Dilemma: should/ can the CTL be neutral territory (and can it be?)
Fascinating to see what "neutral" means here. There's the "non-evaluative"/"non-supervisory" sense, where "neutrality" is essentially with respect to office politics, and the "not advancing an argument" sense, which in the strictest sense seems almost impossible to reconcile with any kind of developmental work.
When I hear people in a variety of contexts talking about “building community” for students or colleagues (or, customers), I worry about that, too. Is the motivation an additive one? “Let’s give them more people to connect with and rely on?” Or is it intended to be a kind of capture?
What an enormous challenge for those of us in faculty development and other "community-building" businesses. Are we actually serving when we help people acculturate? We might be. We also might be trying to capture peoples' time and attention and loyalty.
What if we designed faculty learning experiences that took less time, were more consistent, and were packed with meaning that compelled us to share and connect with our colleagues and students? What would that look like? I’d think I’d like to explore that question with all of you in 2022.
Fascinating challenge... how do we design education to maximize "viral" reach?
Why is the 60-minute workshop the gold-standard in faculty development/learning?
Excellent question. How do we communicate "this is worthy of more time" as well as "this really shouldn't take that long"?
Over the past several weeks, I’ve seen more faculty declining learning opportunities and expressing a need to protect their time than ever before in fifteen years of doing this work.
Protect their time for what, I wonder?
Men need to turn up to the teacher courses I attend on empathy and restorative practice. Men are consistently in the minority at these events and whilst the men who do attend are inspiring, the empty seats are a reminder that change is not happening quickly enough.
The issue of who does and doesn't show up to faculty development has enormous impacts. Connecting it to violence in society is a chilling insight.
All topics were framed as specific but open questions
When meetings are framed around reading titles, they suggest a level of certainty. Framing around questions starts with what is unknown instead of known - more open to novices? (See next paragraph - "facilitators located expertise in readings and research ... not themselves")
we first thought about starting a reading group, as many other institutions and departments have done. But we wanted to make the barrier to joining the conversation as low as possible
This is an interesting point. Faculty members take reading assignments seriously; some folks will skip events rather than show up unprepared. Starting with a facilitator's presentation is an interesting way over that barrier.
dynamic hub for teaching & learning praxis and community-driven academic professional development
Concise description of a broad mandate. Quite effective!
There is a growing need to establish literacies around open education, copyright, social media and networked learning as a foundational skill.
Among both students AND instructors. Instructors teach what they know, and if they do not feel comfortable themselves working in these environments b/c they lack digital skills, then they will not encourage students to work openly.
Mobile learning naturally brings smartphones to mind, like the iPhone or an Android-powered pho
What qualifies as a mobile device and what activities/techniques are possible?
The Use of Mobile Devices for Academic Purposes at the University of Washington: Current State and Future Prospects
Professional development opportunities and incentives for faculty to integrate mobile devices and as a teaching and learning tool.
Can Tablet Computers Enhance Faculty Teaching?
Studies faculty provided with tablet computers and peer mentoring workshops to help increase understanding and use of mobile devices in pedogogical approaches
Not Just for Students: Mobile Teacher Professional Development
Low technology teacher professional development with mobile devices
Faculty Alert: You Can't Put the Mobile Genie Back in the Bottle
Use of mobile devices in academic environments remains low despite the fact students demand it. However laptops are relatively common and accepted. There is growth in acceptance that mobile devices can contribute to student learning, however faculty adoption is slow.
A Comprehensive Approach to Enhancing Faculty Use of Mobile Technology for Teaching
Certificate program teaches faculty how to integrate mobile devices into their courses
More specifically
Inclusive pedagogy as an element of things faculty are probably already doing.
Like a phantom limb, you remember who you were as a reader but cannot summon that “attentive ghost” with the joy you once felt in being transported somewhere outside the self.
I know this feeling. This summer I made it a point to rediscover analog reading. I really had a handle on this for awhile, lost it, then re-engaged with my new tablet hardware, ReMarkable.
The Role of the Facilitator
Facilitating Faculty Learning Communities
In a strong culture, there are many, overlapping, and cohesive interactions among all members of the organization.
Important for faculty development centers - being a site where interactions can happen. But how to ensure they're "cohesive" interactions?
Grit 2.0: A Review with Strategies to Deal with Disappointment, Rejection, and Failure
Adapt, Adopt, Build: Hospitality & #OER
‘Worth the Investment’
Faculty Development and Student Learning
Eight Ways to Support Faculty Needs with a Virtual Teaching & Learning Center