ࡱ> rqb( / 00DTimes New Romanllv0DArialNew Romanllv0 DArial Narrowanllv0"0DWingdingsowanllv0 A .  @n?" dd@  @@`` @8TV $2-;$%S653###$#;?    ! "# $ ) *+ ,- .  8 9 0AA ̙ff3f3@8( g4DdDd< 0tppp@ <4BdBd8A10llv<4!d!d8A10llvg4.d.d 0pN ppʚ;ʚ;<4dddd81086<$DEFINEDINNAVIGATORTrueJHOTSPOTTYPE$DefinedInNavigator&BRANCHTO2790___PPT10 pp2___PPT9/ 0? %O =)Teaching in a different way(>Lynn McAlpine McGill University Canada lynn.mcalpine@mcgill.ca??'I0(Educational teams: a continuum of types ")(*"Points of comparison and analysis $#! Purpose: what to be achieved Composition: members, functions Organizational dimension: scope, resources, who dependent on Evidence of impact: lecturer, student, organization Major problems: short and long term, solvable? Overall important ideas Z+Purpose  7$ Composition: members, functions "!8%Organizational dimension >)Evidence of impact: Lecturers ?*Evidence of impact: Students @+!Evidence of impact: Organization  " 9& Problems  ,#Important ideas   hLeadership: & . 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Vision - time and effort to construct shared vision - offer views, discuss, elaborate one that all can work towards 2. Challenge - depends on extent to which there is stasis - in times of great change challenge from external forces may be sufficient 3. Support - resources to act; feedback and networking to enable others Goal - to model these and enable others to also model them; to model a view of leadership similar/ congruent with view of teachingH  0޽hdS ? ̙330 0V(  ^  S       c $p   @   LCenters role- service and leadership . Reactive and proactive 1. How is quality understood? What support is provided for teaching? What is the perceived relation between research and teaching? What are the shared and differing views of stakeholders? . Understand what is possible H  0޽hdS ? ̙330 PV(  ^  S       c $(   @   LCenters role- service and leadership . Reactive and proactive 1. How is quality understood? What support is provided for teaching? 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