Reflections on the Development of International Collaborative Writing Groups (ICWGs) about Teaching and Learning in Higher Education

Abstract

This paper explores the development of a model for international collaborative writing groups (ICWGs) about teaching and learning in higher education, which began in geography in 1999 and was then transferred to the scholarship of teaching and learning community in 2012. It summarises some of the evidence which has emerged from research into the experience of participants in ICWGs. The paper ends with a few comments on the future development of the model. Dans cet article, l’auteur explore le développement d’un modèle de groupes internationaux de rédaction en collaboration portant sur l’enseignement et l’apprentissage dans l’enseignement supérieur, qui a vu le jour en géographie en 1999 et qui, plus tard, en 2012, a été transféré à la communauté de l’avancement des connaissances en enseignement et en apprentissage. L’auteur présente un résumé d’un certain nombre de preuves qui ont résulté de la recherche sur l’expérience vécue par les participants à ces groupes internationaux de rédaction. En conclusion, l’auteur présente quelques commentaires sur le développement futur de ce modèle.

Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals

“…It is also a source of sense of community. International collaborative writing groups have become a signature feature of the International Network for Learning and Teaching Geography in Higher Education and ISSOTL (Healey, 2017). Such collaborative groups can operate as a community of practice (Matthews, Marquis, & Healey, 2017), in which both the facilitator(s) and the group leader play a critical guiding role.…”

CJSoTL at 10: A Quantitative Analysis of Authorship, Genre, and Impact

“…In 2015, the journal published a special issue on the role of arts and humanities approaches to the scholarship of teaching and learning (e.g., Chick 2015;Potter & Wuetherick, 2015). A special issue on the theme of collaborative writing drew out novel perspectives around shared topics of interest, foregrounding the importance of scholarly dialogue (e.g., Healey 2017;Simmons & Marquis, 2017), and a 2018 special issue on ePortfolios demonstrated a range of experiences on that theme (e.g., Petit et al, 2018).…”