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Engaging Academics: Online  Professional Development

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Engaging Academics: Online Professional Development

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How do you engage academic staff in online learning? ...

How do you engage academic staff in online learning?

This session will present our experience of a 5 week online professional development course that achieved over 500 discussion posts with only 15 participants collaborating to develop their online teaching knowledge and skills

The course was based on the 5 stage model and used innovative technology to engage participants. The presentation will demonstrate how an established course was contextualised for Swinburne. It will showcase the course and how it was designed and delivered to demonstrate an approach for effectively utilization of Blackboard and other technologies to development staff capacity.

Swinburne University at Blackboard Teaching & Learning Conference 2013 Melbourne

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  • Greenhouse effect A natural processThe greenhouse effect is caused by an atmosphere containing gases that absorb and emit infrared radiation.Greenhouse gases trap heat within the surface-troposphere system, acting like a blanket that keeps the temperature of the earth at a warmer temperature and supports life on earthGasses – CO2, methane, nitrous oxide, water vapour, chlorofluorocarbons, other industrial gasses   
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Transcript

  • 1. Engaging Academics: Online Professional Development Professor Janet Gregory Dr Kulari Lokuge Dona
  • 2. Introduction • Swinburne University of Technology • Learning Transformations Unit 2
  • 3. Challenges • Rapid growth in online education • Challenge to traditional models • Importance of capability building – Online experience and pedagogy – Embedding Learning Technology • Developing skills and knowledge 3
  • 4. 1. Access & Motivation 2. Online Socialisation 3. Information Exchange 4. Knowledge Construction 5. Development 5 stage model
  • 5. 1. Access & Motivation 2. Online Socialisation 3. Information Exchange 4. Knowledge Construction 5. Development Guide Facilitate Lead Host Welcome 5 5 stage model
  • 6. 6 E-moderating at Swinburne
  • 7. Contextualising for Swinburne • Use of Blackboard • Terminology • E-tivity Structure • Look and Feel (Visual Sparks) 7
  • 8. Changes from 2012 May to 2013 June
  • 9. Use of Blackboard (1)
  • 10. Use of Blackboard (2)
  • 11. Terminology (1) VLE
  • 12. Terminology (2) Learning Management System
  • 13. E-tivity Structure (1)
  • 14. E-tivity Structure (2)
  • 15. Look and Feel (1)
  • 16. Look and Feel (2) Reflection e-tivity
  • 17. Group work (1)
  • 18. Group work (2)
  • 19. Development plan (1)
  • 20. Development plan (2)an
  • 21. New Additions • Blackboard Collaborate • Audio and Images • Open Educational Resources (with a Librarian) • Blackboard E-tivity (with a Learning Technologist ) • FAQ • eCafe • Technology tasters 21
  • 22. Blackboard Collaborate
  • 23. Audio & Images back
  • 24. Open Educational Resources
  • 25. FAQ
  • 26. • Voluntary participation • Enthusiastic responses • Increasing interest – requests from faculties • Application – use within teaching (f2f and online) • Significant commitment Swinburne University of Technology, Melbourne Australia Engagement
  • 27. Number of posts (Week 1)
  • 28. Number of posts (Week 4)
  • 29. • Model successfully engages staff • Contextualisation – authentic experience – Student perspective • Opportunity to embed relevant technology – Collaborate, audio, OERs • Sustainable – internal convenors • Current research: impact on teaching Swinburne University of Technology, Melbourne Australia Conclusions
  • 30. Thank You! • Professor Janet Gregory • Dr Kulari Lokuge Dona • Swinburne University of Technology jgregory@swin.edu.au klokugedona@swin.edu.au