For one day in June, I’ve been able to focus on this eCampus Ontario Extend – Scholar module. With some open and focused work, I’ve been able to build a full and relevant collection of actions and reflections on my work as a scholar. I have: Defined SoTL and explored examples of its practice through
It’s a great idea – maybe! It’s a plan – well sort of! It’ll get done – why wouldn’t it? Here’s the culmination of my work in the Scholar Module in the eCampus Ontario Extend program. It’s a summary of key points as outlined in the module’s expectations. Share your SoTL research plan through a
It’s not enough to have a handy list of potential ways and means to disseminate information. For me, it’s about the reflective practice and ‘double loop learning’ as shared in Donald Schon: Learning, Reflection and Change. It’s essential for me to engage in the reflective practice within this project as it’s moving forward, at the
I’ve taken the template from the shared Google folder space as provided on the Ontario Extend Scholar Module, and written out responses to each of the questions and prompts. As I did this, I kept circling back to the first three blog responses I’d written, in order to make sure there was continuity and consistency
As I examine this idea of becoming a researcher in action, a teacher with an inquiry focus, I’m clarifying what is possible, potential and impactful. I’m shifting from the possible to the actual. Keeping the reasons in mind, I’m narrowing the focus down a specific track that lays out a path for a specific outcome
This part of the module forces some thinking about the underlying reasons for why anyone would conduct a project in SoTL. I realized that most of the selections from the suggested list did not fit me or my current context or teaching options. I had to dig deeply into my ‘raison d’etre’ for any additional
