Pedagogy for Professional Learning

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In this presentation I look at the underlying pedagogy for a professional learning course to teach eLearning Officers at The University of Hong Kong the necessary theoretical knowledge and practical skills to become instructional designers. The course design is critically discussed with respect to motivational issues.

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Pedagogy for Professional Learning

  1. 1. Pedagogy for Professional LearningPedagogy for Professional Learning Dr. Iain DohertyDr. Iain Doherty September 21September 21stst 20132013 The University of Hong Kong
  2. 2. Outline Professional Learning eLearning Strategy eLearning Pedagogical Support Unit Faculties Certificate Course Example Certificate Course Analysis Reflections
  3. 3. Professional Learning Professional learning is defined as formal or informal learning that leads to the knowledge, skills and personal attributes necessary to carry out professional duties This presentation critically reflects on the pedagogical approach underlying an eLearning Certificate Course which aimed to teach faculty based eLearning officers the necessary practical and theoretical skills to become instructional designers.
  4. 4. Professional Learning This presentation critically reflects on the pedagogical approach underlying an eLearning Certificate Course which aimed to teach faculty based eLearning officers the necessary practical and theoretical skills to become instructional designers Whilst the course was successful – judged in terms of the pass rate and course evaluations – the underlying pedagogy could be improved The proposed revisions are discussed with particular reference to a theory of transformational change that might have helped the eLearning Officers to become instructional designers.
  5. 5. eLearning Strategy eLearning @ HKU In 2011 The University of Hong Kong Senate endorsed an eLearning strategy to be implemented commencing 2012. The aim of the eLearning strategy is to enhance teaching and learning through the creative, appropriate and effective use of technologies.
  6. 6. eLearning Pedagogical Support Unit About EPSU The EPSU website: http://epsu.cetl.hku.hk The EPSU is a relatively small unit consisting of 4 dedicated staff. The rationale for establishing a small unit was that the eLearning Strategy calls for Faculties to appoint local eLearning Officers to support teachers with their eLearning requirements. EPSU liaises with the eLearning Officers to support them in their roles. A new unit – the eLearning Pedagogical Support Unit (EPSU) – was set up in January 2012 to provide and co-ordinate eLearning pedagogical support to Faculties, to evaluate eLearning initiatives, to disseminate good practices and innovations in eLearning, and to conduct research into educational technologies.
  7. 7. Faculties There are ten Faculties at The University of Hong Kong Nine of the ten Faculties complied with the requirement to appoint an eLearning Officer. However, eight of the Faculties appointed individuals with a technical background i.e. no background in teaching and learning theory and therefore not able to advise Faculties on how to make use of technologies in teaching and learning.
  8. 8. Certificate Course Developed an eLearning Certificate Course to turn the eLearning Officers into Instructional Designers Course was offered over 12 weeks starting March 2012. eLearning Officers from nine of the ten Faculties enrolled. One Faculty sent two eLearning Officers. A colleague from the Centre for the Enhancement of Teaching and Learning also enrolled giving a total of eleven enrolments.
  9. 9. Certificate Course The topics were as follows: Orientation and Introduction to eLearning Learning and Learning Domains Technologies in Teaching The Role of the Teacher in eLearning Assessment in eLearning Quality in eLearning Instructional Design Theory and Practice Emerging Technologies and Cutting Edge eLearning Connectivism Being an Instructional Designer
  10. 10. Certificate Course Developed Two hours face-to-face teaching each week • Participants asked to review content prior to session • Mini lecture at the start of each session • Group discussion / activities to consolidate knowledge • Discussion forum after face-to-face session • Wiki exercise for knowledge construction
  11. 11. Certificate Course Example Orienting participants to eLearning through readings and discussion forum questions What experience do you have with the use of technologies in teaching and learning? What experience do you have with the use of technologies in teaching and learning? How does your experience fit with the model that this week’s reading suggests for making purposeful use of technologies in teaching and learning? How does your experience fit with the model that this week’s reading suggests for making purposeful use of technologies in teaching and learning? What recommendations would you make to someone who asked you how to make purposeful use of technologies in teaching? What recommendations would you make to someone who asked you how to make purposeful use of technologies in teaching?
  12. 12. Certificate Course Example Aim of the wiki exercise was to reflect collaboratively on how the Certificate Course might help them to meet the challenges and realize the possibilities of eLearning within their Faculties. This aim was chosen because completing the wiki exercise would – in principle – require the participants to draw on the topics from all ten weeks of the course.
  13. 13. Certificate Course Analysis Students were required to post to the discussion forum once per week for the first 10 weeks of the course Students were required to post to the discussion forum once per week for the first 10 weeks of the course Students were required to post to the discussion forum once per week for the first 10 weeks of the course There were 11 participants so minimally there had to be 11 posts per week Posts always significantly exceeded this figure and some weeks the posts totaled well over 100 Students worked collaboratively to produce a concept map that represented the relationship between the various concepts that had been covered in the first 10 weeks of the course They related the course concepts to their roles as eLearning Officers which shows ability to apply knowledge
  14. 14. Certificate Course Analysis The Course was evaluated using The University of Hong Kong’s standard evaluation questionnaire The questionnaire contains 10 items and students respond in terms of 5 point Like scale ranging from “strongly agree” to “strongly disagree”
  15. 15. Certificate Course Reflections The Course was evaluated using The University of Hong Kong’s standard evaluation questionnaire The questionnaire contains 10 items and students respond in terms of 5 point Like scale ranging from “strongly agree” to “strongly disagree” • The primary teaching challenge on this course was to have students question their assumptions so that they would become open to seeing themselves as potential instructional designers. • Although the course was successful, the learning design might well have been more efficacious had it been explicitly premised on a theory of transformational learning.
  16. 16. Certificate Course Reflections The Course was evaluated using The University of Hong Kong’s standard evaluation questionnaire The questionnaire contains 10 items and students respond in terms of 5 point Like scale ranging from “strongly agree” to “strongly disagree” • Mezirow’s work in this area suggests itself as potentially useful. • According to Mezirow “Meaning perspectives refer to the structure of assumptions within which new experience is assimilated and transformed by one’s past experience during the process of interpretation” (Mezirow, 1990).
  17. 17. Certificate Course Reflections The Course was evaluated using The University of Hong Kong’s standard evaluation questionnaire The questionnaire contains 10 items and students respond in terms of 5 point Like scale ranging from “strongly agree” to “strongly disagree” • The learning design might have surfaced students meaning perspectives through reflection “understood as an assessment of how or why we have perceived, thought, felt or acted” (Mezirow, 1990). • Appropriate reflective moments could have been achieved through a learning design that incorporated some key interaction types that would have cause participants to reflect and to achieve resolution as a result of their reflections.
  18. 18. References Students were required to post to the discussion forum once per week for the first 10 weeks of the course The Course was evaluated using The University of Hong Kong’s standard evaluation questionnaire The questionnaire contains 10 items and students respond in terms of 5 point Like scale ranging from “strongly agree” to “strongly disagree” Mezirow, J. (1990). How Critical Reflection Triggers Transformative Learning. Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Francisco, CA.: Jossy-Bass Publishers.

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