Different strokes for different folks: scaling a blended model of teacher professional learning

Butler, Deirdre; Leahy, Margaret; Hallissy, Michael; Brown, Mark

doi:10.1108/itse-01-2017-0011

Cited by 8 publications

(7 citation statements)

References 24 publications

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“…Different strokes for different folks: scaling a blended model of teacher professional learning (Butler, et al, 2017) This paper describes an innovative model of teacher professional learning that has evolved over a decade (2006 to 2016) to develop three phases of a robust, flexible framework that meets teachers' expressed needs. The most recent phase expands on the emergence of a fourth wave of online learning to design and develop a massive open online course (MOOC) that potentially enables the massive scaling up of access to this already validated teacher professional development model.…”

Section: A22mentioning

confidence: 99%

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

2022

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Responsive educational proposals to develop skills to meet the demands of Industry 4.0 have become imperative to guarantee inclusive, equitable, and quality education and promote lifelong learning opportunities for all, also reducing the negative impact of COVID-19 and the major post-pandemic social issues. This article analyzes which components of Education 4.0 have been considered in 21st century skills frameworks and identifies the teaching and learning methods and key stakeholders impacted. We conducted a systematic literature review (SLR) with research questions to highlight studies that address 21st century frameworks worldwide, identifying which teaching–earning strategies contain 4.0 components, their learning dimensions, and the targeted stakeholders. The findings allowed us to identify opportunities to create or improve 21st century skills frameworks with the required Education 4.0 components to develop future skills. Our study revealed the absence of these frameworks for teachers and schools. Most are oriented toward students, developing competencies through the dimensions of character, meta-learning, and linking active learning teaching strategies. This work presents studies incorporating innovative educational practices and the core Education 4.0 components. It concludes with a reflection on creating educational models to develop complex-reasoning competencies and auto-systemic thinking to support problem-solving and address social needs.

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Section: A22mentioning

confidence: 99%

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

2022

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“…Faculty development for health professions educators (HPE) requires a contextualised approach to achieve the expected benefits of professional growth in teaching, leadership, research and management roles (Frantz, Rhoda, Murdoch-Eaton, Sandars, Marshall & Burch, 2019;Steinert, 2000;Van Wyk & Van Zyl, 2020). Contextualisation of programs for professional development of HPE should be grounded in theory and practice (Butler, Leahy, Hallissy & Brown, 2017) and based on relevant experience and expertise (Abimbola, 2019) to promote sustainability and applicability (Frantz et al, 2019). Faculty development programmes focused on offering these benefits, if not sustainable, are at risk of being lost in an endless cycle of pilot projects -"pilotitis" -particularly in the context of online or e-learning where interventions are not sustained and expanded following an initial project (Barteit, Guzek, Jahn, Bärnighausen, Jorge, & Neuhann, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Building communities of practice that support this contextualised approach could benefit the professional development of the recipients of such programmes (Keiller, Nyoni & van Wyk, 2022). Additionally, the changing global educational environment requires educators experienced in the meaningful use of technology, both for themselves and their students' training (Butler et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Reaching Consensus on the Design of an Online Health Professions Education Faculty Development Course for Sub-Saharan Africa

Keiller

Nyoni

Wyk

2022

Sotls

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Faculty development practitioners should be encouraged to create a sustainable and accessible environment for capacity building in health professions education (HPE). Nine experts in the sub-Saharan African region followed two rounds of a modified Delphi process to achieve consensus on the components of an online health professions education faculty development programme. As a result, four components to consider in the development, implementation and evaluation of online faculty development programmes were identified: environmental, curricular, activities and research. These components support further research into developing a contextually relevant and sustainable online health professions education faculty development model in the region.

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“…Pedagogical orientation may change when digital technologies are integrated into teaching. Butler et al. (2017, p.235) noted in their research that the use of digital technologies in teaching and learning resulted in learners taking more responsibility for their own learning, which increased their collaboration and activity.…”

Section: Introductionmentioning

confidence: 99%

“…(2017, p.235) noted in their research that the use of digital technologies in teaching and learning resulted in learners taking more responsibility for their own learning, which increased their collaboration and activity. There was a shift in pedagogical orientation because the use of digital technologies enabled teachers to design learning environments that supported pedagogical practices involving students’ collaboration, problem-solving, and knowledge-construction (Butler et al., 2017, pp.235–236).…”

Section: Introductionmentioning

confidence: 99%

Conceptualizing dimensions and a model for digital pedagogy

Väätäjä¹,

Ruokamo²

2021

Journal of Pacific Rim Psychology

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The global COVID-19 pandemic has caused a rising interest in the use of digital pedagogies and the need to teach remotely. This article aims to conceptualize the dimensions described below and offer a model for digital pedagogy to provide tools for using digital technologies in teaching. The model for digital pedagogy is discussed in terms of three dimensions: 1) pedagogical orientation; 2) pedagogical practices; and 3) the digital pedagogical competencies it provides for the teacher. This study examines how the dimensions of digital pedagogy are presented in the current research literature. The research is conducted through a systematic literature review surveying articles published in the years 2014 to 2019; a total of 12 articles are included in the review. The findings suggest that, first, in many cases, pedagogical orientation is labeled as socio-constructivist and student-centered. Second, pedagogical practices are the methods used to promote students’ learning; they involve, for example, collaboration and social knowledge construction. Finally, in addition to technological, pedagogical, and content knowledge, teachers’ success in blending digital technologies into their teaching is improved by high self-efficacy and strong peer-collaboration skills.

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Different strokes for different folks: scaling a blended model of teacher professional learning

Cited by 8 publications

References 24 publications

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

Reaching Consensus on the Design of an Online Health Professions Education Faculty Development Course for Sub-Saharan Africa

Conceptualizing dimensions and a model for digital pedagogy

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