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Another strategy for sharing LTAs is
to create faculty learning communities that
collaborate in finding, testing and sharing LTAs, either as
their primary goal or as a side benefit of their efforts to
improve courses while saving time. Especially promising are
FLCs with participants from multiple institutions.
For example, the FLC might be a group of faculty who all
teach similar courses to similar students in similar
settings, and with similar goals for improving those
courses.
Meeting regularly online or occasionally
face to face, the FLC might use a protocol such as this:
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Set an agenda consisting of a list of
presenters
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Each speaker has, say, 2 minutes to
describe a problem or need where she or he would like
help, and 2 minutes to describe an idea, technique or
material which he or she has tried and likes, something
that others in the community might also like to hear
about. After discussion, the next speaker begins.
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The cycle repeats until the meeting
ends. Online meetings might be limited to, say, 30
minutes.
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If the presentations are recorded and
indexed, they could be added to a library of materials
available to members and others. At some institutions,
such contributions might be assessed as scholarship of
teaching and learning.
Learning communities such as this might be
organized and supported by single institutions interested in
sharing experiences with others, by systems of institutions,
by professional associations or others.
A less formal approach to creating
linkages among faculty can be certain kinds of
institutional partnerships. For example, MIT's
partnership with Cambridge University has resulted in the
sharing of a certain number of teaching ideas and resources.
Sharing LTAs via:
Surveys of local faculty
l
Searching online l Emails to
faculty l Faculty Learning Communities l Nanovation
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