Virtual Faculty Development Using Top-down Implementation Strategy and Adapted EES Model

Advanced Broadband Enabled Learning

Selected Styles in Web-Based Educational Research ◽

10.4018/978-1-59140-732-4.ch011 ◽

2011 ◽

pp. 161-178

Author(s):

George H. Buck

Keyword(s):

Distance Learning ◽

Action Research ◽

Participatory Action Research ◽

Implementation Strategy ◽

High Technology ◽

Project Development ◽

Participatory Action ◽

Top Down ◽

Design Decisions

This chapter describes how action research was used to develop and facilitate a new collaborative distance learning initiative using the Supernet (CA*Net) in Canada. While many high technology-based projects are devised by a few individuals, often implementation of such initiatives is hampered either by a top-down implementation strategy, or because individuals do not appreciate the potential of the initiative. To avoid these obstacles, the Advanced Broadbased Enabled Learning (ABEL) project employed the principles of participatory action research to the design, decisions andimplementation. Starting with a few people, and ending up with many collaborators, ABEL typifies the successful application of action research to develop a viable and sustainable project. Development of ABEL, its relationship to action research, as well as problems and limitations are described. The success of ABEL experience may serve as a model for other initiatives integrating high technology with education.

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An Inverted Virtual Faculty Development Program for Remote Teaching: Pilot for Replication

The Egyptian Journal of Hospital Medicine ◽

10.21608/ejhm.2022.212846 ◽

2022 ◽

Vol 86 (1) ◽

pp. 384-390

Author(s):

Nagwa Nashat Hegazy ◽

Saeed SA Soliman ◽

Samar A Ahmed ◽

Marwa M Ahmed

Keyword(s):

Faculty Development ◽

Development Program ◽

Faculty Development Program ◽

Virtual Faculty

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Some Implementation Challenges of Knowledge Management Systems

Knowledge Management ◽

10.4018/978-1-93177-751-3.ch014 ◽

2003 ◽

pp. 173-186

Author(s):

Bendik Bygstad

Keyword(s):

Knowledge Management ◽

Implementation Strategy ◽

Learning Processes ◽

Management Systems ◽

Knowledge Management Systems ◽

Top Down ◽

Implementation Challenges ◽

Experimental Implementation ◽

Implementation Problems

The promise of knowledge management systems is challenged by implementation problems. This CRM case illustrates that technology-driven approaches are not likely to succeed. It also indicates some limitations of top-down managerial interventions, arguing that we need a deeper understanding of learning processes to be able to implement KM systems successfully. A more experimental implementation strategy is suggested.

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Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress

Journal of Educational Change ◽

10.1007/s10833-019-09363-1 ◽

2019 ◽

Vol 21 (4) ◽

pp. 543-567 ◽

Cited By ~ 2

Author(s):

Lotta Tikkanen ◽

Kirsi Pyhältö ◽

Janne Pietarinen ◽

Tiina Soini

Keyword(s):

Curriculum Reform ◽

Structural Equation ◽

Implementation Strategy ◽

Local Level ◽

Well Being ◽

School Development ◽

Development Work ◽

Top Down ◽

Bottom Up ◽

Related Stress

AbstractSustainable school development is suggested to result in both meaningful learning and enhanced well-being for those involved in the reform work. The aim of the study was to gain a better understanding of the relations between the strategies utilised in school development work, school impact of the reform and burdening in the context of curriculum reform in Finland. Altogether 550 district-level stakeholders responsible for curriculum reform at the local level responded to the survey. Structural equation modelling (SEM) was utilised to explore the interrelations between the reform implementation strategy, collective proactive strategies of well-being, as well as reform-related stress and the perceived school impact of the reform. The results showed that the top-down–bottom-up implementation strategy was related to the school impact of the reform and to the use of collective proactive strategies and reduced levels of stress. Collective proactive strategies also contributed to lower stress levels and enhanced school impact. The results indicate that the top-down–bottom-up implementation strategy provides an effective way to promote sustainable school reform in terms of enhancing the collective and cumulative learning and reducing burdening of those involved in the reform.

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Some Implementation Challenges of Knowledge Management Systems

Knowledge Management ◽

10.4018/978-1-59904-933-5.ch193 ◽

2011 ◽

pp. 2334-2344

Author(s):

Bendik Bygstad

Keyword(s):

Knowledge Management ◽

Implementation Strategy ◽

Learning Processes ◽

Management Systems ◽

Knowledge Management Systems ◽

Top Down ◽

Implementation Challenges ◽

Experimental Implementation ◽

Implementation Problems

The promise of knowledge management systems is challenged by implementation problems. This CRM case illustrates that technology-driven approaches are not likely to succeed. It also indicates some limitations of top-down managerial interventions, arguing that we need a deeper understanding of learning processes to be able to implement KM systems successfully. A more experimental implementation strategy is suggested.

Download Full-text