Exploring SoTL through international collaborative writing groups
DOI:
https://doi.org/10.20343/teachlearninqu.1.2.3Keywords:
collaborative writing, international co-authoring, scholarship of teaching and learning, writer's experienceAbstract
This article outlines an initiative to explore aspects of the Scholarship of Teaching and Learning (SoTL) through facilitating international collaborative writing groups (ICWGs) in a year-long process. The principles and methods by which the topics and groups were selected and how the writing process was supported are described, and an initial discussion of the initiative’s outcomes and the participants’experience is provided. The article concludes with a brief introduction to the set of papers produced by the groups included in this special issue.
References
Healey, M. (ed.). (2006). International perspectives on selected issues in the learning and teaching of geography in higher education, Journal of Geography in Higher Education, 30(1), 63-160.
Healey, M., Foote, K., & Hay, I. (eds.). (2000). International perspectives on learning and teaching geography in higher education, set of nine papers, Journal of Geography in Higher Education, 24(2), 217-298.
Pawson, E. (ed.). (2008). The INLT symposium: Brisbane 2006, Journal of Geography in Higher Education, 32(1), 33-149.
Seel, R. (2006). Liquid café. Retrieved from http://www.new-paradigm.co.uk/liquid_cafe.htm
Solem, M. (ed.) (2011). Changing geography in higher education: Towards a scholarship of academic practice: Papers from the 2010 INLT workshop, Journal of Geography in Higher Education, 35(3), 311-455.
