Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice
This paper describes the development of a three-phase approach our team of educational developers finds useful in curriculum projects in our Teaching and Learning Centre. Informed by the literature on the importance of flexibility and iteration (Knight, 2001; Wolf, 2007) and an orientation towards A...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Windsor
2019-06-01
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| Series: | Collected Essays on Learning and Teaching |
| Online Access: | https://celt.uwindsor.ca/index.php/CELT/article/view/5421 |
| _version_ | 1811248304378347520 |
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| author | Michelle Yeo Jennifer Boman Julie Mooney Andrea Phillipson Luciano da Rosa dos Santos Erika Smith |
| author_facet | Michelle Yeo Jennifer Boman Julie Mooney Andrea Phillipson Luciano da Rosa dos Santos Erika Smith |
| author_sort | Michelle Yeo |
| collection | DOAJ |
| description | This paper describes the development of a three-phase approach our team of educational developers finds useful in curriculum projects in our Teaching and Learning Centre. Informed by the literature on the importance of flexibility and iteration (Knight, 2001; Wolf, 2007) and an orientation towards Appreciative Inquiry (Srivastra & Cooperrider, 1990), we contextualize our work in relation to others in the Canadian educational development landscape. Additionally, we highlight the importance of recognizing micro, meso, and macro levels of influence in institutions of higher education (Poole & Simmons, 2013). We describe our Inquire, Imagine, and Innovate, or 3-I, model for curriculum consultation, positioned by fictionalized vignettes demonstrating how each phase is applied. We conclude the paper by indicating where we are continuing to develop this work.
Dans cet article, nous décrivons l’élaboration d’une approche en trois phases que notre équipe de concepteurs pédagogiques juge utile pour les programmes de notre centre d’enseignement et d’apprentissage. À partir de la recherche sur l’importance de la flexibilité et l’itération (Knight, 2001; Wolf, 2007) et d’un penchant pour l’interrogation appréciative (Srivastva et Cooperrider, 1990), nous replaçons notre recherche dans le contexte d’autres travaux dans le domaine du perfectionnement de l’enseignement au Canada. De plus, nous insistons sur l’importance de reconnaître les micro-, macro- et méso-niveaux d’influence dans les établissements d’enseignement supérieur (Poole et Simmons, 2013). Nous décrivons notre modèle 3-I – Interrogation, Imagination, Innovation – pour la consultation sur les programmes, en montrant, au moyen de fictions sur vignettes, comment chaque phrase se déroule. En conclusion, nous indiquons quelles sont les suites que nous donnons à ce travail. |
| first_indexed | 2024-04-12T15:25:44Z |
| format | Article |
| id | doaj.art-3fba2ddce0414363836f2378ba465616 |
| institution | Directory Open Access Journal |
| issn | 2368-4526 |
| language | English |
| last_indexed | 2024-04-12T15:25:44Z |
| publishDate | 2019-06-01 |
| publisher | University of Windsor |
| record_format | Article |
| series | Collected Essays on Learning and Teaching |
| spelling | doaj.art-3fba2ddce0414363836f2378ba4656162022-12-22T03:27:16ZengUniversity of WindsorCollected Essays on Learning and Teaching2368-45262019-06-011210.22329/celt.v12i0.5421Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum PracticeMichelle Yeo0Jennifer Boman1Julie Mooney2Andrea Phillipson3Luciano da Rosa dos Santos4Erika Smith5Mount Royal UniversityMount Royal UniversityUniversity of AlbertaMount Royal UniversityMount Royal UniversityMount Royal UniversityThis paper describes the development of a three-phase approach our team of educational developers finds useful in curriculum projects in our Teaching and Learning Centre. Informed by the literature on the importance of flexibility and iteration (Knight, 2001; Wolf, 2007) and an orientation towards Appreciative Inquiry (Srivastra & Cooperrider, 1990), we contextualize our work in relation to others in the Canadian educational development landscape. Additionally, we highlight the importance of recognizing micro, meso, and macro levels of influence in institutions of higher education (Poole & Simmons, 2013). We describe our Inquire, Imagine, and Innovate, or 3-I, model for curriculum consultation, positioned by fictionalized vignettes demonstrating how each phase is applied. We conclude the paper by indicating where we are continuing to develop this work. Dans cet article, nous décrivons l’élaboration d’une approche en trois phases que notre équipe de concepteurs pédagogiques juge utile pour les programmes de notre centre d’enseignement et d’apprentissage. À partir de la recherche sur l’importance de la flexibilité et l’itération (Knight, 2001; Wolf, 2007) et d’un penchant pour l’interrogation appréciative (Srivastva et Cooperrider, 1990), nous replaçons notre recherche dans le contexte d’autres travaux dans le domaine du perfectionnement de l’enseignement au Canada. De plus, nous insistons sur l’importance de reconnaître les micro-, macro- et méso-niveaux d’influence dans les établissements d’enseignement supérieur (Poole et Simmons, 2013). Nous décrivons notre modèle 3-I – Interrogation, Imagination, Innovation – pour la consultation sur les programmes, en montrant, au moyen de fictions sur vignettes, comment chaque phrase se déroule. En conclusion, nous indiquons quelles sont les suites que nous donnons à ce travail.https://celt.uwindsor.ca/index.php/CELT/article/view/5421 |
| spellingShingle | Michelle Yeo Jennifer Boman Julie Mooney Andrea Phillipson Luciano da Rosa dos Santos Erika Smith Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice Collected Essays on Learning and Teaching |
| title | Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice |
| title_full | Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice |
| title_fullStr | Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice |
| title_full_unstemmed | Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice |
| title_short | Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice |
| title_sort | inquire imagine innovate a scholarly approach to curriculum practice |
| url | https://celt.uwindsor.ca/index.php/CELT/article/view/5421 |
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