This book serves as a reference point to inform continuing professional learning and development (CPLD) initiatives at both individual and institutional levels. It serves as a guide for faculty engaged in online teaching within the higher education sector, in universities and vocational education institutions. It moves beyond a technology-driven approach by emphasising pedagogy and design as key issues in online teaching practice. It will highlight challenges to staff engagement and how they may be overcome, drawing on evidence-based examples and models of CPLD from institutions around the world. It is underpinned by a framework that emphasises the need for CPLD that is sustainable and adaptable to a range of contexts, particularly in professional learning and development. This book also highlights practices aimed at sustainable, continuing, learning, and brings together a range of solutions and suggestions to assist educators and institutions with CPLD.
Innehållsförteckning
Chapter 1. Setting the Scene, an editorial introduction.- Part I: The impact of societal change on CPLD.- Chapter 2. Professional Accreditation Pathways in HE: Enabler or block to TEL professional development?.- Chapter 3. Inquiry MOOCs: Privileging constructive collaborative learning for continuous professional development.- Chapter 4. Get Interactive: The Value of a MOOC for Professional Learning and Development.- Chapter 5. Professional learning for open online educators: The #Openteach story.- Part II: Institutional influences driving CPLD.- Chapter 6. Responding to COVID-19 through capacity-building for remote teaching: A bi-continental comparative analysis.- Chapter 7. GCU Going Digital: Responsive Curriculum Design Toolkit.- Chapter 8. Lock down and Log on: Learning from student and staff experiences of emergency online teaching.- Part III: Middle-out, programme driven CPLD.- Chapter 9. Swift preparation for online teaching during pandemic: An experience sharing from healthcareteaching in Hong Kong.- Chapter 10. Emergency designs: Lessons for the rapid implementation of online teaching.- Chapter 11. Supporting emergency remote teaching via a responsive training program.- Chapter 12. Building situated, sustainable partnerships in learning: A scalable approach to enhancing online teaching practice through CPLD and learning design.- Chapter 13. Co-design as professional development: Pulling each other in different directions, pulling together.- Chapter 14. Share sessions: A new solution to academic professional learning and development in higher education.- Part IV: Inside-out, individual experiences of CPLD.- Chapter 15. Finding pathways to creative learning and teaching online.- Chapter 16. Preserving the human element in the online course development process in higher education: A RARE model approach.- Chapter 17. Treading the waters of motherhood and academia during a pandemic.- Chapter 18. Informal, grassroots online professional learning, the experiencesof teacher educators in Higher Education.- Chapter 19. Cross-cultural mentoring in tertiary education: Enhancing self-efficacy through collaboration and openness in online professional learning.- Chapter 20. From physical to virtual: Reflections on the move from the lecture hall to the cyber classroom.- Chapter 21. Conclusion – a chapter by the editors to summarise key trends and findings, and to forecast future directions.
Om författaren
Dr Dianne Forbes is a senior lecturer in teacher education and digital learning at the University of Waikato, New Zealand, with more than two decades of experience as an online teacher. She is a recipient of several awards for tertiary teaching and elearning excellence, and has published research internationally on online teaching and learning. Dianne has led and contributed to various initiatives in support of continuing professional learning and development for academic staff who are teaching online, including mentoring, peer review, seminars, and the promotion of professional learning networks.
Dr Richard Walker is head of the Programme Design and Learning Technology Team at the University of York, United Kingdom. He has over twenty years’ experience supporting learning technology developments within the higher education sector, leading staff development activities for the effective use of learning technologies in programme design and delivery. He has published on instructional design frameworks for blended learning in a variety of journals, as well as approaches to the institutional adoption of learning technologies. Richard has also been an active member of the UK Universities and Colleges Information Systems Association (UCISA)’s Digital Education Group.
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