Article

Nurturing the change to SOTL: a metaphoric model for academic development

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Abstract

In the network of Université du Québec, faculty development is emerging in a demanding context. To manage this change, the GRIIP (Groupe d'intervention en innovation pédagogique) have been working to nurture pedagogic innovation in classes and in programs and to integrate learning of essential skills, within a collaborative model of academic development where student's learning as well as teaching enhancement and valorisation of research on teaching and learning can be fostered in all faculty development activities. With the help of a metaphor, this presentation will describe our model which aims to integrate several acceptions of SOTL and to create teaching commons about informational, communicational, linguistic and mobility skills in a teaching enhancement context. SOTL, metaphor and model, network

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... ion (see for example Sfard, 1997; Paavola, Lipponen & Hakkarainen, 2004). Leask (2006) draws on metaphor to critique the current discourse of plagiarism and to argue for plagiarism as a cultural construct, while McShane (2002) discusses the explicit use of metaphor to enable academics to describe their teaching beliefs, self-concepts and practices. Grandtner and Bilodeau (2007) employ metaphors to convey their collaborative approach to academic development, and in teacher training programs , students develop personal metaphors to critically reflect on their teaching philosophy and practice (Berman et al., 2002; Ritchie, Bellochi, Poltl, & Wearmouth, 2006). Metaphors can be powerful learning and teaching tools. ...
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Metaphor can be a powerful tool in communicating the purposes and pro- cesses involved in learning as the use of metaphor enables new and complex ideas to be presented through more familiar forms. A considerable range of literature recognises the role of metaphor in learn ing and teaching both as an analytical tool and as a medium for conveying meani ng. However, little has been written about the use of metaphor in the conte xt of academic skills learning. This research was prompted by the authors ' personal experience in using metaphor and students' positive feedback. It explores the use of metaphor both among academic skills advisers and in academic skills texts. It was found that it was not uncommon for academic skills practitioners to use metaphor in learning and teaching situations an d the research revealed a rich assortment of metaphors. Similarly texts in th is field use metaphors, albeit more tentatively and sparingly. Empirical re search into student understanding and perceived benefits of the use of metaphors would further contribute to this initial discussion.
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