scholarly journals Immersive professional learning to foster technology-enabled peer-review

2020 ◽  
Author(s):  
Gayani Samarawickrema ◽  
Olga Gavrilenko
Keyword(s):  
Peer Review ◽  
Professional Learning ◽  
Teaching Practice ◽  
Tertiary Education ◽  
Academic Staff ◽  
Learning Experience ◽  
Learning Technologies ◽  
Pedagogical Practices ◽  
Assessment Task ◽  
Study Approach

This paper reports on a professional learning exercise designed to help academic staff gain pedagogical and technological confidence to successfully integrate peer-review practices and a feedback tool into their teaching practice. The study focuses on an immersive professional learning experience in higher education, embedded as a formative assessment task within a unit in the university’s Graduate Certificate in Tertiary Education (GCTE), a nationally recognised qualification. Taking a descriptive case-study approach, we report on academic participants’ professional learning experience as they undertook the unit, specifically the potentials of FeedbackFruits from a learner perspective, and how participants gained pedagogical and technological confidence through engagement in the task. The findings highlight how professional learning can be embedded for successful outcomes and the importance of providing professional learning in a safe environment allowing participants to consider both pedagogical practices and relevant learning technologies in context so that technology adoption occurs purposefully and with confidence.

scholarly journals Pacific Students and Their Perceptions of an Academic Library:  a Case Study of Whitireia Community Polytechnic

2021 ◽  
Author(s):  
◽  
Audrey Therese Hinder
Keyword(s):  
Academic Success ◽  
Information Seeking ◽  
Information Needs ◽  
Tertiary Education ◽  
Academic Staff ◽  
Academic Library ◽  
Cultural Barriers ◽  
Learning Needs ◽  
Study Approach

<p>While more Pacific students are participating in tertiary education, there is little research on the information behaviour of this group in the academic library. As the primary function of the academic library is to support the learning needs of the student community, it is of interest to investigate how Pacific students use libraries and information resources available to them during their course of study.  Using a qualitative case study approach, the aim of this study is to begin to understand Pacific students’ experiences of the library at Whitireia Community Polytechnic. This study investigates how they use the library, their perceptions of the library and how it may contribute to their academic success.  Key findings of this study show that students generally had a positive experience of the library, using it not just as an information centre but also as a cultural centre. The library was a place for them to find information, a place for them to study and a place for them to meet other Pacific students and classmates whom they worked and studied with in the library. Though this group of participants did not feel that there were any significant cultural barriers to their use of the library, the findings reveal some cultural factors that may affect Pacific students’ use of the library.  Though this is a small case study, it provides an understanding of the experience of this group of Pacific students in an academic library. Understanding the information needs and information – seeking behaviour of this group will enable library and academic staff to develop or improve appropriate services so that student learning outcomes may also be improved.</p>

scholarly journals Peer review of online learning and teaching: Harnessing collective intelligence to address emerging challenges

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Denise Wood ◽  
Martin Friedel
Keyword(s):  
Online Learning ◽  
Web 2.0 ◽  
Peer Review ◽  
Online Teaching ◽  
Collective Intelligence ◽  
Academic Staff ◽  
Technical Problem ◽  
South Australia ◽  
Learning Technologies ◽  
Learning And Teaching

<span>In 1983 Donald Schon argued for the development of "an epistemology of practice which places technical problem-solving within a broader context of reflective inquiry" (Schon, 1983, p. 69) in response to the complexity, uncertainty and instability of professional knowledge. This paper reports on a collaborative project led by the University of South Australia, which designed and developed a comprehensive, integrated peer review system that harnesses the power of the collaborative web to engage academic staff in the development or redevelopment of their own courses through the kind of reflective processes Schon (1983) advocated. The project builds on extensive work that has been undertaken both within Australia and overseas to support and stimulate the scholarship of online learning and teaching, and it has the capacity to demonstrate quality learning and teaching through course development, evaluation, improvement and interactive learning. Evidence produced through such processes can be used by academic staff as evidence to support claims for recognition and reward. The project has evolved in response to changing technologies and recognition of the need for a more adaptable system that enables academics to play a significant role in the creation of criteria and in contributing their own exemplars using a Web 2.0 approach. A major feature of the approach is its educative dimension, which is responsive to supporting online teaching and learning at a time when new Web 2.0 and 3D virtual learning technologies are presenting new challenges for educators. This paper describes the project and argues that online learning and teaching in this changing landscape is an emerging area of scholarship which needs to be supported and encouraged.</span>

scholarly journals Increasing access to professional learning for academic staff through open educational resources and authentic design

2018 ◽  
Vol 15 (2) ◽  
pp. 50-66
Author(s):  
Gail Wilson ◽  
◽  
Paula Myatt ◽  
Jonathan Purdy ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Learning ◽  
Teaching Practice ◽  
Academic Staff ◽  
Open Educational Resources ◽  
University Teaching ◽  
Teaching Staff ◽  
Limited Time ◽  
Personal Reflections

This research examines the design and delivery of a new Foundations of University Teaching Practice (FUTP) program delivered through asynchronous online modules. The freedom to choose defines the new momentum of openness in distance and open learning. University teaching staff expect quality resources to support their professional development within the reality of limited time for learning and a desire for increased accessibility. Openness and increased access bring both opportunities and challenges. This paper uses mixed methods to examine the FUTP from the perspectives of both the designers and the academic staff who participated in the program. Using personal reflections, focus groups, a survey, and interviews, we explore those opportunities and challenges within the context of the design and delivery of the program and report on the findings. Our research confirmed the value of openness and increased access to professional learning in higher education

scholarly journals Professional Learning Experience of Pre-service PE Teachers during Teaching Practice

2007 ◽  
Vol 13 (1) ◽  
pp. 10-19
Author(s):  
Chung LI
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Professional Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
Full Time ◽  
Interpretive Research ◽  
Research Paradigm ◽  
Reflective Journals ◽  
Pedagogical Changes

LANGUAGE NOTE | Document text in English; abstract also in Chinese. This paper is concerned with a qualitative study of how 15 pre-service PE teachers, who are taking the two-year full-time teacher training course, develop professionally in their second field experience. With the interpretive research paradigm as conceptual framework, data were collected through interviewing and writing of reflective journals. Groups of pre-service PE teachers were found possessing different professional learning experiences concerning their conceptions and socializing strategies. Their professional conceptions included "educating pupils to learn", "seeing PE as catharsis, discipline and having fun". Their socializing strategies composed of finding means to improve teaching, and adopt social tactics for managing pupils and defensive attitude for handling crisis. The study provides an understanding of pre-service PE teachers in the Hong Kong Institute of Education and their learning-to-teach processes. The findings serve as the backdrop for recommending possible pedagogical changes for facilitating desirable professional development of pre-service PE teachers. 本研究目的是利用詮釋理念，透過會談及反思報吿所搜集的資料，探討十五位體育師訓學員於第二次學校實習的經歷。研究結果顯示學員基於不同的意向及經歷而對體育的敎學有著不同的理念，其中包括視之為促進學生學習、減輕壓力、訓練紀律和獲取歡樂等工具。他們的職化策略則包括改善敎學方法、運用社交手段以管理學生及採取防禦性的態度以應付危機。研究結果有助加深了解這些準體育敎師的專業發展，期望能對體育師資培訓課程帶來實際的啟示。

scholarly journals Engaging E-Lectures Blended Course with Problem Based Learning Activities at a Developing University

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Djoko Sutrisno
Keyword(s):  
New Media ◽  
Teaching Practice ◽  
Academic Staff ◽  
Problem Based Learning ◽  
Learning Technologies ◽  
English Department ◽  
Cooperative Groups ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Nahdlatul Ulama

The research setting for much of the investigation of the mixing e-lectures blended with Problem Based Learning is in English Department of Ma’arif Nahdlatul Ulama of Kebumen (UMNU). The research focus is on expending technology e-lectures to maintenance the student of English Department blended Problem Based Learning (PBL), which the participants assumed in cooperative groups. Video-based e-lectures offer interactive learning and more bright and adapted forms of self-regulated learning. Participants learned from both a video-based e-lecture with synchronized written transcript of oral presentation (multimodal) and an e-lecture without the transcript (unimodal presentation). Learners could be categorized as “repeaters”, whose main focus was on th e lectured material, or as “surfers,” who consumed less time on the lecture itself and as an alternative used the optional links. The Student of English Department was conveyed using a blend of face-to-face and online Problem-based Learning. By exploring key proficiencies concerning the integration of a variability of learning technologies in these courses an exertion is being made to control how the teacher’s role can design for effective integration of technology into the curriculum. While a blend of new media can suggestion significant occasions for lecturers in higher education, this can also be a discouraging obstacle for strangers. Subsequently it is expected that what is presented here in terms of the capability from these courses, can contribution academic staff in feeling at easiness with using a variety of learning technologies to support e-lecturer and Problem-based Learning and reproduce that in their own teaching practice in their disciplines. Results showed that the learning outcomes were significantly influenced by learner strategy (with repeaters outclassing surfers) using a range of learning technologies to support e-lect

Personalising Teaching and Learning with Digital Resources

2010 ◽  
pp. 91-108 ◽  
Author(s):  
Kevin Burden ◽  
Simon Atkinson
Keyword(s):  
Conceptual Model ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Academic Staff ◽  
Learning Experience ◽  
Learner Engagement ◽  
Web Based ◽  
Theoretical Context ◽  
Personalised Learning ◽  
Learning Scenarios

This chapter describes the ways in which individual academics have sought to realise a degree of personalisation in their teaching practice through their engagement with the DiAL-e Framework (Digital Artefacts for Learner Engagement). The DiAL-e Framework (www.dial-e.net) is a new conceptual model, articulated as a paper-based and web-based tool, for designing learning engagements. The policy and theoretical context, evolution of the framework and the methodology used to utilise the framework with academic staff seeking to personalise the learning experience is outlined. Details of three case studies resulting from this early work are described and conclusions drawn as to how such frameworks might assist staff in thinking about personalised learning scenarios.

The Nature of Complex Blends

2010 ◽  
pp. 1-22 ◽  
Author(s):  
Roisin Donnelly
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Learning Technologies ◽  
Face To Face ◽  
Training Support ◽  
Computer Mediated ◽  
Current Thinking

This chapter discusses the complexities of blending technologies and problem-based learning (PBL) group interaction within the context of academic development in higher education. For both designers and tutors, it is important to seek best practices for combining instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid inherent weaknesses. A qualitative case study of the lived experiences of 17 academic staff participants in a blended PBL module over a two year period was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of higher education professional academic development. Specific aspects of interaction (technical, peer, content, and the learning experience) within blended PBL tutorials are analysed to provide research-based evidence on the realities of delivering a PBL programme using technology. The study reported in the chapter argues that the intersection of PBL and learning technologies can offer an innovative way of teaching and learning and is a reflection of pedagogy and technology as an integrated model that can work effectively together. The findings show that the synergy from the collaborative blended PBL approach in this module can result in the coherent and comprehensive provision of training, support, and research throughout higher education institutions.

scholarly journals Pacific Students and Their Perceptions of an Academic Library:  a Case Study of Whitireia Community Polytechnic

2021 ◽  
Author(s):  
◽  
Audrey Therese Hinder
Keyword(s):  
Academic Success ◽  
Information Seeking ◽  
Information Needs ◽  
Tertiary Education ◽  
Academic Staff ◽  
Academic Library ◽  
Cultural Barriers ◽  
Learning Needs ◽  
Study Approach

<p>While more Pacific students are participating in tertiary education, there is little research on the information behaviour of this group in the academic library. As the primary function of the academic library is to support the learning needs of the student community, it is of interest to investigate how Pacific students use libraries and information resources available to them during their course of study.  Using a qualitative case study approach, the aim of this study is to begin to understand Pacific students’ experiences of the library at Whitireia Community Polytechnic. This study investigates how they use the library, their perceptions of the library and how it may contribute to their academic success.  Key findings of this study show that students generally had a positive experience of the library, using it not just as an information centre but also as a cultural centre. The library was a place for them to find information, a place for them to study and a place for them to meet other Pacific students and classmates whom they worked and studied with in the library. Though this group of participants did not feel that there were any significant cultural barriers to their use of the library, the findings reveal some cultural factors that may affect Pacific students’ use of the library.  Though this is a small case study, it provides an understanding of the experience of this group of Pacific students in an academic library. Understanding the information needs and information – seeking behaviour of this group will enable library and academic staff to develop or improve appropriate services so that student learning outcomes may also be improved.</p>

scholarly journals Designing a peer-led approach to teaching review and enhancement in academia

2021 ◽  
Vol 18 (1) ◽  
pp. 91-103
Author(s):  
Dominique Moritz ◽  
◽  
Simone Pearce ◽  
Larissa S. Christensen ◽  
Drossos Stamboulakis ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Peer Review ◽  
Teaching And Learning ◽  
Best Practice ◽  
Teaching Practice ◽  
Academic Staff ◽  
Professional Associations ◽  
Learning And Teaching ◽  
Peer Discussion ◽  
Regional Universities

One of the challenges of 21st-century academia is meeting the often-competing demands from students, universities, and professional associations. Among many diversities, students at regional universities, such as the University of the Sunshine Coast (USC), often have higher rates of first-in-family learners than metropolitan counterparts. Law academics at regional universities, then, must address the challenges of maintaining high-quality teaching to fulfil student satisfaction for a diverse student demographic, while both meeting university and professional requirements and supporting students’ personal satisfaction. One avenue to support academics in enhancing teaching practices while aligning with university and professional obligations is through peer discussion, review, and enhancement of learning and teaching practice. Peer discussion, enhancement, and review of learning and teaching practice occurs regularly on an informal basis in most academic settings. However, opportunities to engage in structured and meaningful peer review and enhancement of teaching are neither prevalent nor popular. Academic staff in the School of Law and Criminology (SLC) at USC instigated and developed an interdisciplinary, formalised framework for enhancing teaching and learning practice within the SLC, in accordance with the SLC’s mission: to provide a personal, inspiring, and rigorous learning environment that empowers graduates to be careerand future-ready and able to make significant contributions to their communities. This framework, termed Peer Review and Enhancement of Practice (PREP), delivers a teaching-enhancement best-practice structure that is informed by evidence-based pedagogy and involves shared experience, self-reflection, and peer review. PREP is innovative in nature through its ground-up approach, which is driven by academic staff within the SLC, to create a collaborative space that is relevant and suitable for academic staff to address learning and teaching challenges and opportunities. Accordingly, PREP is flexible, voluntary, and organic, tailored to suit the needs and wants of academic staff. PREP also provides an opportunity for academic staff to develop portfolios that collate authentic evidence of effective learning and teaching

scholarly journals Promoting staff learning about assessment through digital representations of practice: Evaluating a pilot project

2008 ◽  
Vol 24 (2) ◽  
Author(s):  
Rosemary Thomson ◽  
Gail Wilson
Keyword(s):  
Professional Learning ◽  
Teaching Practice ◽  
Academic Staff ◽  
Good Practice ◽  
Pilot Project ◽  
Academic Learning ◽  
Assessment Practice ◽  
Digital Representations ◽  
Representations Of Practice ◽  
The University

<span>The Assessment Snapshots digital resource is a current project to support academic learning about assessment by diffusing knowledge and understanding of locally contextualised good practice in assessment at the University of Western Sydney. An initial collection of Snapshots was made available to academic staff on the university web site in early 2006. This paper describes how the resource has been utilised by teachers and explains the uses that academic developers have made of the resource in supporting teachers to extend their learning about assessment. The paper reflects on the extent to which the pilot project has been successful in disseminating effective assessment practice and promoting reflection and discussion about assessment issues. It proposes future directions for more effectively integrating and contextualising resources for professional learning with teachers' everyday teaching practice.</span>

Sign in / Sign up

Export Citation Format

Share Document