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Scholarship of Teaching and Learning in STEM

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Scholarship of Teaching and Learning in STEM provided by OpenLearn is a comprehensive online course, which lasts for 24 hours worth of material. Upon completion of the course, you can receive an e-certificate from OpenLearn. The course is taught in Englishand is Free Certificate. Visit the course page at OpenLearn for detailed price information.

The Open University via OpenLearn
24 hours worth of material
Self Paced
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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