Developing online teaching in higher education global perspectives on continuing professional learning and development Dianne Forbes, Richard Walker, editors

Format:

Book

Contributor:

Forbes, Dianne, 1971- editor.

Walker, Richard, editor.

Series:

Professional and practice-based learning v. 29

Professional and practice-based learning volume 29

Language:

English

Subjects (All):

Education, Higher--Computer-assisted instruction.

Education, Higher.

Internet in higher education.

Telecommunication in higher education.

Physical Description:

1 online resource

Place of Publication:

[S.l.] : SPRINGER VERLAG, SINGAPOR, 2022.

Singapore Springer [2022]

Summary:

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

Contents:

Intro

Series Editors' Foreword

Contents

About the Editors and Contributors

Editors

Contributors

Introduction: A Continuous Professional Learning and Development (CPLD) Framework for Online Teaching

1 Covid-19 and the Mainstreaming of Online Teaching Provision

2 The Distinctive Challenges of Online Teaching

3 CPLD for Online Teaching

3.1 A Multidimensional, Multi-level Model of CPLD

3.1.1 Inter-institutional/Societal CPLD

3.1.2 Institutional CPLD

3.1.3 Middle-Out Programme-Driven CPLD

3.1.4 Personal 'Inside-Out' Experiences of CPLD

4 Summary

5.5.3 Course Design

5.5.4 Covid-19 Pandemic Context

6 Final Thoughts

References

Inquiry MOOCs: Privileging Constructive Collaborative Learning for Continuing Professional Development

1 Introduction

1.1 The Emergence of MOOCs

1.2 Integrating Community of Inquiry into MOOC Delivery

1.3 The Value of MOOCs in CPLD

2 Professional Development Quality Indicators Represented in BLP

2.1 Collective Participation

2.2 Duration

2.3 Active Learning

2.4 Content Focus

2.5 Coherence

3 The Guiding Pedagogy

3.1 Meta-Community

3.2 Reducing Role Ambiguity

3.3 Reducing Temporality of Conversation Flow

3.4 Diversified Foci

3.5 Lack of Psychological Obligation

3.6 Fear of Criticism and Self Consciousness

4 Conclusion

Get Interactive: The Value of a MOOC for Continuing Professional Learning and Development

1.1 Continuing Professional Learning and Development of Teachers as Designers

2 To Bloomsbury and Beyond! The Origins of GetInMOOC

2.1 GetInMOOC Design

2.2 Evaluating the Effectiveness of MOOCs for Teacher CPLD

2.2.1 Immediate, Potential and Applied Value in GetInMOOC

2.3 After the MOOC: Realised and Reframing Value

2.3.1 Value Creation Stories from Our Volunteer Mentors

3 Conclusions

Cross-Cultural Mentoring in Tertiary Education: Enhancing Self-Efficacy in Online Teaching Through Collaboration and Openness in Professional Learning

1 Background

1.1 Open Education for a Better World

1.2 CPLD and Cross-Cultural Mentoring

1.3 Self-Efficacy

2 CPLD and Cross-Boundary Open Learning

2.1 Modes of Participation

2.2 Time, Place, and Space

2.3 Culture and Language

2.4 Diverse Professional Contexts

3 Discussion

Notes:

Online resource; title from PDF title page (SpringerLink, viewed December 9, 2022)

References -- Part I: Inter-institutional/Societal CPLD -- Professional Learning for Open Online Educators: The #Openteach Story -- 1 Introduction -- 2 Contemporary Perspectives on CPLD for Online Educators -- 3 #Openteach Approach to CPLD for Online Educators -- 4 Methodology -- 4.1 Case Study Context -- 5 The #Openteach Story -- 5.1 Phase 1: Needs Analysis -- 5.2 Phase 2: Synthesis of the Literature -- 5.3 Phase 3: Course Design and Development -- 5.4 Phase 4 Course Pilot -- 5.5 Phase 4 Pilot Evaluation -- 5.5.1 Knowledge and Understanding of Online Pedagogy -- 5.5.2 Community of Educators

Other Format:

Print version:

ISBN:

9789811955877

9811955875

OCLC:

1351735786

Access Restriction:

Restricted for use by site license