{"id":287,"date":"2020-09-23T21:27:33","date_gmt":"2020-09-23T21:27:33","guid":{"rendered":"https:\/\/course.oeru.org\/nzext105\/?page_id=287"},"modified":"2020-09-23T21:27:33","modified_gmt":"2020-09-23T21:27:33","slug":"publishing-or-presenting-your-sotl-research","status":"publish","type":"page","link":"https:\/\/course.oeru.org\/nzext105\/learning-pathways\/designing-your-sotl-project\/publishing-or-presenting-your-sotl-research\/","title":{"rendered":"Publishing or presenting your SoTL research"},"content":{"rendered":"
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\"Sharing2.jpg\"<\/a><\/div>\n\n\n\n\n
\u201c\n<\/td>\n Knowledge is like money: To be of value, it must circulate, and in circulating it can increase in quantity and, hopefully, in value.\n<\/td>\n \u201d\n<\/td>\n<\/tr>\n
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\u2014Louis L’Amour<\/cite><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n


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Publishing and\/or presenting your SoTL research<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t
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Before presenting or publishing your own SoTL research, take the time to examine and learn from what others have done.\n<\/p>\n

Here is an example from Simon Fraser University, in British Columbia. The SoTL research involved professors in the Mathematics Department, along with professional staff from the Centre for Teaching and Learning. The team produced a number of videos and added them to a YouTube video channel as an advance organiser for large-enrolment, first-year calculus classes. The videos were designed to serve as self-study teaching materials for a flipped classroom teaching model that the researchers implemented. They conducted research, produced presentations using PowerPoint slides<\/a>, and published and disseminated papers<\/a> on the SoTL study.<\/p>\n

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