Learning in the Digital Age (SoLT) presentation: Dr Rhonda Hallett
So who do you think you are: Being an academic with working knowledge of teaching
Dr Rhonda Hallett, LTLT
As academics, we are being asked to adopt new practices in our work. This is especially so in teaching where demands for the adoption of educational technologies have intensified over the last 5 years, and practices associated with blended learning environments are now default as well as ubiquitous. We know that in parallel with the changing conditions of academic work there are shifts in the ways academics see themselves as academics and academic identities, it is argued, are changing. However though it is a given that academic identities are changing, there is little information about how these changes are being experienced 'on the ground' from the perspective of academics themselves.
In this presentation, we look at academic identities through the lens of academics' working knowledge from the perspective of academics themselves. Working knowledge is knowledge that is 'put to use' in every day work. It links ideas of work, learning and knowledge to notions of identity and is therefore useful for exploring this topic. This was the focus of a phenomenographic study investigating academics' experiences of this phenomenon. Academics' working knowledge of teaching, the focus of this session, was identified alongside research and an area described as 'administration' as one domain of academics' working knowledge. Variation in academics' experiences of working knowledge of teaching, ways of being an academic and the identities these suggest are identified and explored with reference to the ways academics are responding to changes demanded of them.
Presented to the Learning in the Digital Age (SoLT) Seminar, Thursday 15 May 2014.