Realising the Potential of MOOCs in Developing Capacity for Tertiary Education Managers

2016 ◽  
pp. 2056-2069
Author(s):  
Chinh Nguyen ◽  
Heather Davis ◽  
Geoff Sharrock ◽  
Kay Hempsall
Keyword(s):  
Professional Development ◽  
Tertiary Education ◽  
Education Sector ◽  
Tertiary Sector ◽  
Emerging Leaders ◽  
Education Management ◽  
Online Technologies ◽  
Award Programs ◽  
Education Managers

MOOCs are a recent development, with little informed consensus on the extent of their future impact on tertiary education. In this paper the authors consider one application of open online courseware, as a platform for professional development within the tertiary sector, with an agreed pathway into award programs in tertiary education management. The case presented is a recently launched ‘emerging leaders and managers program (eLAMP)' for the Australian tertiary education sector. The pedagogical, resourcing and practical issues of designing and supporting this program are examined as a means of exploring the conceptual underpinnings of online technologies and pedagogies.

Realising the Potential of MOOCs in Developing Capacity for Tertiary Education Managers

2016 ◽  
pp. 1660-1672
Author(s):  
Chinh Nguyen ◽  
Heather Davis ◽  
Geoff Sharrock ◽  
Kay Hempsall
Keyword(s):  
Professional Development ◽  
Tertiary Education ◽  
Education Sector ◽  
Tertiary Sector ◽  
Emerging Leaders ◽  
Education Management ◽  
Online Technologies ◽  
Award Programs ◽  
Education Managers

MOOCs are a recent development, with little informed consensus on the extent of their future impact on tertiary education. In this paper the authors consider one application of open online courseware, as a platform for professional development within the tertiary sector, with an agreed pathway into award programs in tertiary education management. The case presented is a recently launched ‘emerging leaders and managers program (eLAMP)' for the Australian tertiary education sector. The pedagogical, resourcing and practical issues of designing and supporting this program are examined as a means of exploring the conceptual underpinnings of online technologies and pedagogies.

Realising the Potential of MOOCs in Developing Capacity for Tertiary Education Managers

2014 ◽  
Vol 27 (2) ◽  
pp. 47-60 ◽  
Author(s):  
Chinh Nguyen ◽  
Heather Davis ◽  
Geoff Sharrock ◽  
Kay Hempsall
Keyword(s):  
Professional Development ◽  
Tertiary Education ◽  
Education Sector ◽  
Tertiary Sector ◽  
Emerging Leaders ◽  
Education Management ◽  
Online Technologies ◽  
Award Programs ◽  
Education Managers

MOOCs are a recent development, with little informed consensus on the extent of their future impact on tertiary education. In this paper the authors consider one application of open online courseware, as a platform for professional development within the tertiary sector, with an agreed pathway into award programs in tertiary education management. The case presented is a recently launched ‘emerging leaders and managers program (eLAMP)' for the Australian tertiary education sector. The pedagogical, resourcing and practical issues of designing and supporting this program are examined as a means of exploring the conceptual underpinnings of online technologies and pedagogies.

Realising the Potential of MOOCs in Developing Capacity for Tertiary Education Managers

2016 ◽  
pp. 1549-1562
Author(s):  
Chinh Nguyen ◽  
Heather Davis ◽  
Geoff Sharrock ◽  
Kay Hempsall
Keyword(s):  
Professional Development ◽  
Tertiary Education ◽  
Education Sector ◽  
Tertiary Sector ◽  
Emerging Leaders ◽  
Education Management ◽  
Online Technologies ◽  
Award Programs ◽  
Education Managers

MOOCs are a recent development, with little informed consensus on the extent of their future impact on tertiary education. In this paper the authors consider one application of open online courseware, as a platform for professional development within the tertiary sector, with an agreed pathway into award programs in tertiary education management. The case presented is a recently launched ‘emerging leaders and managers program (eLAMP)' for the Australian tertiary education sector. The pedagogical, resourcing and practical issues of designing and supporting this program are examined as a means of exploring the conceptual underpinnings of online technologies and pedagogies.

scholarly journals Cloud Computing in Education in Developing Countries

2017 ◽  
Vol 10 (2) ◽  
pp. 87 ◽  
Author(s):  
Faten Karim ◽  
Giselle Rampersad
Keyword(s):  
Cloud Computing ◽  
Developing Countries ◽  
Technology Adoption ◽  
Tertiary Education ◽  
Developed Countries ◽  
Education Sector ◽  
It Infrastructure ◽  
Cloud Computing Adoption ◽  
Limited Degree ◽  
Set Up

The main advantage of cloud computing is to reduce the IT cost. By using cloud computing, organisations do not have to set up an IT infrastructure, and instead are able to rent resources and give payment only for the using services. Even with the appealing of cloud computing benefits, it is still in infancy in developing countries due to many reasons. Technology adoption has been explored to a limited degree in developing countries, particularly in relation to cloud computing in the tertiary education sector. Existing studies have examined technology adoption in developed countries and to a lesser extent in developing countries in non-education contexts such as e-government. This paper contributes to the cloud computing adoption literature in developing countries, and specifically in Saudi Arabian universities. 

Coordination in Planning and Implementing Professional Development Programs for Teachers: A Much-needed Component in Rural Areas

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110684
Author(s):  
Ali Nawab ◽  
Tajuddin Sharar
Keyword(s):  
Professional Development ◽  
Capacity Building ◽  
Rural Areas ◽  
Influential Factor ◽  
Development Programs ◽  
Study Approach ◽  
Rural Pakistan ◽  
Group Interviews ◽  
Quality Professional Development ◽  
Education Managers

Coordination among stakeholders has been considered as a significant influential factor in providing teachers with quality Professional Development (PD) opportunities. The importance of coordination intensifies when a variety of PD providers work on the capacity building of teachers in the same region such as in some rural areas of Pakistan. The current research explored the nature of coordination among various stakeholders while designing and implementing PD programs for teachers in rural Pakistan. To achieve this aim, qualitative case study approach was used and data were generated through focused group interviews from PD providers, education managers, school leaders, and teachers. The results indicated a limited coordination among the stakeholders leading to a variety of issues such as overlapping programs, conflicting expectations from teachers, and selection of irrelevant teachers for PD. Drawing on the experience of the stakeholders who participated in this research, the paper suggests a model of coordination which the educational reformers, especially the PD providers and education managers, should consider while designing and implementing the capacity building programs for teachers.

Using the PRIME Leadership Framework to Support Emerging Leaders in a Professional Development Project

2017 ◽  
pp. 439-449
Author(s):  
Tracie McLemore Salinas ◽  
Kathleen Lynch-Davis
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Development Project ◽  
National Council ◽  
Classroom Experiences ◽  
Emerging Leaders ◽  
Knowledge To Action ◽  
Leadership Framework

In this chapter, we describe how the Appalachian Mathematics Partnership (AMP) used the PRIME Leadership Framework (National Council of Supervisors of Mathematics, 2008) to inform professional development activities that respond to teachers' content and pedagogical needs and cultivate emerging mathematics leadership. The PRIME Leadership Framework fit philosophically with the goals of the project, identifying the reflective, knowledgeable leader, including teachers as classroom leaders, as essential to committing knowledge to action. Further, AMP aligned the leadership framework with its underlying principles for professional development of engaging teachers in meaningful content connected to classroom experiences and high leverage teaching practices, providing a model for how projects can embed meaningful interpretations of leadership in content-oriented professional development.

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.

E-Portfolios as a Quantitative and Qualitative Means of Demonstrating Learning Outcomes and Competencies in Engineering

2012 ◽  
pp. 124-154
Author(s):  
Juliana Kaya Prpic ◽  
Graham Moore
Keyword(s):  
Engineering Education ◽  
Tertiary Education ◽  
Individual Student ◽  
Tertiary Sector ◽  
Professional Body ◽  
The Government ◽  
Government Body ◽  
The Individual ◽  
Engineering Career

An outcomes-based approach to engineering education within the tertiary sector is now mandatory in Australia, with the government body responsible for the quality of tertiary education (TEQSA) and the professional body responsible both for accrediting engineering degrees and for registering professional engineers (Engineers Australia) couching their expectations and requirements in terms of outcomes expressed as competencies. In response, the institutions providing engineering qualifications have expressed the outcomes anticipated from successful completion of their courses in terms of graduate attributes. The net effect is that the outcomes attached to engineering education relate to a wide variety of domains, ranging from the spatial (what points on the engineering landscape must be covered) through the agentic (what actions an engineer should be able to undertake) to the temporal (when in an engineering career particular competencies should be evident), but how these translate to practical competencies at the level of the individual student or practicing engineer is not explicit.

MyLO

2012 ◽  
pp. 129-137
Author(s):  
Si Fan ◽  
Quynh Lê ◽  
Yun Yue
Keyword(s):  
Online Courses ◽  
Tertiary Education ◽  
Communication Services ◽  
Web Based ◽  
Education Management ◽  
Face To Face ◽  
Wide Range ◽  
Face To Face Learning ◽  
Management Students

As one of the key infrastructures within web-based learning, courseware is adopted by schools and universities to enable a systematic learning delivery and education management. Students in both traditional face-to-face learning and online courses can benefit from this technology. The wide range of courseware platforms are supporting course needs by offering great flexibility in information delivery, communication services, and collaboration. This chapter looks at the role of web-based courseware in tertiary education, using MyLO (My Learning Online) as an example. It reveals that courseware systems like MyLO have a great potential in facilitating collaborations and enhance interactions among lecturers and students. To achieve this, potential efforts from all perspective are required; including students, lecturers and faculties.

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