Dr John Keating discussing Learning my Lessons: Pedagogy Evolution within a Quality Teaching Framework.
Virtual Event on Wednesday, 15th December 2021, 3:00PM-4:00PM
This seminar is a critical discussion and reflection of my evolving personal pedagogy and its impact on teaching quality.
Specifically, I will discuss the following topics:
The importance of Basics; Personal Pedagogy, Teaching Philosophy, and Teaching Fundamentals.
Pedagogy and the construction of Learning Environments (Offline, Online and Blended)
Pedagogy and Course Evolution using the SIAM Process
Evolving Assessment Strategies for/of/as Learning (Enculturation and Transformation)
Managing High-Value (50%; 100%) Continual Assessment Modules
Assessment and Accommodation Strategies (Fairness, Collaboration, Literacy Development, Inclusion)
Lectures, Lessons and the Creation of Reusable Learning Objects (Laurillard’s “Teachers’ Constructed Environments”)
Encouraging and Supporting Reflective Practice and Writing
The impacts of the Toxic Ego, Digital Fatigue, and The Law of Diminishing Returns
I will also discuss the interrelationship between pedagogy evolution and technology supported learning environments. I will provide some practical insight into my use of technologies to support my pedagogy, and vice versa. This will include:
My Online Live Streaming and Lesson Recording Setup (YouTube; Engagement)
My Approaches to Supporting Learning, Collaboration and Assessment using Technology
Pedagogical Tools, Active Learning and Sense Making
Finally, I will talk about the introduction of Quality Teaching Framework Models and how I think these could enhance my teaching quality and that of the wider higher-education community.
This interactive seminar will be live-streamed via YouTube on Wednesday, 15th December 2021, 3:00PM-4:00PM. You may access the Live Stream using this link.
Dr John G Keating is an associate professor in the Department of Computer Science at Maynooth University. John has been active in teaching and learning in higher education for over thirty years. His undergraduate degree was in Physics and Mathematics and for his PhD studied Atmospheric Physics. He also holds MEd and EdD degrees. His EdD research focussed on applied linguistic evaluation of collaborative science writing and discourse in online learning environments at secondary level.
Professor Scott Crider (University of Dallas) discussing ‘Socratic Dialectic in the Classroom Why, When, and How to Lead a Discussion’.
This event will be held Virtually on Thursday, October 14th, 2021, at 3:00 PM .
Abstract: After defending Socrates and Socratic dialectic (as seen in Plato’s Euthyphro) as ultimate models of the teacher and the teaching method, respectively, I explore the why, when, and how. The ‘why’ examines the relationship between the two dominant modes of teaching—lecture and discussion—and argues that, although both have merits, lecture alone will fail to fulfil all of our pedagogic goals, one of which is teaching students the art of interpretation. This is the ‘when’, and here I examine the way that discussion upon a text, properly guided, can not only inspire, discipline, and profit student responses from mere opinion to reasoned opinion, but also produce understanding for student and teacher alike, understanding not had by any one participant beforehand, even the teacher. The ‘how’ offers a series of discursive moves arranged into steps, imperfectly illustrated with a sample from one of my own literature classes as captured on Zoom. The conclusion suggests that such class discussions are one means to liberal education since it liberates students from professorial interpretation toward their own, a liberation, though, guided by the professor. Paradoxically, the professor does not profess, but shows others how to profess.
To view the recording of this seminar please click on the following link: