SoTL: Growth in Canada. Interview with Gary Poole

00:04:21
https://www.youtube.com/watch?v=p3Z7e9MZbTs

الملخص

TLDRThe video discusses the evolution of teaching and learning networks in Canada, focusing on national, institutional, and local efforts. A paper co-authored by the speaker, Lynn Taylor, and John Taunton is mentioned, highlighting the importance of these networks. Lynn Taylor played a key role in the development of national networks. These networks became crucial in connecting institutions like UBC and Mount Royal, allowing them to learn from each other and gain support for teaching topics. Small grants and the initiation of research institutes helped grow these networks, providing valuable support for faculty interested in research on teaching and learning. The speaker notes the importance of collaborating with education experts, particularly in small group learning, to systematically approach educational challenges.

الوجبات الجاهزة

  • 📚 The importance of building teaching and learning networks nationally, institutionally, and locally.
  • 🇨🇦 Lynn Taylor's significant role in promoting national efforts for educational networks in Canada.
  • 🏫 Institutions like UBC benefited from connecting through these networks, fostering significant educational growth.
  • 💡 Small grants were strategic in fostering new educational conversations and collaborations.
  • 👥 Systematic approaches to small group learning developed as a result of these networks.
  • 🔍 Research on teaching and learning gained more traction through national and institutional efforts.
  • 🧑‍🏫 Collaboration with education experts enhanced the design and consideration of teaching strategies.
  • 🏆 Networks served as leverage for advocating educational priorities to senior administration.
  • 🛠️ Practical support systems were established, advancing research in teaching and learning fields.
  • 🎓 Small group dynamics were examined and improved systematically, addressing educational needs effectively.

الجدول الزمني

  • 00:00:00 - 00:04:21

    The speaker reflects on the development of educational networks and research in Canada, referring back to a paper co-authored with Lynn Taylor and John Taunton. They discussed the necessity of multi-level engagement (local, institutional, national) for educational research to gain traction, emphasising national initiatives led by Lynn. The networks created between institutions facilitated the sharing of developments across universities such as UBC, Mount Royal, and Brock. These collaborations provided support and resources for educational research, previously unavailable, and led to the establishment of institutes like UBC. The focus was on national network building, funding institutes, and grassroots collaboration, which contributed to teaching and learning recognition. The speaker notes a shift from grand to more localized, small group efforts and research, emphasizing the evolution from a broad national agenda to individual educational inquiries within institutions.

الخريطة الذهنية

Mind Map

الأسئلة الشائعة

  • What is the focus of the discussion in the video?

    The focus is on the efforts to grow and establish networks for teaching and learning across Canada.

  • Who co-authored the paper mentioned?

    The paper was co-authored by Lynn Taylor, John Taunton, and the speaker.

  • What levels are considered for building these networks?

    The networks are built on local, institutional, and national levels.

  • What role did Lynn Taylor play in this effort?

    Lynn Taylor played a significant role in promoting national efforts to create teaching and learning networks.

  • Why are networks important according to the speaker?

    Networks are important for sharing knowledge and providing leverage when discussing teaching and learning advancements with senior administrators.

  • What were some of the outcomes at universities like UBC?

    Outcomes included the establishment of institutes and support systems to support research in teaching and learning.

  • How were small grants used in these efforts?

    Small grants were used to work individually with people, fostering new conversations and collaborations.

  • What was a surprising effect of these efforts according to the speaker?

    A surprising effect was the systematic consideration of small group learning in ways not previously done.

  • Did this development start from the national level?

    Yes, it started from national efforts and then moved to more individual and localized initiatives.

  • What impact did this have on small group learning?

    The impact was significant, as it led to the design of hypotheses and a systematic approach to small group learning issues.

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الترجمات
en
التمرير التلقائي:
  • 00:00:09
    what's happened in Canada that's a loud
  • 00:00:11
    subtle to grow takes me back to a paper
  • 00:00:17
    that I co-authored with Lynn Taylor and
  • 00:00:20
    John Taunton in the International
  • 00:00:23
    Journal of the scholarship of teaching
  • 00:00:24
    and learning and we looked at three
  • 00:00:26
    different as I often do as you know more
  • 00:00:29
    local levels more institutional levels
  • 00:00:31
    and then more nationals and we were
  • 00:00:32
    looking then at what would have to
  • 00:00:34
    happen in order for sanal to really get
  • 00:00:38
    traction
  • 00:00:42
    Lyne wrote about what had to happen
  • 00:00:46
    nationally she was very involved in that
  • 00:00:49
    so it was very near and dear to her
  • 00:00:51
    heart as she was trying to create
  • 00:00:53
    circumstances that would allow for a
  • 00:00:58
    blossoming of saddled across the country
  • 00:01:01
    Lynne like many of us is a believer in
  • 00:01:04
    networks I am very much so soul in and
  • 00:01:09
    you and others became Network builders
  • 00:01:11
    whether you called yourselves that or
  • 00:01:13
    not I'm not sure although I think he did
  • 00:01:14
    at times between institutions so that
  • 00:01:18
    here at UBC we could learn that
  • 00:01:19
    something was actually going on at Mount
  • 00:01:21
    Royal or at Brock or wherever and those
  • 00:01:24
    of us who were charged with the
  • 00:01:26
    responsibility of doing the local
  • 00:01:27
    political work had a little bit more I
  • 00:01:31
    don't like to use violent images but
  • 00:01:34
    more ammunition when we went to speak at
  • 00:01:37
    the senior administrators so there were
  • 00:01:42
    people across the screen who were
  • 00:01:43
    creating a tapestry kind of fabric
  • 00:01:49
    nationally that had sought as a really
  • 00:01:55
    important piece it was it was like going
  • 00:01:58
    the way back 25 30 years or more when
  • 00:02:02
    people were trying to create the ethos
  • 00:02:05
    that teaching and learning actually
  • 00:02:07
    mattered and they could cite examples of
  • 00:02:09
    other places in the country where it did
  • 00:02:11
    now the message was somewhat more
  • 00:02:15
    refined and NU'EST
  • 00:02:16
    it matters enough we're going to do
  • 00:02:17
    research on it and people are doing it
  • 00:02:19
    following closely on the heels of that
  • 00:02:21
    was the establishment of a couple of
  • 00:02:23
    institutes across the country UBC had
  • 00:02:26
    one row had one other places either
  • 00:02:28
    formally or informally started to
  • 00:02:30
    provide the kind of support for this
  • 00:02:32
    research that faculty Murs are used to
  • 00:02:33
    in all kinds of research and that showed
  • 00:02:36
    a valuing of it and it provide
  • 00:02:39
    opportunity where opportunity didn't
  • 00:02:40
    exist before then we started to come
  • 00:02:44
    together as we do nationally to compare
  • 00:02:46
    notes and so I think that when you ask
  • 00:02:51
    what happened in the history you begin
  • 00:02:53
    you begin in this case by looking at the
  • 00:02:55
    big pick
  • 00:02:56
    looking at national network building
  • 00:02:57
    then you look at that did certainly in
  • 00:03:01
    my circumstances at UBC in terms of
  • 00:03:04
    facilitating our goal of creating
  • 00:03:06
    something really quite significant like
  • 00:03:09
    an institute with a few bucks throw in
  • 00:03:11
    its direction we never had a lot of
  • 00:03:14
    money we didn't need a lot of money but
  • 00:03:15
    it said something and then you could
  • 00:03:18
    start to work individually with people
  • 00:03:20
    when you give them small grants and the
  • 00:03:23
    conversations they had around the table
  • 00:03:25
    we're unlike any we'd had before when
  • 00:03:29
    Janee Riz wondered why small groups some
  • 00:03:31
    of them the small group students worked
  • 00:03:33
    in worked very well and in other cases
  • 00:03:34
    they have heard me as this word before
  • 00:03:36
    as an engineer said they imploded and
  • 00:03:41
    they've never thought about it in
  • 00:03:43
    systematic ways before they never sat
  • 00:03:45
    down with people from our faculty of
  • 00:03:46
    education who were experts in small
  • 00:03:49
    group learning to even design hypotheses
  • 00:03:52
    about this and I in our history it's
  • 00:03:57
    that you know I've never really thought
  • 00:03:59
    about it before and a little bit that's
  • 00:04:01
    the direction I think it went I think it
  • 00:04:03
    went from the big to the small which
  • 00:04:06
    isn't often the case usually said the
  • 00:04:07
    way around but there were a few of us
  • 00:04:09
    who just stirred up a little national
  • 00:04:11
    trouble in a good way if you know what I
  • 00:04:12
    mean
الوسوم
  • Canada
  • teaching
  • learning
  • networks
  • education
  • UBC
  • institutes
  • research
  • national
  • development