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SoTL - crafting answerable questions

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by

Denise Domizi

on 20 February 2014

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Transcript of SoTL - crafting answerable questions

What is
SoTL?
A practice...
A movement...
The systematic study of teaching and learning...
asking a
question
Designing
your project
drawing
conclusions
going
public
Case Study
Observation
Interviews
Focus Groups
Documents
Methods
Developing a Research Question
Identify Topic of Interest
Examine
Existing
Literature
Identify
Knowledge
Gap/Area for
Extension
Develop a
Question
Addressing
the Gap
Refine the
Question
for Scope
Refine the
Question for
"answer-ability"
Scholarship of
Teaching & Learning

What works?
What is?
What could be?
IRB
Human Subjects Research
Key Characteristics?
analyzing
data
Where do you look?
Disciplinary journals
The teaching of...
SoTL journals
Based on...
"Problems"
Experiences
Questions
Challenges
Successes
Wonderings
Notice:
methods
# of participants
types of data
conclusions
Key search words (for starters)
Twitter
reflection in action
community
General topic of interest
using Twitter to keep students aware of content in world around them, and to keep them connected to each other between classes
Designing SoTL Projects – Part 1

Ready to get started? During this workshop, participants will identify research areas of interest, learn how to examine the literature in those areas, and begin to craft measurable research questions around those areas of interest.

Getting Started with SoTL

What is SoTL? In this session, we will discuss what SoTL means, look at examples of SoTL research, consider ethical issues in SoTL research, and talk about how to get started in SoTL.

Designing SoTL Projects – Part 2

In this session, participants will determine what types of data they will need to answer their research questions, select appropriate methods, and make preparations for submitting an application to the Human Subjects Institutional Review Board.
Types of research questions:
what works?
what is/what does it look like?
what could be?
Example
Research Question
RQ: 1. Can Twitter be used to a) enhance learning of the content, and b) foster community between participants in an advanced graduate pedagogy class?

RQ: 2. What are students' reactions to using Twitter?
Problem(s)
: my students have trouble seeing our content in the world around them.
My students only meet once a week - they can feel unconnected to each other and the class during those breaks.

Wonder:
I wonder if I could use Twitter to encourage them to be more aware of learning in their everyday lives, and to keep them connected to each other.
(Hutchings, 2000)
Surveys
Experimental
Quasi-experimental
Significance/importance of this topic?
Why do we want to study this?
Methods/Data
Pilot study?
Time frame
One class period?
One assignment?
One unit or module?
One semester?
Describe your project
Research design
Instruments
Design considerations
Qualitative
Quantitative
Mixed
Methods
Data
Observation journal
Interviews/focus groups
Documents/student work
Video/Audio recordings
Think-aloud protocol
Mind maps

Survey/Questionnaire
• Nominal (categories)
• Ordinal (ordered – ex. age)
• Interval (ex. Scale of 1 to 10)
Student grades/scores
Rubrics

Assignments?
Behavior?
Student work?
Interactions?
Communication?
Your reflections?
Who and what
will you study?
Individuals?
Groups?
A class?
Comparison groups?
Ethical considerations?
Example
Research Question

RQ: 1. Can Twitter be used to a) enhance learning of the content, and b) foster community between participants in an advanced graduate pedagogy class?

RQ: 2. What are students' reactions to using Twitter?
What will answer your research question?
RQ: 1. Can Twitter be used to a) enhance learning of the content, and b) foster community between participants in an advanced graduate pedagogy class?

RQ: 2. What are students' reactions to using Twitter?
Full transcript