Professional Development and Recursive E-Learning

Teaching in higher education in the 21st century can be a demanding and complex role and academic educators around the globe are dealing with questions related to change. This paper describes a new type of a professional development program for teaching faculty, using a pedagogical model based on the principles of authentic e-learning. The program was developed with the help of an iterative educational design research process and rapid prototyping based on on-going research and redesign. This paper describes how the findings of the evaluations guided the design process and how the impact of the measures taken was in turn researched, in order to eventually identify and refine design principles for an authentic e-learning program for international teaching faculty professional development.

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A Holistic Professional Development Model

Handbook of Research on Teacher Education and Professional Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1067-3.ch014 ◽

2017 ◽

pp. 259-284

Author(s):

Julie Ellen Golden ◽

Victoria Brown

Keyword(s):

Professional Development ◽

Online Education ◽

Program Planning ◽

Future Research ◽

Faculty Professional Development ◽

Web Based ◽

Online Curriculum ◽

Professional Development Model ◽

E Learning ◽

Faculty Transition

Institutions struggle to develop online curriculum that meets increasing student demands for online education. The explosive growth of online learning necessitates that many higher education faculty transition from a traditional classroom to a web-based format, sometimes with little or no training. This chapter describes a holistic online faculty professional development (PD) model developed through use of a concerns-based adoption model (CBAM). The CBAM model provides an affective and behavioral lens for managing change. Through two of CBAM's components called stages of concern and levels of use, a PD plan was constructed that approaches the transition to distance learning as an ongoing process rather than simply as technology training. The holistic PD model considers each faculty member as an individual with unique needs. Components of the PD model and new Center for E-Learning (CeL) development and program building are explained. Impact on faculty and students and recommendations for program planning and future research are included.

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Developing E-Learning Provision for Healthcare Professionals' Continuing Professional Development

Technology Supported Learning and Teaching ◽

10.4018/978-1-59140-962-5.ch007 ◽

2011 ◽

pp. 91-104

Author(s):

Susi Peacock ◽

Gloria Maria Dunlop

Keyword(s):

Professional Development ◽

Quality Of Care ◽

Healthcare Professionals ◽

Continuing Professional Development ◽

Specific Group ◽

Care Services ◽

External Pressures ◽

E Learning ◽

Practical Reflection

This chapter discusses the provision of continuing professional development (CPD) for allied healthcare professionals (AHPs) through e-learning. External pressures are increasing on AHPs to engage with CPD on a regular basis to improve the quality of care services and facilitate changes in working practice. E-learning has the potential to reach this group of diverse learners and integrate learning into their work schedule at a time and place convenient for them and their employers: eCPD. We provide a practical reflection grounded in the experience of practitioners and students who have been involved in our deployment of eCPD over the last three years. The issues that have arisen from this initiative will be familiar to many of those who have been involved in the deployment of e-learning in our sector. Ultimately, we hope that the solutions we have provided to meet the needs of this specific group of learners will address those for all e-learners. In addition, we believe that it will support the process of embedding (“normalising”) e-learning across an institution.

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Helping to Make Sense of Regional Climate Modeling: Professional Development for Scientists and Decision-Makers Anytime, Anywhere

Bulletin of the American Meteorological Society ◽

10.1175/bams-d-14-00111.1 ◽

2016 ◽

Vol 97 (7) ◽

pp. 1173-1185 ◽

Cited By ~ 3

Author(s):

Peter J. Walton ◽

Morgan B. Yarker ◽

Michel D. S. Mesquita ◽

Friederike E. L. Otto

Keyword(s):

Professional Development ◽

High Resolution ◽

Climate Models ◽

Online Courses ◽

Climate Modeling ◽

Regional Climate ◽

Climate Science ◽

Regional Climate Modeling ◽

Decision Makers ◽

E Learning

Abstract Globally, decision-makers are increasingly using high-resolution climate models to support policy and planning; however, many of these users do not have the knowledge needed to use them appropriately. This problem is compounded by not having access to quality learning opportunities to better understand how to apply the models and interpret results. This paper discusses and proposes an educational framework based on two independent online courses on regional climate modeling, which addresses the accessibility issue and provides guidance to climate science professors, researchers, and institutions who want to create their own online courses. The role of e-learning as an educational tool is well documented, highlighting the benefits of improved personal efficiency through “anywhere, anytime” learning with the flexibility to support professional development across different sectors. In addition, improved global Internet means increased accessibility. However, e-learning’s function as a tool to support understanding of atmospheric physics and high-resolution climate modeling has not been widely discussed. To date, few courses, if any, support understanding that takes full advantage of e-learning best practices. There is a growing need for climate literacy to help inform decision-making on a range of scales, from individual households to corporate CEOs. And while there is a plethora of climate information online, educational theory suggests that people need to be guided in how to convert this information into applicable knowledge. Here, we present how the experience of the courses we designed and ran independent of each other, both engaging learners with better understanding benefits and limitations of regional climate modeling, lead to a framework of designing e-learning for climate modeling.

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Professional development of in-training museum educators: an experience of curriculum improvement in time of a pandemic

10.4995/head21.2021.12881 ◽

2021 ◽

Author(s):

Antonella Poce ◽

Mara Valente ◽

Maria Rosaria Re ◽

Francesca Amenduni ◽

Carlo De Medio

Keyword(s):

Professional Development ◽

Museum Education ◽

Museum Studies ◽

Digital Tools ◽

Learning Context ◽

Graduate Courses ◽

Online Lectures ◽

Museum Professionals ◽

E Learning ◽

Museum Educators

The present paper aims to illustrate the reorganization of two post-graduate courses, “Museum Education. Theoretical aspects” and “Advanced Studies in Museum Education” promoted by CDM (Center for Museum Studies) - Dept. of Education at Roma Tre University, carried out during the Covid-19 pandemic, and to analyze the education strategies adopted in terms of museum professionals development to face the Covid-19 museum and universities 2020 Italian lockdown.The results emerging from the quantitative evaluation of the module “Museum and Social Networks”, taking into consideration the activities and digital tools proposed, show the efficacy of the courses reorganization, in terms of transverse and professional skills development in university students, critical thinking and collaboration in particular. Moreover, the data analysis give useful indications in term of university online lectures, laboratory activities and practices in e-learning mode, evaluation tools and methodologies aimed at solliciting professional development of in-training museum educators in university learning context.

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Evolution of Facebook groups: Informal e-learning among medical laboratory scientists in Nigeria

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2014.06.017 ◽

2014 ◽

pp. 250-261

Keyword(s):

Professional Development ◽

Social Media ◽

International Development ◽

Learning Style ◽

Online Courses ◽

Continuing Professional Development ◽

Medical Laboratory ◽

Agency For International Development ◽

E Learning ◽

Health Project

Most people think of online courses when they talk about e-learning, but aspects of social media can also be considered e-learning. In 2011 the Knowledge for Health Project (K4Health) began work with local partners to implement an e-learning and professional development policy for Medical Laboratory Scientists based on the needs identified by United States Agency for International Development (USAID)/Nigeria. Six e-learning courses were developed and promoted through several channels including social media. A Facebook Group was created to share information about accessing and navigating the courses and attracted 8,500 members in 18 months. As the Group grew, the topics discussed evolved to include trade union news, employment opportunities and technical resources. Another Facebook Group provided insights that Facebook Groups could be used to facilitate interactions focused on continuing professional development. The findings show that Facebook Groups accommodate an informal learning style, allowing individuals to learn through peer support in flexible ways. It has also shown that the use of Facebook Groups is associated with high levels of engagement with e-learning courses.

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Education Research: NeuroBytes: A New Rapid, High-Yield e-Learning Platform for Continuing Professional Development in Neurology

Neurology ◽

10.1212/wnl.0000000000012133 ◽

2021 ◽

pp. 10.1212/WNL.0000000000012133

Author(s):

Laura E. Lavette ◽

Alexandra Miller ◽

Bobby Rook ◽

Zachary London ◽

Calli Cook ◽

...

Keyword(s):

Professional Development ◽

User Satisfaction ◽

Continuing Professional Development ◽

High Yield ◽

Learning Platform ◽

Wide Range ◽

Vulnerable Patient ◽

E Learning ◽

Time Required ◽

Survey Responses

ObjectiveTo determine whether NeuroBytes is a helpful e-Learning tool in neurology through usage, viewer type, estimated time and cost of development, and post-course survey responses.BackgroundA sustainable continuing professional development (CPD) system is vital in neurology due to the field’s expanding therapeutic options and vulnerable patient populations. In an effort to offer concise, evidence based updates to a wide range of neurology professionals, the AAN launched NeuroBytes in 2018. NeuroBytes are brief (<5 min) videos that provide high-yield updates to AAN members.MethodsNeuroBytes was beta tested from August–December 2018 and launched for pilot circulation from January–April 2019. Usage was assessed by quantifying course enrollment and completion rates; feasibility by cost and time required to design and release a module; appeal by user satisfaction; and impact by self-reported change in practice.ResultsA total of 5,130 NeuroBytes enrollments (1,026±551/month) occurred from January 11–May 28, 2019 with a median of 588 enrollments per module (interquartile range, 194-922) and 37% course completion. The majority of viewers were neurologists (54%), neurologists in training (26%), and students (8%). NeuroBytes took 59 hours to develop at an estimated $77.94/hour. Of the 1,895 users who completed the survey, 82% were “extremely” or “very likely” to recommend NeuroBytes to a colleague and 60% agreed that the depth of educational content was “just right.”ConclusionsNeuroBytes is a user-friendly, easily accessible CPD product that delivers concise updates to a broad range of neurology practitioners and trainees. Future efforts will explore models where NeuroBytes combines with other CPD programs to impact quality of training and clinical practice.

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Distance E-Learning in the System of Professional Development of Corporation Managers: Challenges of COVID-19

Journal of Education and e-Learning Research ◽

10.20448/journal.509.2020.74.456.463 ◽

2020 ◽

Vol 7 (4) ◽

pp. 456-463

Author(s):

Ihor Bondar ◽

Tatyana Gumenyuk ◽

Yurii Horban ◽

Olena Karakoz ◽

Olena Chaikovska

Keyword(s):

Professional Development ◽

E Learning

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School and Home as Study Spaces: Attitudes of Teachers, Parents, and Students to E-learning During the COVID-19 Period: The Case of Israel

International Journal of Educational Methodology ◽

10.12973/ijem.7.4.715 ◽

2021 ◽

Vol 7 (4) ◽

pp. 715-731

Author(s):

Miri Ben ◽

Nitza Davidovitch

Keyword(s):

Professional Development ◽

Teaching Methods ◽

Implicit Attitudes ◽

The Future ◽

Teachers And Students ◽

E Learning ◽

Research Findings ◽

The Relationship ◽

Home And School

During the period of the Coronavirus disease (COVID-19), the boundaries between the home and the school as study spaces were blurred. School studies entered the home, with the parents present and observing their children’s e-lessons and the teachers’ teaching methods. The purpose of the current study was to explore the explicit and implicit attitudes of the lesson partners: teachers, parents, and students, to e-learning. The study explores whether and to what degree the attitudes of teachers, students, and parents to e-teaching are compatible, and what are the implications for the future. The study shows that although in recent years the relationships between parents and the school and between teachers and students have waned, with regard to the separation of authorities between the home and school, the period of the COVID-19 crisis clarified the need to enhance the relationship and cooperation between the home and the school as two meaningful study spaces for independent learners. The research findings raise the paradox that not only does technology not increase the distance rather it has the potential to strengthen the relationships between parents, teachers, and the school. The study points to the need to prepare holistic guidance sessions and professional development courses.

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