Engaging academics in professional development for e-learning Mira Vogel Goldsmiths, University of London ~~~ M25 Learning Technology meet-up, 27 th March 2009 Published under a Creative Commons Attribution Non-Commercial Share-Alike license http://creativecommons.org/licenses/by-nc-sa/3.0/

Why this review? An episode with a reluctant staff member ‘ Machiavellian’ (subversive) approaches from others Managerialism Libertarianism and anarchy Web 2.0 and new possibilities Interest, but little uptake Difficulties with individual support / development The need to review my department’s vision

An episode with a reluctant staff member

‘ Machiavellian’ (subversive) approaches from others

Managerialism

Libertarianism and anarchy

Web 2.0 and new possibilities

Interest, but little uptake

Difficulties with individual support / development

The need to review my department’s vision

Background Academic development received intense attention 1999-2001 National Technification Marketisation Change agenda  Innovation agenda Dearing Report (1997) ‏ Local Commodification of knowledge Externalisation of staff development Quality

Academic development received intense attention 1999-2001

National

Technification

Marketisation

Change agenda  Innovation agenda

Dearing Report (1997) ‏

Local

Commodification of knowledge

Externalisation of staff development

Quality

Model of academic development Simplified from Land, 2001 Tips and hints on practice Critical theory Postmodernism Humanistic psychology Enterprise Workbased learning Partnerships Change management Organisational behaviour Change management Learning organisation Accreditation Lifelong learning Quality assurance Liberating POLICY INSTITUTION INDIVIDUAL Systems definition Domesticating Person orientation CRITIQUE

Tips and hints on practice

Critical theory

Postmodernism

Humanistic psychology

Enterprise

Workbased learning

Partnerships

Change management

Organisational behaviour

Change management

Learning organisation

Accreditation

Lifelong learning

Quality assurance

Basis for literature search Within these constraints, what are good circumstances for engagement? Engagement as intrinsic motivation; enthusiasm internalisation of new practices faciliation by management Not as simply signing up, turning up, doing it rewards and remuneration making time or equipment available

Within these constraints, what are good circumstances for engagement?

Engagement as

intrinsic motivation; enthusiasm

internalisation of new practices

faciliation by management

Not as simply

signing up, turning up, doing it

rewards and remuneration

making time or equipment available

Search terms Academic / education/ staff development Online learning / e-learning / educational technology / learning technology / technology-enhanced learning Higher Education, academic, university Pedagogy / andragogy / theory Recruiting / Engaging Compulsory / Coercive Recognition / Reward / Incentive / Compensation

Academic / education/ staff development

Online learning / e-learning / educational technology / learning technology / technology-enhanced learning

Higher Education, academic, university

Pedagogy / andragogy / theory

Recruiting / Engaging

Compulsory / Coercive

Recognition / Reward / Incentive / Compensation

Consensus among authors The role of academic teacher is changing Required adaptations won’t happen on their own Change is superficial unless academics engage Change viewed as end in itself is resented Change is slow and hard to inculcate Professional identity is an overriding factor Constructivist, situated approaches work best One-to-one individual attention is unsustainable Helpful: reward, recognition, time, kit, support

The role of academic teacher is changing

Required adaptations won’t happen on their own

Change is superficial unless academics engage

Change viewed as end in itself is resented

Change is slow and hard to inculcate

Professional identity is an overriding factor

Constructivist, situated approaches work best

One-to-one individual attention is unsustainable

Helpful: reward, recognition, time, kit, support

An academic perspective Post-colonialism of Erica McWilliam “colonisation of … time and activities” “predicated ... on the assumption that academics are deficient as teachers” Technification – bought-in solutions Transparency slides replaced by PowerPoint slides “charming absurdities” “professional development must be seen to be done” “the effects mono-cropping for the market has on local subsistence mixed croppers”

Post-colonialism of Erica McWilliam

“colonisation of … time and activities”

“predicated ... on the assumption that academics are deficient as teachers”

Technification – bought-in solutions

Transparency slides replaced by PowerPoint slides

“charming absurdities”

“professional development must be seen to be done”

“the effects mono-cropping for the market has on local subsistence mixed croppers”

An academic perspective “ In declaring itself to be ‘much more than training’, professional development is geared up to producing … an individual in keeping with the needs and demands of enterprise culture, underpinned as it is by … understanding … the most appropriate ethical comportment of the individual – any individual - in a society, and what their relationship to the economy should entail.” (McWilliam, 2000) ‏

“ In declaring itself to be ‘much more than training’, professional development is geared up to producing … an individual in keeping with the needs and demands of enterprise culture, underpinned as it is by … understanding … the most appropriate ethical comportment of the individual – any individual - in a society, and what their relationship to the economy should entail.”

(McWilliam, 2000) ‏

Engagement as a series of continuums

Learner-centred / teacher-centred Difference of interests? Learners used against tutors in attempt to gain legitimacy Involving learners in encounters for programme design is valued by teachers Giving teachers full autonomy in small groups and acting as enabler works well Tying CPD to Quality agenda resented

Difference of interests?

Learners used against tutors in attempt to gain legitimacy

Involving learners in encounters for programme design is valued by teachers

Giving teachers full autonomy in small groups and acting as enabler works well

Tying CPD to Quality agenda resented

Learner centred / teacher centred “ The course team introduced the idea of quality assurance. I grew impatient … I was really intrigued that as a learner I had done what I see my own students doing all the time; lagging behind and not seeing the relevance until after the event.” (Clegg et al, 2001) ‏

“ The course team introduced the idea of quality assurance. I grew impatient … I was really intrigued that as a learner I had done what I see my own students doing all the time; lagging behind and not seeing the relevance until after the event.”

(Clegg et al, 2001) ‏

Motivation – extrinsic / intrinsic Extrinsic stuff we are aware of Time, kit, recognition, reward eg publications, grants Intrinsic: personal satisfaction Intellectual Aesthetic Student experience, outcomes Intrinsic: fit with professional identity Academic values – inquiry, scepticism, evidence, theory Learning as collegial, social

Extrinsic stuff we are aware of

Time, kit, recognition, reward eg publications, grants

Intrinsic: personal satisfaction

Intellectual

Aesthetic

Student experience, outcomes

Intrinsic: fit with professional identity

Academic values – inquiry, scepticism, evidence, theory

Learning as collegial, social

Motivation – extrinsic/intrinsic “ Identity is crucial to social learning systems for three reasons. First our identities combine competence and experience into a way of knowing. They are the key to deciding what matters and what does not, with whom we identify and whom we trust, and with whom we must share what we understand.” (Wenger, 2003) ‏

“ Identity is crucial to social learning systems for three reasons. First our identities combine competence and experience into a way of knowing. They are the key to deciding what matters and what does not, with whom we identify and whom we trust, and with whom we must share what we understand.”

(Wenger, 2003) ‏

Formal / informal Formal Externalising CPD is to some extent commodifying Institutional agenda clash with autonomy  subversion Formal arrangements, fixed sessions – difficult for academics to come together Informal Asking for descriptions of practice (rather than prescribing) Builds in opportunity for reflection Unhitch CPD from Quality agenda Measuring outcomes? Enjoyment, use of resources, sophistication of use Or make design explicit and invite critique

Formal

Externalising CPD is to some extent commodifying

Institutional agenda clash with autonomy  subversion

Formal arrangements, fixed sessions – difficult for academics to come together

Informal

Asking for descriptions of practice (rather than prescribing)

Builds in opportunity for reflection

Unhitch CPD from Quality agenda

Measuring outcomes?

Enjoyment, use of resources, sophistication of use

Or make design explicit and invite critique

Formal / informal “ In designing the Plymouth modules, my colleagues and I have been very clear about allowing opportunities to critique the underlying agendas from an informed perspective.” (Beetham, 2000) ‏

“ In designing the Plymouth modules, my colleagues and I have been very clear about allowing opportunities to critique the underlying agendas from an informed perspective.”

(Beetham, 2000) ‏

Centralised / local Central provision is valued - and suspected Tying to other agenda eg Quality is resented Can be hard to fit it More visible, easier to reward and resource Local Principal allegiances to the discipline – not institution Collegial – a major (threatened) ethos of academic work Learning in such organisations is inherently social CoP - but cross-fertilisation cannot also be situated Not very visible, hard to reward and manage Can be parochial High level of satisfaction

Central provision is valued - and suspected

Tying to other agenda eg Quality is resented

Can be hard to fit it

More visible, easier to reward and resource

Local

Principal allegiances to the discipline – not institution

Collegial – a major (threatened) ethos of academic work

Learning in such organisations is inherently social

CoP - but cross-fertilisation cannot also be situated

Not very visible, hard to reward and manage

Can be parochial

High level of satisfaction

Centralised / local “ [The local model] has legitimacy on several fronts. Because it takes the cultural context very seriously, it has high credibility. It is situated within the discipline of the academics involved and does not disregard curriculum and discipline-specific pedagogic concerns … Without central support, however, this structure would never have been established and sustained” (Hanrahan et al, 2001) ‏

“ [The local model] has legitimacy on several fronts. Because it takes the cultural context very seriously, it has high credibility. It is situated within the discipline of the academics involved and does not disregard curriculum and discipline-specific pedagogic concerns … Without central support, however, this structure would never have been established and sustained”

(Hanrahan et al, 2001) ‏

Individuals / course team Individual ‘Early adopters’ Lone individuals shouldn't be responsible for delivering strategy Unsustainable May become ‘oppressors’ in turn Team Can be task-based Situated, collaborative - collegial More joined-up, cohesive Allows for necessary division of labour

Individual

‘Early adopters’

Lone individuals shouldn't be responsible for delivering strategy

Unsustainable

May become ‘oppressors’ in turn

Team

Can be task-based

Situated, collaborative - collegial

More joined-up, cohesive

Allows for necessary division of labour

Individuals / course team “… when the champions retire or move on they may sometimes be replaced by staff who are not as enthused. Faced with many demands on their time and not fully briefed about why and how blended approaches have been developed, incoming teachers may drop or reduce the online components. They may feel unable to defend the approach when questioned by colleagues or students.” (Davis, 2007) ‏

“… when the champions retire or move on they may sometimes be replaced by staff who are not as enthused. Faced with many demands on their time and not fully briefed about why and how blended approaches have been developed, incoming teachers may drop or reduce the online components. They may feel unable to defend the approach when questioned by colleagues or students.”

(Davis, 2007) ‏

Support / development Support Timely – based on recognised needs Necessary to build confidence with a technology Hard to position the technology within practice Development A contextualisation of technology Involves reflection; requires slack time No matter how conscientious and reflective, it cannot occur without understanding the ins and outs of the technology

Support

Timely – based on recognised needs

Necessary to build confidence with a technology

Hard to position the technology within practice

Development

A contextualisation of technology

Involves reflection; requires slack time

No matter how conscientious and reflective, it cannot occur without understanding the ins and outs of the technology

Support / development “ Staff … need to undertake a huge amount of professional development and personal work to make a significant start. The fact that so many academic staff have not yet made this significant start might suggest that institutional and government strategies underestimate the magnitude of work, development and time commitment needed. Perhaps they also overestimate the motivation of academic staff to undertake these activities. The analysis also suggests that extensive support mechanisms are in place but that these focus primarily on supporting professional development, rather than providing specific and direct support to individual teachers. It is therefore necessary to look at the focus of support in more detail.” (Shephard, 2004) ‏

“ Staff … need to undertake a huge amount of professional development and personal work to make a significant start. The fact that so many academic staff have not yet made this significant start might suggest that institutional and government strategies underestimate the magnitude of work, development and time commitment needed. Perhaps they also overestimate the motivation of academic staff to undertake these activities. The analysis also suggests that extensive support mechanisms are in place but that these focus primarily on supporting professional development, rather than providing specific and direct support to individual teachers. It is therefore necessary to look at the focus of support in more

detail.”

(Shephard, 2004) ‏

What works? Fit with professional identity of academics Maintain awareness of national and institutional values, directives – make meaningful Perception of vision of management is v. influential Academic values – evidence, theory, question-finding Gain attention Promote sessions/practices to academics with needs Stress positive attributes of technology Avoid the ‘praxis gap’ Work consistently with inquiry-based values Encourage critique of your own designs Avoid change / innovation as ends in themselves

Fit with professional identity of academics

Maintain awareness of national and institutional values, directives – make meaningful

Perception of vision of management is v. influential

Academic values – evidence, theory, question-finding

Gain attention

Promote sessions/practices to academics with needs

Stress positive attributes of technology

Avoid the ‘praxis gap’

Work consistently with inquiry-based values

Encourage critique of your own designs

Avoid change / innovation as ends in themselves

What works? (2) ‏ Balance academic values and institutional demands Setting up structures for encounters between course team members; them and students. Situated, task-based, inquiry-based - guidelines Promote to academics; also immediate practical needs Minimise subversion with supportive informal atmosphere Disseminate, rather than impose, practice Elicit descriptions of activities and disseminate these more widely Make it a key occasion for reflection

Balance academic values and institutional demands

Setting up structures for encounters between course team members; them and students.

Situated, task-based, inquiry-based - guidelines

Promote to academics; also immediate practical needs

Minimise subversion with supportive informal atmosphere

Disseminate, rather than impose, practice

Elicit descriptions of activities and disseminate these more widely

Make it a key occasion for reflection

Limitations and future work Professional academic developers write most of the literature Most development still happens informally Many academics don’t have the discourse or theoretical background to write for educational publications Books, interviews, survey Literature on e-learning is poor on engagement Theoretical perspectives Post-colonial theory seems very relevant to professional development Cf psychology of behaviour change eg 'libertarian paternalism'

Professional academic developers write most of the literature

Most development still happens informally

Many academics don’t have the discourse or theoretical background to write for educational publications

Books, interviews, survey

Literature on e-learning is poor on engagement

Theoretical perspectives

Post-colonial theory seems very relevant to professional development

Cf psychology of behaviour change eg 'libertarian paternalism'

The (growing) digest repository A public Google spreadsheet at h ttp://tinyurl.com/cy4j9y Mira Vogel - m.vogel@gold.ac.uk Thanks for listening.

A public Google spreadsheet at h ttp://tinyurl.com/cy4j9y

Mira Vogel - m.vogel@gold.ac.uk

Thanks for listening.