CPD Activity 2 Co-Authoring
Teaching and Learning with Innovative Technologies in Higher Education: Real-World Case Studies.
https://www.routledge.com/Teaching-and-Learning-with-Innovative-Technologies-in-Higher-Education-Real-World-Case-Studies/Roushan-Polkinghorne-Patel/p/book/9781032627267
Description
Teaching and
Learning with Innovative Technologies in Higher Education provides a
wealth of expertly curated case studies demonstrating how educators and
technologists can leverage emerging digital technologies to enhance students’
experiences. As university staff integrate transformative digital learning
tools into their pedagogical practices with a mix of excitement and
consternation, new insights are needed into the opportunities, success, and
limitations of these fast-evolving tools. This book presents real-world
examples of effective, digitally enriched approaches to teaching delivery and
standards, student engagement and inclusivity, immersive simulations and
environments and beyond. Spanning a diverse, comprehensive range of digital
technologies deployed in higher education, these practical case studies will
guide novice and experienced academics across disciplines in updating their
instructional skills and course content for new generations of learners.
There are 2 reasons why I have decided to write about my co-authoring
contribution to an upcoming publication. Firstly, I am immensely proud to have
co-authored the 2 chapters and feel this is a significant CPD milestone.
Secondly, as learning technologists, I feel we do not have many opportunities to
see our own work published and though it would be useful for others to share in
the process.
The publishing journey
The learning technology team at BU was initially approached by
members of FLIE department (Fusion Learning In Excellence) for ideas for chapters
for a TEL case study book project. The basis of the project had been pre-agreed
with the publisher, dependant on the final text. As a team, we came up with a
number of possible ideas, which was later whittled down to 2 chapters. At this
stage we also decided who would be contributing to which chapters.
Embedding Proctoring Tools
within the Virtual Learning Environment
(David Hunt, Stephen Pyne & Tracey Webb)
Engaging Emerging Technologies to Support Teaching
Practices
(David Hunt & Stephen Pyne)
The next step of the journey is to write and submit an
abstract to the editors containing information about the intended chapter to
the editors of the project. We initially wrote the abstracts individually, and
then combined our collective ideas to create the final abstracts. This was a
pivotal part of the project, as this would determine if our abstracts would be accepted
and therefore included in the book project. Happily, both abstracts were accepted.
We we're next invited to a training session for all authors, to set out the parameters of the writing. Slide example below:
Following on from the author training, the next steps were to write our personal biographies as
well as the first drafts. We were given strict guidelines (see below) around
word counts and formatting to ensure every contributed chapter to the book
followed a similar format. As we were co-authoring the chapters, we decided to
break down the subject matters into smaller chunks which we disseminated between
us. It was important at this stage to agree some basic wiring parameters as we
all have individual writing styles and needed to ensure they would eventually amalgamate
as a cohesive piece of writing.
Once we had created our individual drafts, we met as a team
to go through each section in word for word detail, we repeated this iterative process
of meeting and reviewing until all co-authors were happy with the final draft
text. This was then submitted to the editors for the first editorial assessment.
The editors reviewed the writing suggesting minor edits, the
editors on the book project were all established academics at BU and all had
previous experience of publishing their own work. This proved to be invaluable
as they helped with refining the syntax and grammar of our draft submissions.
Once the edits had been made, the agreed final draft was ready to be sent to
the publisher.
The next stage of the project was managed by the publisher
Routledge, who have a team of editors to peer review the text. The peer review
cycle allowed for greater editorial scrutiny of the work and helped to ensure a
high level, finished book.
At this point, my involvement in the project had completed, and
the final tweaks and cover artwork was agreed. As I write this CMALT review, I
am yet to see the final book, however it is now live on the Routledge website
for pre order in early Feb 2025.
First chapter contribution - Embedding Proctoring Tools within the Virtual Learning Environment
Abstract
The pivot to online learning during the Covid-19 pandemic meant some PSRBs stipulated the use of proctored exams for summative assessments during the 2020/21 academic year. This case study discusses the implementation of the Honorlock proctoring software for facilitating live online invigilated exams within two departments at Bournemouth University; Design and Engineering, where the software was used for summative assessments across all year groups, and Law, where the tool is still adopted and continues to offer a small cohort of distance students the flexibility to choose how they sit their final exams. The study shows how online proctoring offers distinct advantages and disadvantages in relation to both the staff and student experience; with the flexibility to complete summative exams from home in a robust online environment and the opposing challenges of navigating a new technology at a time of heightened stress. The case study underscores the continuing role of technology in flexible assessment delivery and in mitigating against academic misconduct.
Second chapter contribution -
Abstract
The application of innovative teaching practices is not a new concept however the technologies adopted to underpin a multitude of teaching disciplines are ever changing. Co-created by Learning Technologists at Bournemouth University this chapter will explore the journey from the creation and development of generic ‘innovative technologies’ workshops through to fully realised teaching seminars structured around specific curricular outcomes. As well as discussing the interrelationships between emerging technologies and how they can be easily adapted to accommodate differing teaching disciplines in higher education. This chapter will also demonstrate mini case studies in how impactful this process has been in the support of student assessment projects.
Reflections
This overall process has taken 2 years from its infancy,
this is a key consideration if you are planning to write about conceptual or groundbreaking
technologies due to the nature of its relevance at the point of publishing. I
found co-authoring with colleagues whom I had worked with for many years and
built close working relationships, really helped in the sharing of ideas and feedback
in a constructive way. The writing process takes time, due to the volumes of
ongoing work I took annual leave to have a focused period of writing, If I am fortunate
in the future to create some more publications, I will ensure to carve out the time
a project like this deserves. Finally, I am immensely proud of this project and
seeing my name in a published book almost feels like a reward for the efforts I
have put into technology enhanced learning.
Email conversations as evidence below:
Honorlock book chapter email evidence
Book chapter emails with editor
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