This week in CEP811, we explored the Scholarship of Teaching and Learning (SoTL) and how it differs from “Scholarly Teaching”. In this exploration our task was to research and select Five Scholarly Resources that relate directly to YOUR teaching practices and interests. We were asked to visit the MSU library if possible and speak with a librarian. I happen to live close enough to campus and I was able to visit the library in person.
While I have some experience researching at the Michigan State University (MSU) library due to my background as a history major undergraduate degree at MSU, it was still valuable advice and direction to the correct ways to search. The librarian walked me through the ways to find and search for articles on her computer and later I was able to easily find many resources that related to my interests. I was shown the Educational Resources index where I could follow links to the ERIC database and more. I was also able to use the EBSCO HOST system that proved to be a very easy resource to navigate. In the future, I will continue to use these E-Resources at MSU libraries for personal and academic research.
Here is a look at my Five Resources I have selected that contribute to my Scholarship of Teaching and Learning.
“An Interpretive Argument for Blended Course Design”
- This resource is perfect for developing a blended course. It lays out many objectives and tools that are necessary for success in achieving objectives in a non-traditional model of education. This resource lays out arguments in favor of a blended learning approach. A blended learning classroom provides much more flexibility than a traditional class environment. It offers many new ways to collaborate and work together with the content. The development of a blended course must have many formative checks throughout the learning process. This is important in a face-to-face model as well, but seems especially necessary in the blended setting due to students’ freedom in access and engagement in the content. Understanding how students will engage and demonstrate knowledge is essential in developing a blended class. The number of students that can be taught in a hybrid course expands dramatically and, if done properly, each student can have an individualized learning experience.
- As a student of Educational Technology and an educator interested in blended learning integration and implementation this resource is extremely rich with information, strategies, and guidelines. This resource does an excellent job of laying out the arguments in favor of blended learning and the best practices in these courses.
- This resource is focused on developing a “problem-based” strategy to teaching history. It deals with assessment and process of learning through inquiry. This resource is extremely helpful in developing an inquiry-based approach to learning history. This student-centered approach focuses on questions that do not have clear answers or clear paths to answers. This promotes research based exploration in learning. This article talks about retention over time and relevance in the learning process. Strobel and van Barneveld (2009) found that in the short-run traditional models were more successful, however in the long-run “Problem-Based Learning” proved superior in long-term retention, skill development, and satisfaction of teachers and students. The “Problem Based Historical Inquiry” (PBHI) model focuses on these principles: Authenticity, Multiple Intelligences, Collaboration, & Scaffolding Instruction.
- This resource especially speaks to me as a social studies educator. Essential questions are vital in the process of learning. This resource shows how it is the teacher’s role to guide understanding and help students discover the paths to their interpretations and answers. This resource shows research behind the pedagogy of inquiry based learning in my discipline. This technique provides students with a more authentic learning experience that will give them historical literacy skills.
- Students are entering the classroom with tools in their hands that have capabilities of NASA in the 1960s, yet educators fear this technology. This resource lays out the improvements in engagement and deeper knowledge through using these devices to research, collaborate, and share their knowledge. Specifically this article talks about the learning possibilities when using Twitter. As a social studies teacher, Twitter offers an exceptional way of connecting students with current events and topics in the news that directly associate with concepts discussed in class. Twitter also provides a way to tweet important reminders to students. Twitter also allows students to share their work with other students in different parts of the world. It allows for “real-time” feedback and responses to questions. Twitter also gives students a voice in the classroom and can encourage engagement in subject matter. This resource is fantastic in converting a potential distraction into embracing it as an educational tool.
- Using Twitter in MAET courses has opened my eyes to the massive possibilities and uses of the social media device. At first glance, I saw twitter as something that high school and middle school students used to share pictures, quotes, and random celebrity facts. However, using this as an educational tool myself, I have found how easy it is to connect with other educators and scholars using #hashtags and @Twitter-Handles (@Vinnie_MSU). I definitely see my seniors using twitter probably more than any other social networking tool. I will definitely be using Twitter to connect with my students next semester.
- TPACK preparation is a constant process for me since I started the MAET program. Learning about how to implement TPACK strategies and approach my pedagogy with this mindset is something to always consider and learn about. This article lays out the necessity for the teachers of 21st century learners to be able to rethink and repurpose tools and teaching strategies. This course and this article provide a solid understanding of the TPACK methodology and implementing this mindset in teaching practices. Integrating the best technology for the objective is essential in TPACK. This blueprint for educational design allows educational technology to stay relevant.
- This article talks about how to implement this TPACK approach in teacher preparation programs and including the design of facilitating learning. Ongoing collaboration and discussion among educational leaders and administrators is essential in this process of changing the curricular approach. I especially find this article valuable because it presents a good argument for implementing TPACK with other teachers. I am interested in becoming a leader in educational technology and a master technology integrator in my school. This article helps give validity to peers who may question the pedagogy, framework, and blueprint for planning.
Learning When Serious: Psychophysiological Evaluation of a Technology-Enhanced Learning Game.
- This article provides a report on an evaluation of a game-based Technology-Enhanced Learning (TEL) platform, which teaches about soft skills using project management scenario simulations. While I am not operating a business and teaching project management skills, I am a teacher that is interested in the effectiveness of teaching using tech.-games. Learning assessment using game-based training proved to be successful. This article shows the level of engagement through gaming increase significantly. It also points out that increased engagement does not necessarily mean increased learning. The article gives scientific proof of schemas due to emotional and experimental process of “playing a game”. Gaming provides a psychological pattern that increase the users recognition and retention. The practice of using games to supplement learning is something I am very interested in and understanding the science behind it will help me defend this practice. The study did mention the importance of the seriousness of the game in building knowledge. The more “real-world” and practical the game is, the more retention will happen. While simple games are good for practicing, the best way to experience long-term recognition is by providing complex and practical games. This is interesting and provides insight to gaming in the classroom and what it should be used for: whether it be for scaffolding and practice of terms or for learning deeper understanding of concepts. Depending on the game difficulty and set-up of the game will depend on how to best utilize it for student learning.
RESOURCES:
Scholarship of Teaching and Learning vs. Scholarly Teaching. (2013, August 16).YouTube. Retrieved April 24, 2014, from https://www.youtube.com/watch?v=eedxoj1CPnk&feature=youtu.be
Gleason, Jesse. December 1st, 2013. University of Florida. “An Interpretive Argument for Blended Course Design” Retrieved From: http://web.b.ebscohost.com.proxy1.cl.msu.edu/ehost/detail?sid=3376186c-d96d-4561-be2f-505fed97d406%40sessionmgr114&vid=1&hid=108&bdata=JnNjb3BlPXNpdGU%3d#db=eft&AN=93000164
Brush, T. , & Saye, J. (2013). “An Instructional Model to Support Problem-Based Historical Inquiry: The Persistent Issues in History Network”. Interdisciplinary Journal of Problem-based Learning, 8(1). Available at: http://dx.doi.org/10.7771/1541-5015.1409 Published online (3-1-2014): http://web.b.ebscohost.com.proxy1.cl.msu.edu/ehost/detail?sid=648851df-484c-4a66-af46-007f371609a3%40sessionmgr112&vid=1&hid=108&bdata=JnNjb3BlPXNpdGU%3d#db=eft&AN=94988272
Journell, Wayne., Ayers, Cheryl A., & Walker Beeson, Melissa. (2014) “Tweeting in the Classroom”.University of North Carolina. Retrieved from: http://web.b.ebscohost.com.proxy1.cl.msu.edu/ehost/detail?sid=5750b8dd-2c17-4ad0-800a-da73e538ae02%40sessionmgr114&vid=1&hid=108&bdata=JnNjb3BlPXNpdGU%3d#db=eft&AN=95098704
Thomas, Tommy., Herring, Mary., Redmond, Pamela., Smaldino, Sharon. September 2013. “Leading Change and Innovation in Teacher Preparation: A Blueprint for developing TPACK Ready Teacher Candidates”. TechTrends: Linking Research & Practice to Improve Learning. Retrieved from: http://web.b.ebscohost.com.proxy1.cl.msu.edu/ehost/detail?sid=0cf91a17-3afa-491d-8e59-655b786a6350%40sessionmgr198&vid=1&hid=108&bdata=JnNjb3BlPXNpdGU%3d#db=eft&AN=89941163
Cowley, B., Fantato, M., Jennett, C., Ruskov, M., & Ravaja, N. (2014). “Learning When Serious: Psychophysiological Evaluation of a Technology-Enhanced Learning Game”. Educational Technology & Society, 17 (1), 3–16. Retrieved From: http://web.b.ebscohost.com.proxy1.cl.msu.edu/ehost/detail?sid=3676486d-e6d5-4b99-ad86-109c242c26c0%40sessionmgr115&vid=1&hid=108&bdata=JnNjb3BlPXNpdGU%3d#db=eft&AN=94937813
Winning in Education 