| 0:00:00 | sure a lemon scent |
|---|
| 0:00:01 | and only below |
|---|
| 0:00:03 | associate professor |
|---|
| 0:00:04 | soon to be a full professor yes |
|---|
| 0:00:08 | at simon fraser university |
|---|
| 0:00:10 | and my primary |
|---|
| 0:00:14 | i guess identification is through you graduate program an educational technology and learning design |
|---|
| 0:00:19 | the paper in the review of educational research is a literature review of the academic |
|---|
| 0:00:25 | literature |
|---|
| 0:00:26 | the motivation for was that the previous reviews of academic development literature have focused on |
|---|
| 0:00:34 | the evaluation results so what's the impact of academic development programs |
|---|
| 0:00:40 | and so we challenge that saying that |
|---|
| 0:00:44 | that's not going to get as any further that the previous reviews have covered all |
|---|
| 0:00:49 | the well done and well intentioned and all of that and producing some good results |
|---|
| 0:00:54 | have looked at over thirty years of literature but still were not able to say |
|---|
| 0:00:58 | hardly anything about what's effective academic development |
|---|
| 0:01:02 | so instead of doing a |
|---|
| 0:01:05 | the type of review where we look only at papers that |
|---|
| 0:01:10 | fit a certain methodology research methodology we look a bit more broadly |
|---|
| 0:01:14 | and we |
|---|
| 0:01:16 | started reviewing that literature and then i can remember sitting in my office with a |
|---|
| 0:01:21 | the students were working on at the time and saying |
|---|
| 0:01:24 | you know |
|---|
| 0:01:24 | these papers are starting to cluster in these different areas |
|---|
| 0:01:29 | and we can kind of some this group of papers up as having a for |
|---|
| 0:01:33 | example a reflection focused |
|---|
| 0:01:36 | focus and they have these |
|---|
| 0:01:39 | certain attributes and other papers worse we were starting to be able to form these |
|---|
| 0:01:43 | clusters |
|---|
| 0:01:44 | so this paper really is about that process |
|---|
| 0:01:47 | what those clusters turned out to be |
|---|
| 0:01:50 | and the methodology is very transparently described so people can understand how we got to |
|---|
| 0:01:56 | them |
|---|
| 0:01:57 | but then the question was just a step back from that framework that came through |
|---|
| 0:02:01 | the analysis and to figure out what does it mean for academic development practise and |
|---|
| 0:02:07 | for the research with academics i don't think you |
|---|
| 0:02:11 | my experiences you don't tell people |
|---|
| 0:02:14 | you should do x y and z what you trying to do is support them |
|---|
| 0:02:18 | and making meeting so these people have |
|---|
| 0:02:22 | great expertise in their subject area and my orientation is the teaching |
|---|
| 0:02:28 | needs to be connected to that so people need to make decisions about teaching based |
|---|
| 0:02:32 | on how they understand knowledge developed their discipline a not okay this is the way |
|---|
| 0:02:37 | i teach you know let me learn some techniques and skills but |
|---|
| 0:02:41 | you know there has to be meaning for the person and i think that the |
|---|
| 0:02:45 | interest in teaching comes through understanding how do i sports teams and learning in this |
|---|
| 0:02:49 | discipline |
|---|
| 0:02:50 | and |
|---|
| 0:02:52 | so i think |
|---|
| 0:02:53 | that's the orientation |
|---|
| 0:02:55 | we need to take at least in higher education research |
|---|