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.

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.

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.

scholarly journals Promoting critical thinking in higher education in the context of teacher professional development

2019 ◽  
Author(s):  
Amanda R. Franco ◽  
Rui Marques Vieira
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Critical Thinking ◽  
Teacher Professional Development ◽  
Development Program ◽  
Continuing Professional Development ◽  
Education Students ◽  
Global Citizens ◽  
University Teachers ◽  
Teacher Professional

Critical thinking is profusely recognized as a key-skill for today's higher education students, who are simultaneously future employees/employers and forever local-global citizens. Yet, critical thinking must be deliberately, explicitly, and systematically promoted if it is expected to arise and expand. Such a promotion may be stimulated by teachers through the application of strategies that are oriented to critical thinking. Alas, recurrent evidence shows that teachers themselves need teacher professional development on how to do so, seeing that, as a rule, teacher education does not address the promotion of critical thinking open-handedly. With such in mind, the present paper presents a proposal of a teacher continuing professional development program consisting of five two-hour sessions, aimed at enabling university teachers to learn about critical thinking and how to think critically and, in turn, to learn how to teach their students for critical thinking. This program shall be implemented in 2019, with teachers at a public university located in the northern-central region of Portugal. Considerations are made about how the promotion of critical thinking in higher education may be performed via university teacher continuing professional development, bearing in mind the characteristics of this specific public and the principles of teacher professional development itself.

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.

scholarly journals Physiotherapists’ reported attitudes to and perceived influences on their continuing professional development: results of an online questionnaire

2020 ◽  
Vol 27 (4) ◽  
pp. 1-13
Author(s):  
Heather Stewart ◽  
Deborah Wisby ◽  
Hazel Roddam
Keyword(s):  
Professional Development ◽  
Ordinal Data ◽  
Continuing Professional Development ◽  
Career Progression ◽  
Organisational Structure ◽  
Online Questionnaire ◽  
Extrinsic Factors ◽  
Factors Influencing ◽  
Negative Effect ◽  
Continued Learning

Background/aims Intrinsic and extrinsic factors influence physiotherapists’ participation in continuing professional development. A number of benefits of and barriers to participation in continuing professional development are identified in the literature, but relatively little is known about factors that influence attitudes towards continued learning. The aim of this study was to identify factors influencing UK physiotherapists’ attitudes towards continuing professional development, with a focus on career point and type of employment, in the context of motivational theories. Methods An online questionnaire consisting of Likert-style questions was used to collect data from UK physiotherapists. Nominal and ordinal data were analysed to determine differences between subgroups within the dataset. Results A total of 205 physiotherapists completed the online questionnaire. Physiotherapists were generally internally motivated towards continuing professional development, but attitudes were influenced by career point and whether physiotherapists worked in the NHS or in the private sector. External factors appeared to have a negative effect on motivation towards continuing professional development. Conclusion: Differences in attitudes at different points on the career path suggest that organisational structure may impede lifelong learning at some stages in career progression, while differences between those working privately and for the NHS may potentially reflect organisational differences between these types of employment.

scholarly journals Staff grade psychiatrists – a view from the inside

1997 ◽  
Vol 21 (3) ◽  
pp. 151-153
Author(s):  
Aileen Blower ◽  
Diane Lusman
Keyword(s):  
Professional Development ◽  
Medical Literature ◽  
Continuing Professional Development ◽  
Career Progression ◽  
The West ◽  
Recent Debate ◽  
Education Needs ◽  
Recent Establishment

With the recent establishment by the College of ‘Affiliate’ status for non-member psychiatrists and continuing professional development (CPD) for ‘non-training’ grades, we though it timely to open a debate on the role, status and needs of staff grade doctors in psychiatry. Many of the issues that need to be addressed are common to staff doctors in all specialities. Following a brief description of the grade and how it is being used at present we will focus on education needs and career progression, drawing on recent debate in the medical literature and our own experience as staff grade psychiatrists in the West of Scotland.

Professional Development in Blended Practice

2018 ◽  
pp. 180-198
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Digital Technologies ◽  
Learning And Teaching ◽  
Online Technologies ◽  
Social Expectation ◽  
Higher Education Teaching

It is approaching two decades since digital technologies began infiltrating higher education in earnest, and the issue of whether or not technology should be used in higher education teaching is no longer a hot topic. The use of online technologies is considered an imperative by institutions, mostly for reasons of efficiency and social expectation. From the pedagogical perspective, the use of digital technologies infuses discussion about quality in learning and teaching but the net changes in practice are minimal. In the present chapter, a case is made for continued investment of effort into designing professional development that is effective in helping academics make use of digital technologies in ways beyond simple access to content. Findings from research into the factors likely to influence how academics use technology provide some evidence of the need to contextualize professional development around educator practices.

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.

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