scholarly journals A Staff Development Program for Promoting Change in Higher Education Teaching and Learning Practices

2006 ◽  
pp. 405-409 ◽  
Author(s):  
Fernando Ramos ◽  
Nilza Costa ◽  
José Tavares ◽  
Isabel Huet
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching And Learning ◽  
Development Program ◽  
Learning Practices ◽  
Change In Higher Education ◽  
Higher Education Teaching

scholarly journals Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’

2021 ◽  
Vol 9 (SI) ◽  
Author(s):  
Ceclia Jacobs ◽  
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Best Practices ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Knowledge Bases ◽  
Good Teaching ◽  
Approach To Teaching ◽  
Conceptual Paper ◽  
Higher Education Teaching

The notion that universal ‘best practices’ underpin higher education teaching is problematic. Although there is general agreement in the literature that good teaching is not decontextualised but rather that it is responsive to the context in which it occurs, generic views of teaching and learning continue to inform practices at universities in South Africa. This conceptual paper considers why a decontextualised approach to higher education teaching prevails and interrogates factors influencing this view, such as: the knowledge bases informing this approach to teaching, the factors from within the higher education sector that shape this approach to teaching, as well as the practices and Discourses prevalent in the field of academic development. The paper argues that teaching needs to be both contextually responsive and knowledge- focused. Disrupting ‘best practices’ approaches require new ways of undertaking academic staff development, which are incumbent on the understandings that academic developers bring to the enterprise.

scholarly journals Agile Change to Digital Teaching during and after Corona Pandemic for Flipped Classroom Courses

2021 ◽  
Vol 1 (1) ◽  
pp. 11-22
Author(s):  
Christin Voigt ◽  
Linda Blömer ◽  
Jonas Kötter ◽  
Uwe Hoppe
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Time Pressure ◽  
Agile Development ◽  
Face To Face ◽  
Recommendations For Action ◽  
Change In Higher Education ◽  
Higher Education Teaching

The Corona Pandemic has a major impact on teaching at universities. Various stakeholders have to face new challenges when face-to-face courses are no longer feasible. The management of higher education institutions, teachers and their teams as well as the IT and didactics support are called upon to develop digital teaching and learning formats at short notice. This article aims to identify specific tasks and responsibilities with the help of two literature analyses and to transfer the results into a holistic overview of agile change for Flipped Classroom courses. This overview is based on a Change Management (CM) process to which tasks of agile development and change are assigned. It thus combines both short-term development under time pressure from an agile perspective as well as long-term necessary steps of CM. The necessity and usefulness of such an overview was determined before its creation. For this purpose, a short quantitative survey was conducted with 65 people, who have already passed through the entire CM-process of digital change in higher education teaching and are therefore regarded as experts. The usefulness and necessity of the overview were confirmed. The concluding recommendations for action address the possible use of the overview, the implementation of individual tasks and the joint action of the stakeholders during and also after the Corona Pandemic, which should support the change to digital higher education teaching.

Sustainability through Staff Engagement

2010 ◽  
pp. 326-345
Author(s):  
Paul Gormley ◽  
Catherine Bruen ◽  
Fiona Concannon
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching And Learning ◽  
Work Processes ◽  
Educational Work ◽  
Learning Practices ◽  
E Learning ◽  
Micro Level ◽  
Staff Engagement ◽  
Organisational Level

In many third-level institutions the innovative potential of technology has not been fully recognised or exploited at a strategic organisational level or embedded in mainstream educational work processes at a micro level. The sustainable integration of effective e-learning practices into higher education establishments remains a major challenge. This chapter discusses the challenges of designing staff development programmes which support the integration of e-learning into higher education by (1) leveraging the affordances presented by Web 2.0 technologies, coupled with (2) utilising a community of practice model to provide a sustainable peer-driven framework to share, support and embed technology-mediated teaching and learning practices. The chapter presents a practical example how a model of staff engagement was implemented within an Irish university, and concludes with suggestions on how others may benefit in considering a similar approach.

Introduction

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Historical Perspectives ◽  
Law And Policy ◽  
Political Events ◽  
Educational Disadvantage ◽  
The World ◽  
Higher Education Teaching

The Introduction highlights the importance of higher education and the existence of educational disadvantage in society, contextualised within current political events and discussions. It describes the intrinsic importance of education in allowing people to learn about themselves and the world they live in. It details the significant instrumental importance of education in the likelihood people will obtain employment and command higher incomes. It also provides a brief outline of different historical perspectives in relation to how best to provide higher education teaching and learning. The importance of law and policy for higher education is discussed, and the purpose and limitations of the research identified.

scholarly journals Enabling learning through technology: some institutional imperatives

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Audrey McCartan ◽  
Barbara Watson ◽  
Janet Lewins ◽  
Margaret Hodgson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Educational Practice ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Institutional Practice ◽  
Effective Use ◽  
Technology Programme

The imminent completion of many Teaching and Learning Technology Programme (TLTP) projects means that a considerable number of courseware deliverables will soon be available to Higher-Education (HE) institutions. The Higher Education Funding Council's intention in funding the Programme (HEFCE Circulars, 8/92, 13/93) was to ensure their integration into academic curricula by providing institutions with an opportunity to review their 'teaching and learning culture' with regard to the embedding of learning technology within their institutional practice. Two recent workshops, conducted with a representative sample of newly appointed academic staff in connection with the evaluation of materials to be included in a staff development pack whose purpose is to encourage the use of IT in teaching and learning (TLTP Project 7), strongly suggested that the availability of courseware alone was insufficient to ensure its integration into educational practice. The establishment of enabling mechanisms at the institutional level, as well as within departments, was crucial to ensure the effective use of learning technology.DOI:10.1080/0968776950030115

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