixed methods research design
  • 2.3 Choosing your data collection research methods
  • 2.3.1 Research data management
  • 2.3.2 Seeking ethical approvals
  • 3 Data collection, preparation, analysis and interpretation
  • 4 Presenting your findings
  • 5 This session’s quiz
  • 6 Summary of Session 5
  • References
  • Further reading
  • Acknowledgements
  • Session6Session 6: Making SoTL public and impact evaluation of SoTL
  • Introduction
  • 1 Making SoTL public
  • 1.1 Strategies for confronting the challenges to making SoTL public
  • 1.2 Considerations when making SoTL public
  • 2 The impact of SoTL
  • 2.1 The impact of SoTL: A case study
  • 2.2 The impact of SoTL on the practitioner
  • 2.3 Evaluating for impact
  • 2.4 Planning for impact
  • 2.5 Strategies for planning for impact
  • 2.6 An action agenda for SoTL to make an impact
  • 2.7 Measuring impact
  • 3 Supporting and sustaining SoTL
  • 4 This session’s quiz
  • 5 Summary of Session 6
  • 6 Course conclusion
  • Where next?
  • Tell us what you think
  • References
  • Further reading
  • Acknowledgements

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