No Size Fits All: Design Considerations for Networked Professional Development in Higher Education

Pallitt, Nicola; Gachago, Daniela; Bali, Maha

doi:10.1007/978-3-030-85241-2_4

Cited by 3 publications

(8 citation statements)

References 15 publications

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“…There is a small but growing body of knowledge that explores these more flexible, open, equitable (Bali and Caines, 2018), 'untethered' (Leafstedt and Pacancsky-Brock, 2016) or 'networked' (Gachago, et al, 2020;NLEC, et al,, 2021) approaches to academic staff development. Leafstedt and Pacancsky-Brock (2016: n.p.…”

Section: Emerging Modes Of Academic Staff Developmentmentioning

confidence: 99%

“…Untethered places value on sharing and the relational ties between faculty, as opposed to the number of people in a room at a particular time'. Similarly, Gachago, et al (2020) positioning the philosophical roots of networked learning in the work of Dewey and Freire, emphasised relationships and collaboration rather than technology and openness in attitude, learner collaboration, self-directed learning, and authentic learning.…”

Section: Emerging Modes Of Academic Staff Developmentmentioning

confidence: 99%

“…To understand how different learning designs affect learning experiences, we adopted the 11 design considerations for online academic staff development developed by Gachago, Pallitt and Bali (2020). Table 1 below captures these dimensions and brief descriptions of each.…”

Section: Figure 2: Kolb's Experiential Learning Cyclementioning

confidence: 99%

“…The module was offered on Google Sites, to widen access and provide opportunities for more creative design modalities than the institutional LMS would allow. To promote active learning, synchronous engagement was offered through weekly webinars, which allowed participants to follow a structured learning routine and engage in social learning in line with more flexible, open, equitable (Bali and Caines, 2018), 'networked' (Gachago, et al, 2020) approaches to academic staff development described above. The online learning was reduced to one or two short activities which were oriented towards collaboration with other participants, such as collective annotation of readings and videos, to re-insert the atmosphere of creativity and playfulness that tend to characterise our face-to-face staff development activities.…”

Section: Challenges Inherent In Certainmentioning

confidence: 99%

“…This paper reflects on four iterations of an academic staff development intervention aimed at supporting academics engaged in curriculum design and renewal, with a particular focus on designing flexible curricula. Using a learning design model along with eleven design considerations developed by Gachago, et al (2020) for online academic staff development and Maton's Legitimation Code Theory -in particular the dimension Specialization -we show how curriculum work and learning design is iterative, contextual and messy. Most importantly, it is relational and involves collective sense-making.…”

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confidence: 99%

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Engaging knowledge and the knower: Design considerations for emerging modes of academic staff development

2021

CriSTaL

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Curriculum design is a complex undertaking that requires both epistemological and ontological work.While there is an increased need for academics to develop and strengthen their capacity to design curricula, particularly in the context of Universities of Technology, which have gone through an intense period of identity finding and re-curriculation, there is little support for academics involved in this kind of work. This paper reflects on four iterations of an academic staff development intervention aimed at supporting academics engaged in curriculum design and renewal, with a particular focus on designing flexible curricula. Using a learning design model along with eleven design considerations developed by Gachago, et al. (2020) for online academic staff development and Maton's Legitimation Code Theory -in particular the dimension Specialization -we show how curriculum work and learning design is iterative, contextual and messy. Most importantly, it is relational and involves collective sense-making. We recommend that each context needs to be carefully considered when designing courses, both face-to-face and online, and design considerations (such as motivation, facilitation, structuredness, level of collaboration) impact strongly on participants' engagement and consequently experiences.

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Section: Emerging Modes Of Academic Staff Developmentmentioning

confidence: 99%

Section: Emerging Modes Of Academic Staff Developmentmentioning

confidence: 99%

Section: Figure 2: Kolb's Experiential Learning Cyclementioning

confidence: 99%

Section: Challenges Inherent In Certainmentioning

confidence: 99%

mentioning

confidence: 99%

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Engaging knowledge and the knower: Design considerations for emerging modes of academic staff development

2021

CriSTaL

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Providing Agile Faculty Development in Times of Uncertainty: Case of the American University in Cairo

Bali

2022

Global Perspectives on Educational Innovations for Emergency Situations

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The move toward emergency remote teaching meant educational development centers suddenly had to train and support all who teach at their institutions simultaneously. This article will focus on the agile, responsive and value-centric faculty development done locally via the American University in Cairo’s Center for Learning & Teaching, the “glocal” opportunities offered via DigPINS (see Bali and Caines, Int J Educ Technol High Educ 15(46):1–24, 2018), and the curation of openly available community-building resources available to educators worldwide. Central to all of these initiatives is that centering equity and care in how we support faculty (Czerniewicz, Agherdien, Badenhorst, Postdigit Sci Educ 2:946–967, 2020) will trickle down to the ways faculty treat their students during the trauma of the pandemic. We conclude that the pandemic has taught us the importance of centering values of equity and care while supporting faculty during a time of uncertainty and trauma (Imad, TIA 39, 2021), that fostering agency and imagination is more valuable than offering one-size-fits all standard solutions, and that faculty developers need to model adaptability and good pedagogy. Moreover, it is important to nurture and leverage learning communities, take advantage of “glocal” and “open” learning opportunities, and to build capability long-term via developing digital literacies and creativity.

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University Educators’ Experience of Personal Learning Networks to Enhance Their Professional Knowledge

Oddone

2023

IRRODL

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This paper explores the experiences of university educators who use personal learning networks (PLNs) to enhance professional knowledge. With growing expectations to design and deliver effective online learning experiences, the PLN may offer flexible and supportive professional learning opportunities that build digital pedagogical capabilities. Previous research investigating PLNs has focused on how school teachers leverage social technologies to build these networks. However, there is limited examination of PLN use by university educators. This research is informed by the theories of networked learning and connectivism and uses a case study approach to deeply consider the experiences of five university educators from different disciplines across the globe. They share their understanding of the concept of the PLN, the influence of the COVID-19 pandemic, and how their PLN affects their digital pedagogies. The findings reveal nuanced insights of university educators’ real-life experience, shedding light on how the use of social media and other digital tools for professional learning is changing and the implications this has for the development of university educators’ understandings of digital pedagogies.

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No Size Fits All: Design Considerations for Networked Professional Development in Higher Education

Cited by 3 publications

References 15 publications

Engaging knowledge and the knower: Design considerations for emerging modes of academic staff development

Engaging knowledge and the knower: Design considerations for emerging modes of academic staff development

Providing Agile Faculty Development in Times of Uncertainty: Case of the American University in Cairo

University Educators’ Experience of Personal Learning Networks to Enhance Their Professional Knowledge

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