Experience of staff developers when preparing for technology integration

Experience of staff developers when preparing for technology integration Dr Paula Hodgson Educational Development Centre, Hong Kong Polytechnic University, Hong Kong email: [email_address] This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License .

Background information

This presentation is based on a doctoral research study of staff development strategies to prepare academics to integrate learning technologies into teaching.

The research context is staff development units in Hong Kong universities.

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What approaches are adopted by staff developers working in Hong Kong to support academics integrating learning technologies into their teaching?

From the perspective of these staff developers, what issues emerge in preparing academics to integrate learning technologies into their teaching?

Research questions to be explored 06/05/09 Free PowerPoint Template from www.brainybetty.com

Technologies for teaching and learning 06/05/09 Free PowerPoint Template from www.brainybetty.com Technical applications Pedagogical applications Word PowerPoint The Web Information lit. Sequenced presentations Preparing notes Searching information Building learning community Mobile devices Evidence-based learning

Technologies for teaching and learning 06/05/09 Free PowerPoint Template from www.brainybetty.com Technical applications Pedagogical applications

Diversity of needs

Units supporting faculty development in universities need to identify more accurately the diversity of needs of academics from different disciplines.

Staff development approach for e-learning

Centralized

versus

decentralized

activities

Staff development approach for e-learning 06/05/09 Free PowerPoint Template from www.brainybetty.com University Managed Faculty/School Managed Structured Curricula Unstructured/ Experiential Curricula

Staff development approach

Workshops/seminars

06/05/09 Free PowerPoint Template from www.brainybetty.com University Managed Faculty/School Managed Unstructured/ Experiential Curricula

Value of face-to-face workshops

Helping academics to understand the potential of using technology;

Demonstrating good practice locally and in other parts of the world;

Discussing educational issues; and

Helping academics to consider what technologies might do for themselves.

Consultations

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Value of consultations

Providing a private and confidential environment;

Staff members are more ready to disclose their concerns;

Building rapport with staff;

Better meeting the needs – practical tips and professional advice;

Directly resolving technical problems; and

Turning from discussion to funding applications for teaching enrichment projects.

Project-based

06/05/09 Free PowerPoint Template from www.brainybetty.com University Managed Faculty/School Managed Structured Curricula

Support for e-projects

SD units provided:

pedagogical advice and technical support;

pedagogical advice only;

pedagogical advice with outsourced technical support.

Value in supporting e-projects

Creating solutions together;

Building ‘long’-term relationships with staff over time;

Full learning cycle – planning, designing, implementing, and evaluating;

Breeding experience-based culture;

Achieving greater effect through working in departments; and

Creating a ripple effect between departments.

Online workshops

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Value of online workshops

Helping academics to experience ways of communication through the asynchronous medium, in the role of a student;

Demonstrating skills required in the online environment; and

Helping academics to reflect on what the roles of an online teacher should be.

Four key approaches 06/05/09 Free PowerPoint Template from www.brainybetty.com Discipline-specific face-to-face workshops Face-to-face or online courses, consultations (project), E-projects University Managed Faculty/School Managed Structured Curricula Unstructured/ Experiential Curricula Generic face-to-face or online workshop(s), Individual consultation(s) Informal sharing session(s)

Conclusion 06/05/09 Free PowerPoint Template from www.brainybetty.com When designing these activities, they need to be flexible, practical and appropriately timed. (McNaught & Kennedy, 2000). Research has shown that the effects of these professional development activities depend heavily on faculty ownership and involvement in the process. While preparing academics to enhance their teaching with e-learning technologies, support in the organizational environment – from the top and at the departmental level – has a significant effect. University Managed Faculty/School Managed Structured Curricula Unstructured/ Experiential Curricula