scholarly journals Who says academics don’t do CPD? Connecting practitioners and developing together through distributed cross-institutional collaborative CPD in the open

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Chrissi Nerantzi
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Social Media ◽  
Academic Development ◽  
Student Experience ◽  
Continuing Professional Development ◽  
Cross Cultural ◽  
Institutional Collaboration ◽  
Diverse Communities ◽  
Open Educational Practices

 In this paper, the author shares an emerging model to engage academics and other professionals who teach or support learning in Higher Education (HE) with continuing professional development (CPD). The model fosters informal cross-institutional collaboration through distributed and diverse communities of professionals for them to learn and develop with and from each other. A potpourri of pedagogical initiatives developed and offered as open educational practices and resources interwoven into each other using social media has been included. These illuminate opportunities for cross-institutional and cross-cultural CPD, highlight challenges as well as invite further exploration and research in this area. Initial evidence indicates that open practices are changing the academic development landscape, and informal cross-institutional collaborations among HE Institutions and other partners can provide valuable opportunities for self-organised informal and formal academic CPD that strengthens relationships internally and externally and has an impact on practices and the student experience.

scholarly journals OER? What OER? Integrating Video OER in a Teacher Education Programme

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Chrissi Nerantzi
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Academic Development ◽  
Continuing Professional Development ◽  
Education Programme ◽  
Academic Community ◽  
Open Bite ◽  
Open Educational Resource ◽  
Learning And Teaching ◽  
The Impact

The Food for thought series is an Open Educational Resource (OER) in video format created by teachers and students in Higher Education (HE) for the academic community. The series offers open bite-size just in-time initial and continuing professional development (CPD) opportunities for teachers in HE. Voices and perspectives from practitioners around the globe are shared and provide a broader perspective on learning and teaching. The series shows how OER can remove barriers to learning and professional development (Butcher, 2011) and be brought into mainstream teaching and the learning landscape in HE through academic development activities.The Food for thought series has been used systematically in a variety of academic development activities within the University of Salford and elsewhere. Within this paper, we focus on how the series has been integrated within the Postgraduate Certificate in Academic Practice (PGCAP) and specifically the module Learning and Teaching in Higher Education (LTHE) to promote reflection on own practice and model the use of OER. The evaluation of this integration is shared here. The impact of the Food for thought series on student learning and the role it played in raising awareness and use of OER are explored. Recommendations are made about how this series could potentially enable wider use, re-use and adaptation for local needs (Lane, 2012) within other professional development activities.

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

Nurses Using Social Media and Mobile Technology for Continuing Professional Development

2016 ◽  
pp. 1289-1313
Author(s):  
Carey Mather ◽  
Elizabeth Cummings
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Case Studies ◽  
Mobile Technology ◽  
Continuing Professional Development ◽  
Health Profession ◽  
Mobile Technologies ◽  
Healthcare Sector ◽  
Actual Case ◽  
Nurses And Midwives

Continuing professional development is mandatory for all healthcare professionals in Australia. This chapter explores how the expectations of the regulatory and professional organisations of nursing and midwifery can be integrated within the profession by enrolled and registered nurses and midwives to meet the requirements and maintain their registrations. Using actual case studies as a basis, the chapter demonstrates how continuing professional development can be delivered as mobile or m-learning using social media or mobile technologies within this health profession. This chapter focuses on case studies from the Australian healthcare sector; however, it appears that similar issues arise in other countries and so the challenges and solutions described in the case studies can inform practice in other countries. It concludes by discussing the potential for continuing professional development m-learning into the future.

Enabling Professional Development with E-Portfolios

2012 ◽  
Vol 2 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Digital Technology ◽  
Academic Development ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Career Progression ◽  
Learning Space ◽  
Learning And Teaching ◽  
Personalised Learning ◽  
Presentation Tool

Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a presentation tool which can be used for formal assessment purposes. However, this can result in a tension between process and product, where e-portfolios become electronic repositories of resources that simply tick boxes for career progression. The paper reports on a project that investigated the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence for an award-bearing academic development programme. An e-portfolio had been adopted to address criticisms that conventional assessment fails to take account of the context in which teaching practitioners operate. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. In addition, it aimed to foster a reflective approach, promote critical thinking focused on learning and teaching and enhance continuing professional development.

Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

Preparing Students for Workplace Diversity

2017 ◽  
Author(s):  
Jaime Lester ◽  
David A. Kravitz ◽  
Carrie N. Klein
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
21St Century ◽  
Multicultural Competence ◽  
Cross Cultural ◽  
Workplace Diversity ◽  
Emotional Challenges ◽  
Social And Emotional ◽  
The Social ◽  
Diverse Interactions

The 21st century workplace is becoming increasingly diverse and global in context. This creates a need for multiculturally competent employees who can work well with people of different backgrounds, cultures, and experiences. Higher education is uniquely situated to provide students with opportunities for cross-cultural and diverse interactions and for personal and professional development in multicultural competence. This chapter focuses on the social and emotional challenges posed by the increasing globalization of business as well as the increasing diversity of the workforce and in higher education. We argues for the importance of diversity in the workforce; describes how diversity is present on campus; and makes recommendations for how that diversity can be leveraged to train, develop, and prepare the workforce of tomorrow.

scholarly journals Culture Club: Experiences of running a journal club for continuing professional development in higher education

2020 ◽  
Vol 8 (2) ◽  
pp. 81-89
Author(s):  
Jim Christopher Turner ◽  
Amanda Mason ◽  
Roger Harrison ◽  
Tunde Varga-Atkins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Complex Terrain ◽  
Journal Club ◽  
Continuing Professional Development ◽  
Technology Journal ◽  
Journal Clubs ◽  
Subject Areas ◽  
Potential Area ◽  
Complex Subject

This article discusses the experiences of a journal club established to enable staff from different higher education (HE) institutions and roles to develop their knowledge and understanding around a shared interest in the areas of internationalisation and educational technology.  Journal clubs have been used, mainly within the field of medicine and healthcare, to facilitate group learning. The club enabled the group to navigate a complex terrain of literature, develop a focus for reading and identifying a potential area for research and collaboration. Members of the journal club experienced several benefits from participation which are discussed together with the challenges of sustaining engagement over time. The article concludes with highlighting ways in which journal clubs can provide a fruitful form of continuing professional development in higher education, particularly in complex subject areas that traverse numerous roles and domains and makes recommendations for those considering establishing a journal club for similar purposes.    

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