Developing Online Teaching in Higher Education: Global Perspectives on Continuing Professional Learning and Development (Professional and Practice-based Learning, 29)

✍ Scribed by Dianne Forbes (editor), Richard Walker (editor)

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 219
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

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
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
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
References
Get Interactive: The Value of a MOOC for Continuing Professional Learning and Development
1 Introduction
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
References
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
4 Recommendations
References
Professional Accreditation Pathways in Higher Education: Enabler or Block to Technology-Enhanced Learning Professional Development?
1 Introduction
2 Theoretical Underpinnings
3 Professionalisation of HE
4 Critique of Accreditation Pathways
4.1 What Is the Evidence of Impact?
5 A Digital Focus
5.1 What Evidence Is There That Frameworks Help to Develop Digital Teaching Skills?
6 Reflections/Recommendations
6.1 Encouraging a Developmental Culture
6.2 More Explicit Digital Focus Through Frameworks
7 Conclusion
References
Part II: Institutional CPLD
Emergency Designs: Lessons for the Rapid Implementation of Online Teaching
1 Introduction
2 ADDIE Model
3 Methodology
4 Emergency Designs: ADDIE During COVID-19
4.1 Phase 1: Analysis
4.2 Phase 2: Design
4.3 Phase 3: Development and Phase 4: Implementation
4.4 Phase 5: Evaluation
5 An ADDIE for Emergencies
5.1 Supporting Emergency Learning Design
6 Conclusion
References
Providing Continuous Learning and Professional Development Through a Toolkit Design
1 Introduction/Background
2 ABC Learning Design
2.1 Adapting the Framework
2.2 A Toolkit Approach
2.3 Evaluation
3 Methodology
3.1 Analysis
4 Results
4.1 Theme 1: Time
4.2 Theme 2: Knowledge
4.3 Theme 3: Organisation
5 Discussion
6 Next Steps
References
Swift Preparation for Online Teaching During the Pandemic: Experience Sharing from Healthcare Teaching in Hong Kong
1 Introduction
2 Preparation and Ongoing Support for the Swift Change of Online Teaching
3 Challenges Faced by Teaching Staff During the Initial Implementation of Online Teaching
3.1 Adaptive Changes for Online Teaching
3.2 Interaction and Communication During Synchronous Online Teaching
3.3 Perspectives from Students
3.4 Perspectives from Teaching Staff About Their Learning Journey
3.5 Reflections on the Timetabling Planning for Resuming Small Group F2F Practical Teaching
4 Future Directions for Preparing Teaching Staff to Implement Online Education
References
Part III: Middle-Out Programme Driven CPLD
Co-design as Professional Learning: Pulling Each Other in Different Directions, Pulling Together
1 Introduction
1.1 Connected Learning at Scale
2 Method
3 Pulling Each Other in Different Directions
3.1 Learning About Design
3.2 Attitudes to Design
3.3 Sharing Co-design in and Across Teams
4 Discussion: Pulling Together
References
Share Sessions: A Solution to Cross-Disciplinary Academic Professional Learning and Development in Higher Education
1 Introduction
1.1 Literature Review
2 Methodology
3 Findings
3.1 Academics as Connected Learners
3.2 Community of Practice
3.3 Sense-Making of Informal Sharing
4 Discussion
4.1 Impact
4.2 Transferability
4.3 Implementation
5 Conclusion
References
Informal, Grassroots Online Professional Learning: The Experiences of Teacher Educators
1 Introduction
1.1 CPLD of Teacher Educators in the Tertiary Setting
1.2 Teacher Educators’ Engagement with Online Learning Opportunities During COVID-19
2 Professional or Teacher Learning Communities
2.1 Online PLC Design and Description
2.2 PLC Impact on Participants
2.3 Learning from the PLC for Tertiary Educators
2.4 Impact of the PLC in Tertiary Educator CPLD
3 Recommendations for Successful Online CPLD
References
Supporting Emergency Remote Teaching via a Responsive Professional Development Support System
1 Introduction
2 Literature Review
3 Context and Background
3.1 Support at the University Level
3.2 English-Medium Support
3.3 During the Semester
4 Methodology
5 Analysis and Discussion
5.1 Issues Experienced During the Online Semester
5.2 Reflections on Successes and Challenges
5.3 Perceived Helpfulness of Activities and Level of Support
6 Lessons Learned
Appendix: Summary of Relevant Questions from the Final Survey
References
Part IV: Personal ‘Inside-Out’ Experiences of CPLD
Pathways to Creative Learning and Teaching Online: An Ecological Model
1 A Model for Creativity Online
1.1 Virtual Creativity and CPLD Practice
1.2 Definitional Complexities
2 An Ecological Model
2.1 Key Element 1. Ontology: Being Creative for Life and Learning
2.2 Key Element 2. Design for Creativity Online: Playful CPLD and Generative Spaces
2.3 Key Element 3. Work with the Environment
2.4 Key Element 4. Effective Facilitation, Mentoring, Modelling of Practice, and Creative Leadership
3 CPLD Principles
4 Conclusion
References
From Physical to Virtual: Reflections on the Move from the Lecture Hall to the Digital Classroom
1 Context of the Study
2 Pre-pandemic Professional Training and Development Agenda
3 Students, Teachers, and Digital Skills
4 Development Needs and Transitioning Teacher Identity
5 Recommendations
5.1 End-User Awareness
5.2 Immediate-User Awareness
5.3 Self-Reflection
5.4 Empathy and Compassion
5.5 Problem-Solving and Shared Experiences
5.6 Unlocking Creativity
5.7 Transform Attitudes to Change
5.8 Communication and Setting Expectations
References
Conclusion: Continuing Professional Learning and Development (CPLD) for Online Teaching: Diverse Perspectives and Common Themes
1 Online, Situated, and Flexible CPLD
2 A Balance of Digital Competencies and Pedagogies
3 Collaborative and Social
4 Active and Creative
5 Continually Evaluated
References