This document discusses professional learning and the challenges of using technology to transform pedagogy. It begins by outlining three sub-questions: 1) What do we know about impactful professional learning? 2) How can digital learning be more deeply embedded in institutional cultures? 3) How can the impact of professional learning initiatives be better understood? The document then addresses each sub-question, providing principles of effective professional learning and examples of a professional development model and digital learning platform. It concludes that technology alone fails to transform pedagogy and that deeper, more strategic and contextual approaches to professional learning are needed.

1. Mark Brown, James Brunton
Eamon Costello, Mark Glynn & Clare Gormley
Sligo, Ireland
2nd June 2017
Why Technology Fails to Transform Pedagogy:
Lessons for Professional Learning

2. …the old ‘pump, pump, dump’
model of pedagogy still dominates practice
The uncomfortable reality is…

3. Three sub questions…
• What do we know about impactful professional
learning?
• How can we infuse digital learning more
deeply in our institutional cultures
• How can we better understand the impact of
our professional learning initiatives?

4. 1. What do we know about
impactful professional
learning?

5. 10KeyPrinciples • All staff are learners
• It should be active and engaging
• It needs to challenge pedagogical beliefs
• It should value the tacit knowledge of teachers
• It should be demand-led rather than supply driven
• It should help build strong communities of practice
• It needs to be multi-faceted to meet differing needs
• It should recognise important discipline differences
• It should embed new technologies in meaningful contexts
• It should promote deep and sustainable changes to
educational practices which enhance outcomes for learners

6. - Developing Scholarly Professionals
CONTINUOUS
DEVELOPMENT
AND LEADERSHIP
- Enabling 21st Century Educators
- Levergaging Innova?on for BeAer Outcomes
- Fostering Openness and Global Engagement
Digitally
Connected
Intellectually
Open
EVALUATING
TEACHING AND
LEARNING
ASSESSMENT AND
FEEDBACK FOR
LEARNING
FACILITATING
SUCCESSFUL
LEARNING
DESIGNING
FOR LEARNING
IDENTITY,
NARRATIVE
AND PHILOSOPHY
- Shaping More Sustainable Futures
Core
Domains
Integra?ng Strands
GeneraFon 21 – Graduate AspiraFons
EducaFon for
the Future
CriFcally
ReflecFve
Goal: A Distinctive, Exceptional and Transformative Learning Experience
Teaching Enhancement Framework
TransformaFve
InnovaFon

7. - TEU Website
- Loop Website
- Loop Helpdesk
- Teaching Videos
- Quick Reference Guides
- NaFonal Forum Resources
- External Teaching Resources
Just in Time Support
Guiding Principles - Core Domains - IntegraFng Strands
- Individual ConsultaFons
- Course Design Framework
- Peer Review and
ObservaFon of Teaching
- Core Teaching
Enhancement Modules
- Demand Led Teaching
Enhancement Workshops
- Accredited Postgraduate
CerFficate and Diploma
- Teaching and Learning Day
- President’s Teaching
Excellence Award
- InnovaFon in Teaching
Grants
- Teaching Fellowship
Scheme
- NIDL VisiFng Scholars
- NIDL ‘Hot Topics’ - Teaching and Learning Strategy
- Support for Programme Reviews
- Leadership Development Programme(s)
- Learning AnalyFcs for Quality Enhancement
- ContribuFon to Teaching and Learning Commiees
- Support to Aend External Events and Conferences
Key Services
- Welcome Leer
- HR InducFon Session
- Welcome to DCU Coffee
- FoundaFon to Teaching Module
TEACHING ENHANCEMENT FRAMEWORK
Distinctive|Exceptional|TransformaFve
Teaching
Enhancement
for All Staff
Support for
Staff in
Leadership
Roles
Support for
Early Career
Staff
EXAMPLE OF A STRATEGIC PROFESSIONAL DEVELOPMENT MODEL

9. Strategic Alignment

10. 2. How can we infuse digital
learning experiences more
deeply in our institutional
cultures?

13. http://dcufuse.ie

20. 1,099 participants from 21 countries:
• Ireland
• Saudi Arabia
• United States
• United Kingdom
• Netherlands
• Australia
• India
• France
• Germany
• Nigeria
• Spain
• Romania
• Belgium
• Egypt
• Luxembourg
• Slovenia
• Canada
• Hungary
• Portugal
• Norway
• New Zealand
Average Time Spent on Platform: 74 minutes

22. 3. How can we better understand
the impact of our professional
learning initiatives?

23. Jones, A., Lygo-Baker, S., Markless, S., Rienties, B., & Di Napoli, R. (2016): Conceptualizing impact in academic development: finding a way through. Higher
Education Research & Development, DOI: 10.1080/07294360.2016.1176997
Coolbear, P., & Hinton, T. (2013). Evaluating the impact of research projects in tertiary learning and teaching: Exploring the geography of change. Plenary
address HERDSA Conference, Auckland, New Zealand, 2nd July.

24. Conclusion…
Technology fails to transform
pedagogy as we need deeper, far
more aligned and strategic,
contextually rich and embedded,
and impactful approaches to
professional learning.

25. “A prudent question is one-half of wisdom”
Francis Bacon