Disciplinary differences in knowledge validation

Donald, Janet G.

doi:10.1002/tl.37219956404

Cited by 48 publications

(29 citation statements)

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“…Using such criteria, we could not differentiate among the hard and soft MOOCs, as they would differ only minimally. Instead, informed by our conceptual framework, we interpreted structured-ness as the degree to which the original course content reflected the characteristics of disciplinary knowledge (Donald, 1995) and yielded itself to tangential discussion and opportunistic expansion. Building on the learning outcomes of their MOOCs, instructors in this study constructed their course content in accordance with disciplinary expectations.…”

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confidence: 99%

Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines

Najafi

Rolheiser

Håklev

et al. 2017

TLI

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Given that few studies have formally examined pedagogical design considerations of Massive Online Open Courses (MOOCs), this study explored variations in the pedagogical design of six MOOCs offered at the University of Toronto, while considering disciplinary characteristics and expectations of each MOOC. Using a framework (Neumann et al., 2002) characterizing teaching and learning across categories of disciplines, three of the MOOCs represented social sciences and humanities, or "soft" MOOCs, while another three represented sciences, or "hard" MOOCS. We utilized a multicase study design for understanding differences and similarities across MOOCs regarding learning outcomes, assessment methods, interaction design, and curricular content. MOOC instructor interviews, MOOC curricular documents, and discussion forum data comprised the data set. Learning outcomes of the six MOOCs reflected broad cognitive competencies promoted in each MOOC, with the structure of curricular content following disciplinary expectations. The instructors of soft MOOCs adopted a spiral curriculum and created new content in response to learner contributions. Assessment methods in each MOOC aligned well with stated learning outcomes. In soft MOOCs, discussion and exposure to diverse perspectives were promoted while in hard MOOCs there was more emphasis on question and answer. This study shows disciplinary-informed variations in MOOC pedagogy, and highlights instructors' strategies to foster disciplinary ways of knowing, skills, and practices within the parameters of a generic MOOC platform. Pedagogical approaches such as peer assessment bridged the disciplines. Suggestions for advancing research and practice related to MOOC pedagogy are also included. KEYWORDSMassive Open Online Courses (MOOCs); Pedagogical design; Disciplinary differences; MOOC pedagogy PURPOSE Few studies have formally examined pedagogical design considerations of MOOCs. In this study we focused on deconstructing curriculum design and implementation in six MOOCs representing a range of disciplinary affiliation and then identified promising practices. The purpose of this research is to understand Massive Open Online Course (MOOC) design across disciplines with respect to four dimensions: learning outcomes, assessment of learning outcomes, interaction design, and curricular content (Neumann, Parry, & Becher, 2002). Within existing literature, students' overall learning experience, course design, and course implementation in higher education may reflect discipline-specific Najafi, Rolheiser, Håklev, & Harrison Najafi, H., Rolheiser, C., Håklev, S., & Harrison, L. (2017). Variations in pedagogical design of massive open online courses (MOOCs) across disciplines. Teaching & Learning Inquiry, 5(2). http://dx.doi.org/10.20343/teachlearninqu.5.2.5 48 epistemological differences. Researchers have pointed out such disciplinary differences in various dimensions of teaching practices, including fostering deep approaches to learning (Laird, Shoup, Kuh, & Schwarz, 2008); teacher ...

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confidence: 99%

Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines

Najafi

Rolheiser

Håklev

et al. 2017

TLI

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“…But as approaches to teaching have become more diverse, it seems the language underpinning and sustaining them has struggled to maintain its shared communal meaning. Furthermore, normative beliefs about teaching methods vary across disciplines (Donald, 1995;Murray & Renaud, 1995). Terms from the lexicon may be invoked without an understanding of their relationship to traditional educational philosophies and the connections with and among other terms in that lexicon.…”

Section: Shared Educational Philosophiesmentioning

confidence: 99%

Philosophy Rediscovered

Beatty

Leigh

Dean

2008

Journal of Management Education

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Teaching philosophy statements reflect our personal values, connect us to those with shared values in the larger teaching community, and inform our classroom practices. In this article, we explore the often-overlooked foundations of teaching philosophies, specifically philosophy and historical educational philosophies. We review three elements of pure philosophy and five seminal educational philosophies to help readers ground their personal philosophies in both a theoretical and historical context. We illustrate how core elements of one's teaching philosophy can influence course design and the classroom environment. We suggest that teachers can develop greater authenticity in the classroom by deepening their understanding of their own philosophical ideas and beliefs. Keywords: teaching philosophy; educational philosophy; philosophy; personal development; authenticity; foundationsThe connection between philosophy, philosophy of education, and the work of a teacher has not always been recognized. One of the most hopeful signs, however, in the field of education today, is the growing conviction that every teacher needs a carefully formulated and intelligently criticized philosophy

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“…These have included, for example, geography (Johnston, 1996), health (Pirrie, 1999), management (Tranfield, 2002), psychology (Donald, 1995;Bath and Smith, 2004), sociology (Ylijoki, 2000), tourism studies (Tribe, 1997(Tribe, , 2010 and women's studies (Stanley, 1997;Bird, 2001). …”

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confidence: 99%

“…• academic cultures, sub-cultures and identities (Välimaa, 1998;Ylijoki, 2000;Silver, 2003;Hyland, 2012) • academic development (Bath and Smith, 2004;Blackmore, 2007) • doctoral education (Parry, 2007) • higher education research (Tight, 2008) • interdisciplinarity (Bird, 2001) • internationalisation (Clifford, 2009) • knowledge validation (Donald, 1995) • leadership and management (Kekäle, 1999) • quality (Kekäle, 2002) • research (Brew, 2008) • teacher education (Menter, 2011;Murray and Kosnik, 2011) • teaching and learning (Smeby, 1996;Neumann, 2001;Neumann et al, 2002;Entwistle, 2005;Lindblom-Ylanne et al, 2006) These are all, of course, issues that impact -directly or indirectly -on policymakers in higher education, at departmental, institutional, national and international levels.…”

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confidence: 99%

“…Becher's work has spread internationally as well, however, with the idea of tribes and territories applied by researchers in a variety of countries, including Australia (Neumann, 2001;Bath and Smith, 2004;Brew, 2008), Canada (Donald, 1995), Italy (Boffo and Moscati, 1998), Finland (Välimaa, 1998;Ylijoki, 2000;LindblomYlanne et al, 2006) and Norway (Smeby, 1996). As already noted, though, higher education researchers based in the USA, and researching disciplinarity and/or academic work (e.g.…”

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Theory Development and Application in Higher Education Research: Tribes and Territories

Tight

2014

High Educ Policy

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This paper examines the idea of tribes and territories, as an example of a theory developed and applied within higher education research of relevance to higher education policy. It traces the origins and meaning of the term, reviews its application by higher education researchers and discusses the issues it raises and the critiques it has attracted. It is concluded that while, like all theoretical frameworks, tribes and territories has strengths and weaknesses, it remains of use for thinking about academics, disciplines, their relations and associated policy areas.

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Disciplinary differences in knowledge validation

Abstract: Validation processes and truth criteria employed in a discipline define the discipline, govern knowledge production and dissemination in the discipline, and suggest ways of improving instruction.

Cited by 48 publications

References 10 publications

Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines

Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines

Philosophy Rediscovered

Theory Development and Application in Higher Education Research: Tribes and Territories

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