Creating an Authentic Space for a Private and Public Self through E-Portfolios

2014 ◽  
pp. 197-223
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Private And Public ◽  
Reflective Approach ◽  
The Uk ◽  
Enhanced Learning

The chapter reports work that investigated the use of e-portfolios developed by teaching practitioners as part of an award-bearing academic development programme in the UK. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. The project was designed to foster a reflective approach, promote critical thinking focused on learning and teaching, and enhance continuing professional development. The outcomes of this project are discussed in terms of an appreciation of e-assessment by the teaching practitioners involved, recommendations for an e-portfolio environment that uses technology enhanced learning resources to foster a reflective approach that can enable and enhance continuous professional development for academic staff.

Creating an Authentic Space for a Private and Public Self through E-Portfolios

2014 ◽  
pp. 1706-1727
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Private And Public ◽  
Reflective Approach ◽  
The Uk ◽  
Enhanced Learning

The chapter reports work that investigated the use of e-portfolios developed by teaching practitioners as part of an award-bearing academic development programme in the UK. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. The project was designed to foster a reflective approach, promote critical thinking focused on learning and teaching, and enhance continuing professional development. The outcomes of this project are discussed in terms of an appreciation of e-assessment by the teaching practitioners involved, recommendations for an e-portfolio environment that uses technology enhanced learning resources to foster a reflective approach that can enable and enhance continuous professional development for academic staff.

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.

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

Reflections on Personal Experiences of Staff Training and Continuing Professional Development for Academic Staff in the Development of High Quality Support for Disabled Students in Higher Education

2014 ◽  
pp. 1301-1318
Author(s):  
Alan Hurst
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Staff Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
High Quality ◽  
Disabled Students ◽  
Personal Experiences ◽  
The Uk ◽  
Made In

Despite the progress made in the development of policy and provision for disabled students in Higher Education since the issue first received attention in the UK in 1974, there is still some way to go before a state of genuine inclusion is reached. The key to further improvement and enhancement of quality is seen to lie in training for staff. After presenting evidence showing the need for more and better training, a number of issues relating to initial training and continuing professional development are discussed. A number of sample tasks for inclusion in staff development sessions are described.

scholarly journals One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Martin Compton ◽  
Timos Almpanis
Keyword(s):  
Professional Development ◽  
Positive Impact ◽  
Continuing Professional Development ◽  
Continuous Professional Development ◽  
Technology Enhanced Learning ◽  
Key Stakeholders ◽  
Growing Body ◽  
Compliance Mechanism ◽  
Enhanced Learning ◽  
The Way

Despite extensive investment, levels of enthusiasm for technology enhanced learning (TEL) are notoriously varied amongst the key stakeholders. A growing body of research shows that TEL is often expected by students and, when used effectively, has a positive impact on engagement and outcomes. Despite this, transmissive models of continuous professional development (CPD) that focus on the technology and systems over the pedagogic underpinnings can feel like a compliance mechanism ripe for resistance. We argue that a more effective approach utilises simpler, cloud based tools to highlight pedagogic approaches and that adaptations in the way CPD happens provide an environment within which exploration, utilisation and even transformation in practice can occur. 

Enabling Professional Development with E-Portfolios

2014 ◽  
pp. 545-561
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Critical Thinking ◽  
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.

scholarly journals A Systematic Review of the Continuous Professional Development for Technology Enhanced Learning Literature

2020 ◽  
Vol 8 (2) ◽  
pp. 61-72
Author(s):  
Ryan Thomas Williams
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Large Body ◽  
Continuing Professional Development ◽  
Technology Enhanced Learning ◽  
Widespread Agreement ◽  
Effective Use ◽  
Enhanced Learning ◽  
Pedagogical Growth

There is a large body of international research on raising the quality of education, with particular emphasis on CPD to support professional and pedagogical growth. From an educator’s perspective, there is widespread agreement that effective CPD is an important component of educational success. Therefore, it is unsurprising that research interest in this area has grown, particularly in light of the digital agenda. In a TEL context, educators report one of the main barriers to effective use is the lack of training in this area. This review of literature will examine some of the key ideas that form successful TEL CPD delivery, more specifically with relation to transformative models of CPD. Likewise, the section attempts to understand the context in which educators are operating and make sense of the challenges that relate to continuing professional development (CPD). In order to fully explore this phenomenon, personal development (PD) frameworks are explored, with a specific focus on Aileen Kennedy’s (2005) 9 typologies.

scholarly journals Implementing a Communities of Practice model to enhance learning and teaching at a transnational university in China.

2016 ◽  
Vol 9 (13) ◽  
Author(s):  
Henk Huijser ◽  
James Wilson ◽  
Dawn Johnson ◽  
Jianmei Xie
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Joint Venture ◽  
Academic Staff ◽  
Top Down ◽  
Practice Model ◽  
Learning And Teaching ◽  
Workshop Model ◽  
The Uk

In this paper, we present a case study of a communities of practice (CoP) model (Lave & Wenger, 1998) to enhance learning and teaching at a transnational university in China. A communities of practice model was chosen as an alternative to a centrally designed workshop model, whereby academic staff attend a series of workshops on offer and their attendance is ‘ticked off’. A communities of practice model was seen as a potentially more organic and ‘bottom-up’ approach to professional development and learning, as opposed to a more centralised and ‘top-down’ approach. This case study reports on the conceptualisation and initial implementation phases of this model at Xi'an Jiaotong-Liverpool University, a joint venture between Xi’an Jiaotong University in China, and Liverpool University in the UK.

scholarly journals ‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies

2021 ◽  
pp. 147821032098570
Author(s):  
Lewis Winks ◽  
Paul Warwick
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Training And Development ◽  
Educational Institutions ◽  
Outdoor Learning ◽  
Wild Pedagogies ◽  
Policy Shift ◽  
Social Gathering ◽  
The Uk ◽  
Practitioner Development

Enabling educators to meet new and challenging times requires fundamental shifts to ways of imagining and enacting their practice. A central yet often understated aspect of this educational change are the various ways in which educators receive training and development. From initial teacher training through to continuing professional development, cultures which underpin policy change in educational institutions emerge from the practices of educators. In this paper we examine educators’ experiences of a Wild Pedagogies gathering which took place over three days in central Devon in late spring 2019. Part workshop, part informal social gathering and mutual exchange, this continuing professional development event enabled conversations, sharing (and shaping) of practice, and imagination of the future of personal and institutional educational priorities. This paper positions itself as an account of a gathering of wild pedagogues – captured as reflection, discussion and activities – and brings the participants’ reflections into conversation with wider themes emerging from previous Wild Pedagogies gatherings. It makes the assertion that such dialogic continuing professional development, constructed on foundations of relational and place-responsive pedagogies, can underpin future practitioner development in the event of a policy shift toward greater availability of outdoor learning and nature connection in the UK. The paper ends with four principles for infusing new or existing environmental education continuing professional development with place-responsive and wild pedagogical approaches.

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