Informal staff development via a centralised tutoring system

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Informal staff development via a centralised tutoring system

  1. 1. Informal staffdevelopment via acentralised tutoringsystem in an onlinelecturer educationprogramme Aileen McGuigan University of Dundee ECER Cadiz 2012
  2. 2. Will technological developmentscontinue to march on and multiply atthe current rate?Will the technology we’re using todaystill be in use next year?How can we equip our teaching staff tobe ready for the challenges ahead? All… staff of higher education institutions should be equipped to respond to the changing demands of the fast evolving society (European Ministers
  3. 3. blogemailmicro- blog
  4. 4. method
  5. 5. TQFE-Tutor for professional development: frameworkstrengths weaknessestransparency need for need for& collegiality adherence to strong teamconsistency FAQs ethosknowledge time saving over- increase inof & dependence admincohort resilience on email
  6. 6. transparency & consistency‘it’s not thesecret garden ‘on another distance learningsyndrome’ programme I work on, very part-time and there it’s very much that each member of staff has their module and their marking… people want to feel they’re not exposed in‘there’s a any way, but there’s no realtransparency benefit in learning from that’to whatwe’re doing’
  7. 7. collegiality‘you do feel in touch. Although I’m not up [inDundee] much, I do still feel in touch with therest of the team and there is contact’ ‘it does keep you… part of that bigger picture’‘in the spirit of a group ofpeople … a feeling of unity’
  8. 8. Knowledge of cohort‘you see more of issues from otherperspectives… it’s like we’re all appreciatingwhat each other are dealing with’ ‘we’re all responsible for the full cohort and their problems or issues, their successes’‘it is an advantage for all staff to see learnersengaging and responding online and helps tomotivate tutors as well as benefiting thoseparticipants who want the answers’
  9. 9. time saving and resilience repetition one-to-many avoidedpeer cover forcollaboration absent staff alleviates stress for staff
  10. 10. weaknessesneed for adherence to FAQs need for strong team ethosover-dependence on email increase in administration
  11. 11. conclusionsopportunities social learningfor informal opportunitiescpd sense of belongingnesstime savings resilience
  12. 12. finallyTQFE-Tutor: supportingnew ideas for a new anykind of academic questions? Aileen McGuigan, MA, PhD McGuigan Programme Director, Teaching in the College Sector School of Education, Social Work and Community Education University of Dundee email: a.mcguigan@dundee.ac.uk phone: +44(0)1382 381496
  13. 13. Asselin, M.E. (2003) Insider research: issues to consider when doing qualitativeresearch in your own setting. Journal for nurses in staff development. 19(2):99-103Bell, A. and Mladenovic, R. (2008) The benefits of peer observation of teaching fortutor development. Higher Education. 55(6): 735 - 752Boud, D. (1999). Situating academic development in professional work: Using peerlearning. International Journal for Academic Development. 4(1): 3–10Britain, S. & Liber, O. (1999) A Framework for Pedagogical Evaluation of VirtualLearning Environments, JISC Technology Applications Programme, Report: 41Cornelius, S. & Macdonald, J. (2008) Online informal professionaldevelopment for distance tutors: experiences from The Open University inScotland. Open Learning: The Journal of Open, Distance and e-Learning. 23(1): 43-55Council of the European Union (2011) Council Conclusions on the Modernisation ofHigher Education. http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/educ 2011/126375.pdf Accessed 12.12.11European Commission - Education and Training (2012) Strategic Framework forEducation and Training. http://ec.europa.eu/education/lifelong-learning-policy/doc28_en.htm Accessed 12.12.11
  14. 14. European Ministers Responsible for Higher Education (2009) Communiqué of theConference of European Ministers Responsible for Higher Education.http://www.enqa.eu/files/Leuven_Louvain-la-Neuve_Communiqueand Louvain-la-Neuve, 28-29 April 2009. April_2009.pdf Accessed 20.12.12Jurasaite-Harbison, E. and Rex, L.A. (2010) School Cultures as Contexts for InformalTeacher Learning. Teaching and Teacher Education. 26(2):267-277Morrison, D. (2012) ‘New online teaching model: sage-on-the-side’, Online learninginsights [blog]. http://onlinelearninginsights.wordpress.com/2012/02/20/new-onlineteaching-model-sage-on-the-side/ Accessed 09.09.12Richter, D., Kunter, M., Klusmann, U., Lüdke, O., Baumert, J. (2011) Professionaldevelopment across the teaching career: Teachers’ uptake of formal and informallearning opportunities. Teaching and Teacher Education. 27: 116-126Ritchie, J. & Spencer, L. (1994) Qualitative data analysis for applied policy researchin A.Bryman and R. G. Burgess [eds.] Analyzing qualitative data. 1994:173-194Wenger, E. (1999) Communities of practice: Learning, meaning, and identity.Cambridge: Cambridge University PressUniversity of New South Wales (n.d.) Why is online teaching important?http://youtu.be/EDULQMR6wJs Accessed 09.09.12

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