scholarly journals Developing Effective Bite Sized Staff Development Through Thematic Analysis

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Colin Gray
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Thematic Analysis ◽  
Teaching Method ◽  
Academic Staff ◽  
Just In Time ◽  
Staff Members ◽  
Analysis Process ◽  
Course Length ◽  
Mode Of Consumption

This paper aims to investigate an emerging method for delivering online learning for the purposes of staff development. This teaching method, named Bite Sized Learning (BSL), is based on the following principles: 1. Course length is short, around one or two weeks. 2. One task is delivered each day. 3. Tasks are short, around 30 minutes. The intention of BSL is to meet the commonly cited needs of work based learners – flexibility in time, place and mode of consumption – and enable more accessible and more effective staff development in higher education. To this end, BSL is underpinned by research in work based learning, just in time learning, communities of practice and human attention spans. This study relates to a qualitative study carried out on a series of BSL courses, delivered to academic staff at Edinburgh Napier from 2012 to 2014. Staff members took part in four instances of the course and were asked for feedback on their experience. A thematic analysis process was carried out on this feedback in order to determine the effectiveness of BSL, the advantages it brings and ways in which it can be developed. Thematic analysis showed that BSL was very well received by participants and that it carries a number of advantages over traditional one-block methods of staff development. Evidence is presented to show that BSL enables effective learning and allows academic staff to participate in development when they otherwise could not. The daily delivery format was found to increase the priority of online learning and build motivation to complete each task, while keeping the tasks short and focused reduced the mental barriers to students in beginning the work. The analysis forms the basis for a BSL model of learning, and avenues of future development are proposed.

Web 2.0 and Professional Development of Academic Staff

2012 ◽  
pp. 94-108
Author(s):  
Belinda Tynan ◽  
Cameron Barnes
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Web 2.0 ◽  
Online Teaching ◽  
Academic Staff ◽  
Learning Management Systems ◽  
Ease Of Use ◽  
Learning Material ◽  
Web 2.0 Technologies ◽  
Student Centered

This chapter argues that the latest wave of Web 2.0 technologies has the potential to transform online learning. To realize this potential, universities must rethink the way in which they develop academic skills in online teaching. The current emphasis on training academics to teach online using learning material and learning management systems has yielded mixed results. Too much of the focus has been on “top-down” models of change. Web 2.0 technologies favor “bottom-up” approaches to staff development, approaches that leverage the power, ease of use, and flexibility of Web 2.0 technologies. These have a better chance to produce the constructivist, student-centered online learning that is now widely regarded as the ideal. The authors use fictional accounts in order to capture some of the issues involved.

Web 2.0 and Professional Development of Academic Staff

2010 ◽  
pp. 365-379 ◽  
Author(s):  
Belinda Tynan ◽  
Cameron Barnes
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Web 2.0 ◽  
Online Teaching ◽  
Academic Staff ◽  
Learning Management Systems ◽  
Ease Of Use ◽  
Learning Material ◽  
Web 2.0 Technologies ◽  
Student Centered

This chapter argues that the latest wave of Web 2.0 technologies has the potential to transform online learning. To realize this potential, universities must rethink the way in which they develop academic skills in online teaching. The current emphasis on training academics to teach online using learning material and learning management systems has yielded mixed results. Too much of the focus has been on “top-down” models of change. Web 2.0 technologies favor “bottom-up” approaches to staff development, approaches that leverage the power, ease of use, and flexibility of Web 2.0 technologies. These have a better chance to produce the constructivist, student-centered online learning that is now widely regarded as the ideal. The authors use fictional accounts in order to capture some of the issues involved.

scholarly journals An Empirical Assessment of the Implications of the Merger at Walter Sisulu University, South Africa

2015 ◽  
Vol 3 (4) ◽  
pp. 117
Author(s):  
W. W. Manona
Keyword(s):  
Staff Development ◽  
Work Performance ◽  
Academic Staff ◽  
Target Population ◽  
Research Approach ◽  
Comprehensive Universities ◽  
Staff Members ◽  
Act 101 ◽  
Historically Disadvantaged ◽  
Quantitative Descriptive

This study investigated the implications of merger on the morale of staff at Walter Sisulu University (WSU), which is a new comprehensive university established in terms of the HigherEducation Act (101 of 1997), as amended. This study is undertaken because from the literature survey, scholars have not interrogated the implications of merger on the morale of those affected in those established comprehensive universities post amalgamation. This study employed a quantitative descriptive research approach, using statistical procedures. The target population was ninety academic and ninety non-academic staff members from the three sites of Walter Sisulu University, namely East London, Ibika and Umtata. Participants were purposefully selected from the four campuses. Questionnaires were administered to ninety academics and ninety non-academic staff personnel. The study established that indeed the merger had negative implications on WSU employees, even though these implications varied from category to category. The merger of historically disadvantaged two technikons and a university within the rural South African setting presents a complex historical heritage.The three institutions that merged to form WSU are not only historically disadvantaged, but also have vast distances among them. While the amalgamation of the three historically disadvantaged institutions remains a noble initiative, on the other hand, it has brought about inequalities, such as disproportionate salaries among employees of the three campuses, poor work performance, which can only be attributed to lack of motivation and reluctance amongst the staff members to accept new conditions of service under WSU. A substantial number of those employees, some of whom were employed before the amalgamation, terminated their service long before the merger even took place. Conclusions could be drawn that the merger brought about many challenges on WSU employees, namely staff development, human resource and management issues, job security and work environment. The study advances suggestions and recommendations to alleviate the situation.

scholarly journals The Need to Focus on Digital Pedagogy for Online Learning

2019 ◽  
Vol 2 (3) ◽  
pp. 25 ◽  
Author(s):  
Halvdan Haugsbakken ◽  
Shaun Nykvist ◽  
Dag Atle Lysne
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Staff Development ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Pedagogical Practices ◽  
Small Scale ◽  
Online Technologies ◽  
Digital Pedagogy

As pedagogical approaches to teaching and learning continue to evolve to meet the needs of students in a rapidly changing, globalized world that is heavily influenced and reliant on digital technologies, it is anticipated that the learning environments in Higher Education will also be transformed. Consequently, this transformation of learning environments is often synonymous with the adoption of and continued focus on the potential benefits of online learning in the Higher Education sector. It is within this context that this paper reports on a small-scale case study in a large Nordic university where the learning management system, Blackboard was piloted and implemented using a top-down approach consisting of the comprehensive training of academic staff, students and support staff. The explorative approach used in this study identifies three common themes in the data as it follows a group of academic beta testers (N=23) who are involved in the initial phases of implementation. The study explores the educators’ primary use of Blackboard, whilst attempting to understand how academics perceive and interpret the role of online technologies to support effective pedagogical practices. Drawing on data from participant interviews, the study highlights the need for increased academic support for online learning design and a renewed focus on staff development of effective pedagogical practices

scholarly journals Academic staff perceptions of empowerment training programmes initiated by Durban University of Technology

2018 ◽  
Author(s):  
◽  
Bingwa Luyanda Loraine
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Academic Staff ◽  
Staff Members ◽  
University Of Technology ◽  
Routine Tasks ◽  
Correct Application ◽  
Education Academic ◽  
Training Programmes

Higher education in South Africa underwent a significant change during the last decade. Lecturers may not be necessarily equipped to face all the changes that are a result of changes faced by higher education. Academic staff needs to be trained so as to strengthen their teaching competencies. Training serves as an opportunity to upgrade their qualifications. Without training, it would be challenging for academics to perform their core activities. The problem that arises is that the type of routine tasks typical of the functions of academic staff does not require only training in the form of coaching but also learning in the form of gaining knowledge and competence within the academic disciplinary context. However, hands-on training seems to be the crucial component that will ensure the correct application of routine procedures. The purpose of this study was to identify the academic staff perception of empowerment programmes initiated by the Durban University of Technology (DUT), and the challenges involved in successfully empowering staff. This study also identified problems encountered during academic staff development process and further investigated if the academic staff were provided with reasonable opportunity to participate. In this study, a quantitative approach was used, and data was collected from academic staff, comprising of professors, head of departments, senior lecturers, lecturers and junior lecturers of the Durban University of Technology. A sample size of 132 was drawn from the population. Questionnaires were designed with both closed and open-ended questions, and were personally administered by the researcher to all academic staff members in all faculties of the Durban University of Technology. Analysis of data revealed that the University provide academic staff with sufficient and relevant training however staff felt that they should be included in the planning of these programmes. Furthermore there was a need for follow-up to evaluate effectiveness of the training programmes and if they served the purpose for which they were intended to. This study, therefore, recommended that respective faculties should involve their staff members in planning, and that a follow-up be conducted after completion of training.

Educational Design at Southern Cross University Australia

2011 ◽  
pp. 153-169 ◽  
Author(s):  
Chris Morgan ◽  
Jenny Bird ◽  
Meg O’Reilly
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Academic Staff ◽  
Design Practice ◽  
Educational Design ◽  
Design Evolution ◽  
Student Profile ◽  
The University ◽  
The Impact

This case study provides an overview of educational design practice in a relatively small regional Australian university with a unique profile of highly distributed, mature-aged learners, and a particular mandate regarding its students and the region in which it is located. In its 15-year history at Southern Cross University, educational design practice has been significantly shaped by its context, and has evolved continuously to meet the changing needs of the university and its student profile. This case study charts educational design evolution over the 15 years, the impact of online learning upon roles and practice, the current institutional “footprint” of the educational designers, the convergence of roles with academic staff development, and its current research agendas. Chapter II should be read as the companion to this chapter for a more extensive exploration of the issues and dilemmas of educational design practice.

Web-Based Learning

2011 ◽  
pp. 49-70 ◽  
Author(s):  
Val Clulow ◽  
Jan Brace-Gowan
Keyword(s):  
Staff Development ◽  
Academic Staff ◽  
Student Centered ◽  
Web Based ◽  
Postgraduate Students ◽  
Online Teachers ◽  
Learning And Teaching ◽  
Staff Members ◽  
Web Based Learning ◽  
Web Based Education

In this chapter, a synthesis of work from several evaluative studies that the authors have undertaken on the different experiences professionals and students have had with Web-based education is provided. Provided are perspectives from undergraduate and postgraduate students and from academic staff members who have experienced learning and teaching in a Web-based environment. Reflection on these sources of experience provides a number of indicators for improvements to approaches to staff development for online teachers, for the preparation of students for an online learning environment, and for student-centered Web-based design.

scholarly journals Implementing a Massive Personal Protective Equipment Education—A Multidisciplinary Team Approach

2020 ◽  
Vol 41 (S1) ◽  
pp. s280-s281
Author(s):  
Mayar Al Mohajer ◽  
Megan Fischer ◽  
Melissa Rouse ◽  
Takei Pipkins ◽  
John Byrne
Keyword(s):  
Nursing Education ◽  
Personal Protective Equipment ◽  
Multidisciplinary Team ◽  
Infection Prevention ◽  
Just In Time ◽  
Protective Equipment ◽  
Team Approach ◽  
Online Video ◽  
Staff Members ◽  
Multidisciplinary Team Approach

Background: Personal protective equipment (PPE) is defined by the Occupational Safety and Health Administration as specialized clothing or equipment worn by an employee for protection against infectious materials. They include gloves, gowns, masks, respirators, googles and face shields. The CDC has issued guidelines on appropriateness of when, what, and how to use PPE. Despite these guidelines, compliance with PPE remains challenging. Methods: We implemented a massive hospital-wide rapid education program on PPE donning and doffing of all employees and staff. This program included an online video, return demonstration and just-in-time training. To develop the program, we recorded PPE training video, reviewed PPE validation checklist, developed new isolation precaution signage with quick response (QR) code to video, developed a nutrition tray removal video and a equipment cleaning video, developed family and visitor guidelines for isolation precautions, and created an audit tool for PPE donning and doffing practices. The program required interdisciplinary collaboration including administration, infection prevention, nursing education, central supply, environmental services, facility maintenance, and security. Results: The first phase of the program was implemented through 30 separate 4-hour PPE skills fair offered over 48 hours. In total, 500 staff members were trained in the first 48 hours; 6 additional 3-hour sessions were provided on site in the following 3 month. Additionally, training was provided in off-site clinics, physician leadership meetings, new-hire orientation for nursing staff, and monthly resident and fellow training through graduate medical education. As needed, training was provided by infection prevention, nursing education, and floor nurses. In total, 5,237 staff members were trained within 3 months after implementation. Actual audit results (50 audits per week) showed improved and sustained compliance to >94%. Conclusions: A massive hospital-wide educational program including online video, return demonstration, and just-in-time training is a feasible and very effective method to improve compliance with PPE donning and doffing. A multidisciplinary team approach, administration support, and continuous education and audits are key factors in successful implementation.Funding: NoneDisclosures: None

How Much Can Computers and Internet Help?

2011 ◽  
Vol 7 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Online Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Vocational Schools ◽  
Long Term Effects ◽  
Computing Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills

Computing education in Taiwan is ineffective. Most teaching efforts in private vocational schools have been devoted to helping students pass tests through a “spoon-feeding” teaching method. Under such constraints, students may lose their long-term competence in practical terms. In this study, the author conducted a series of quasi-experiments to examine the long-term effects of web-mediated problem-based learning (PBL), self-regulated learning (SRL), and their combinations on students’ computing skills over three years. The author re-examined students’ long-term computing skills three years after the start of the related course. Results reveal that effects of web-mediated PBL, SRL, and their combinations on students’ long-term computing skills are significant. The implications for scholars and teachers engaged in online learning were also discussed.

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