This workshop is designed to explore in detail how instructors can capture, investigate, and learn from their teaching and course design journeys.
Audience: Course Instructors
The transition to remote teaching presented many instructors with a new context for pedagogical growth and exploration. In this unique environment, innovative approaches to teaching and learning have emerged. Although this shift to remote teaching came suddenly and with much uncertainty, the need to transform one's approach to teaching and learning can be viewed as an opportunity as well as a necessity. This workshop is designed to explore in detail how instructors can capture, investigate, and learn from their teaching and course design journeys. We will do so by:
- Detailing how these experiences can be reflected upon as evidence of your teaching development in various formats (teaching dossiers, course design portfolios, etc.)
- Discovering opportunities to research the efficacy of the teaching and learning approaches you've put into action in your course(s)
Rooting our discussion in Terence Day's (2015) “Academic Continuity: Staying True to Teaching Values and Objectives in the Face of Course Interruptions", we will spend time considering the best means by which to capture and acknowledge the work instructors have done this year, and look towards opportunities to evaluate the efficacy of this work through teaching and learning research practices. Participants will develop potential outputs to learn from their remote teaching experiences.
Day, T. (2015). Academic continuity: Staying true to teaching values and objectives in the face of course interruptions. Teaching and Learning Inquiry, 3(1), 75-89.
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