INBETA updated

JULY newsletter


Hi there,

Here is our monthly selection of things that we found interesting. You can find previous newsletters here, here, and here.

PODCAST

Who wrote this stuff anyway?

Who Wrote This Stuff, Anyway? The Complex Construct of Authorship in Meded. The KeyLIME podcast.

Authorship. It is the basis of career advancement, global recognition, funding, wellness, professional identity, and even historical legacy. But are the guidelines for authorship as they currently stand clear enough? The authors of Jason’s selected study argue that no, they are not … and with this qualitative study, they dig deeper to examine the confusion and manipulation of authorship.

In this episode of the KeyLIME podcast, the hosts discuss some of the many issues around academic authorship, including:
  • honourary authorship
  • gift authorship
  • excluded authorship
  • demanded authorship
  • disputed authorship
  • inclusive authorship
  • plural authorship, and the dreaded
  • ghost authorship
If you've got some experience publishing as an academic then you've almost certainly come across at least a few of these situations. If you're a novice then you should probably be aware of the pitfalls surrounding decision-making with respect to who gets attribution, and in what order. Good luck.

ARTICLE

Teacher and student feedback literacy

Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 1–14.

The principles of partnership and shared responsibilities underpin the interplay between teacher and student feedback literacy because feedback processes require investment from both parties. When teachers and students share purposes, goals, and responsibilities then there is potential for mutually reinforcing impetus for the development of feedback literacy. Teachers can reflect on and refine their own feedback designs by appreciating students’ perspectives and struggles with feedback.

In this conceptual paper, the authors explore the relationship that needs to exist in order for feedback to achieve the aim of improving student learning. It also highlights the notion that providing and receiving feedback is a literacy that we need to develop within ourselves and our students.

The authors also present a framework for developing this feedback literacy in three dimensions:
  1. A design dimension wherein feedback processes are explicitly designed for student uptake and enabling student evaluative judgment.
  2. A relational dimension that represents the interpersonal side of feedback exchanges.
  3. A pragmatic dimension that addresses how teachers manage the compromises inherent in disciplinary and institutional feedback practices.

RESOURCE

An Urgency of Teachers

Morris, S.M. & Stommel, J. (2019). An Urgency of Teachers: the Work of Critical Digital Pedagogy. Pressbooks.


In this collection of essays, Sean Michael Morris and Jesse Stommel explore their "work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy".

As we continue seeing physiotherapy education move online I have no doubt that some of it is going to stick. There are simply too many people running too many experiments in too many places for everyone to turn around at the end and go back to the way things were. For better or worse, online physiotherapy education is here to stay, at least in some respects, and we would do well to try and learn how to do it as best as we can. This book is a great place to start.

We’ve traced within this volume, and within the history of our work together, an exercise of pedagogy that pushes past the walls of the classroom and into the complicated practice of being human. This is work increasingly difficult in a world where the possibility of “being human” is not equally distributed — a world where who we can be, the education available to us, the resources which may support our curiosity, our intelligence, our imaginations, has become more and more dependent on the technologies our institutions employ.

And as we become more reliant on the technologies that we and our institutions employ, we need to maintain a spirit of critical inquiry so that our tools serve us and our students.
“A course today is an act of composition."

Sean Michael Morris, in “Courses, Composition, Hybridity

OpenPhysio Call for Papers

Towards a new normal in physiotherapy education

In this call for papers we’re looking for examples of those changes that physiotherapy educators are implementing now but which have the potential to be maintained post-pandemic. We’d like to learn, not only what made emergency remote teaching and learning possible in the coming weeks and months, but whether these changes have the potential to transform physiotherapy education in the future.

The closing deadline for submissions of short reports is the 31st of July. You can find out more on the announcement page at OpenPhysio.

COLLABORATE

Unconference 2020

Unconference 2 online draft flyer header image
We've been quietly thinking about what an online unconference should look like in this world of endless Zoom meetings and amidst an explosion of CPD webinars. We're really excited about some of the ideas that are beginning to come to the boil and will be releasing some more information about these shortly.

We will be experimenting with a variety of online and distance approaches, drawing on the experiences of the Covid-19 response in the conference design as well as the topics under discussion. Activities will be a mixture of asynchronous and synchronous, high or low bandwidth and might take place online or offline. We will be asking you to move away from your computer at times, maybe even to walk or run outside as you think and collaborate.

If you like the sound of this and haven't already done so, please register your interest by filling out the form on inbeta.uwc.ac.za/unconference.

If you would like to help out with organising and running the unconference please get in touch.

Slowing down, stepping back, and taking a break

We started the In Beta newsletter about 13 months ago with the idea that it would be nice to share some of the interesting and possibly useful content that we come across, in a format that's longer than a tweet but shorter than a podcast. It's been going really well so far and it seems to be something that the In Beta community enjoys.

But we wanted to step back and reflect on where this project is going and whether or not we want to keep this format. Like all of the projects we start, it's an experiment to see what happens if, and the reality is, we kind of know the answer to that question now. And since there's no better time to step back and review a body of work than when it's going well, we've decided to do just that and see if this is something we want to keep working on in its current format or if we're going to change things up a bit.

Make no mistake, we're not going away and the newsletter project is going to be back. We're just not sure what it's going to look like when it does. If you have any ideas for what a newsletter could be and you'd like to get involved in the future of this project, please feel free to get in touch with us.
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Enjoy the rest of your day.

Ben and Michael
MailPoet