The document summarizes findings from research on a social learning space (#ujhtl) for academics at the University of Johannesburg (UJ). The research identified several reasons why academics participated in or did not participate in the space. Those who participated cited reasons like caring for students, interest in pedagogy over technology, and taking responsibility for their own lifelong learning. Those who did not participate reported reasons like seeing teaching professional development as less important than research or feeling uncomfortable with technology. The space provided a safe, encouraging, and trusting environment for participants to explore new ideas together.
Presentation on Social Media in Learning Development given at the National Conference of the Association of Learning Advisors of New Zealand / Aotearoa in Napier, New Zealand on November 29th, 2013
Blogging at Sinau.me: Social Learning, Knowledge Sharing and Professional De...Hora Tjitra
SinauOnline is based on constructive learning approach which will put learner in the focus of the learning process. On the core of its approach is to encourage people to learn through sharing (speak coordinated blogging), and jointly create an open learning materials, which than be provided and packaged for everybody interested in.
Its regional focus are in particular in China, Indonesia and APAC areas. SinauOnline is built based on the social learning 2.0 philosophy, mostly using open source technology.
Sinau is a Javanese word, means Learning. The chinese character "欣“ (xin) has the meaning of "happy; joyful", while the "翱" (ao) means "take wing". By joining us, you identify yourself as passionate learner who take a wing in your professional development.
Presentation on Social Media in Learning Development given at the National Conference of the Association of Learning Advisors of New Zealand / Aotearoa in Napier, New Zealand on November 29th, 2013
Blogging at Sinau.me: Social Learning, Knowledge Sharing and Professional De...Hora Tjitra
SinauOnline is based on constructive learning approach which will put learner in the focus of the learning process. On the core of its approach is to encourage people to learn through sharing (speak coordinated blogging), and jointly create an open learning materials, which than be provided and packaged for everybody interested in.
Its regional focus are in particular in China, Indonesia and APAC areas. SinauOnline is built based on the social learning 2.0 philosophy, mostly using open source technology.
Sinau is a Javanese word, means Learning. The chinese character "欣“ (xin) has the meaning of "happy; joyful", while the "翱" (ao) means "take wing". By joining us, you identify yourself as passionate learner who take a wing in your professional development.
Using tablets to create and facilitate learning networksCarina van Rooyen
Presentation on 6 November 2013 to a workshop arranged by UJ's Centre for Academic Technologies, regarding the introduction of tablets for learning to UJ first year students.
Presentation to the University of Johannesburg (UJ) Faculty of Science First Year Lecturer Academy on 2 November, and to UJ's Faculty of Management and CPASD Teaching and learning seminar on 1 November 2011.
Indigenous knowledge and cognitive justice: Towards a co-production of knowle...Carina van Rooyen
Presentation to SOTL@UJ on 11 September 2014. This was the third leg of the presentation; the other two was by Thea de Wet and Gert van der Westhuizen.
Presentation at the workshop on Decolonisation of the curriculum, arranged by Ad hoc Senate task team on the decolonisation of knowledge. On 24 May 2016 at APK UJ
Presentation on 17 July 2015 at the workshop for new academic staff, organised by the University of Johannesburg's Professional Academic Staff Development Unit.
Using tablets to create and facilitate learning networksCarina van Rooyen
Presentation on 6 November 2013 to a workshop arranged by UJ's Centre for Academic Technologies, regarding the introduction of tablets for learning to UJ first year students.
Presentation to the University of Johannesburg (UJ) Faculty of Science First Year Lecturer Academy on 2 November, and to UJ's Faculty of Management and CPASD Teaching and learning seminar on 1 November 2011.
Indigenous knowledge and cognitive justice: Towards a co-production of knowle...Carina van Rooyen
Presentation to SOTL@UJ on 11 September 2014. This was the third leg of the presentation; the other two was by Thea de Wet and Gert van der Westhuizen.
Presentation at the workshop on Decolonisation of the curriculum, arranged by Ad hoc Senate task team on the decolonisation of knowledge. On 24 May 2016 at APK UJ
Presentation on 17 July 2015 at the workshop for new academic staff, organised by the University of Johannesburg's Professional Academic Staff Development Unit.
the craft of e-teaching; moving from digitally shy to digitally confident wit...Sue Watling
Presentation on e-teaching given at Blackboard World 2014 conference July 2014. Based on doctoral research investigating the influences on attitudes and behaviours of staff who teach and support learning towards virtual learning environments, it offers seven top tips for managing online learning based on the Teaching and Learning in a Digital Age (TELEDA) short postgraduate courses at the University of Lincoln.
Leibowitz being and becoming a good university teacherBrenda Leibowitz
presentation made by Brenda Leibowitz at the OLKC Conference in Milan in April 2015. The presentation concerns theory informing research on learning to teach
CORE Education Breakfast series 2014 | Digitising appraisal and inquiryKaren Spencer
These slides accompany the CORE Breakfast series I am facilitating in 2014. Full information and further links here: http://karenmelhuishspencer.com/2014/02/25/my-core-breakfasts-2014-digitising-professional-learning-or-not/
All images used are under CC licences and these, plus references, are in the presenters' notes.
Clement Coulston - Innovation in Thinking and Learning Think Tank ReflectionsClement Coulston
On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics
of inquiry-based learning and collaborative leadership. The
discussions enthused at the Think Tank, were further
developed online, through its live-stream, twitter participation
with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1.4 modern child centered education - mahatma gandhi-2.pptx
Belonging, power & fear: #ujhtl as a social learning space
1. Belonging, power and ‘fear’:
#ujhtl as a social learning
space for academics at UJ
Ingrid Marais, Najma Agherdien, Carina
van Rooyen
Presentation to #HETL14 in Alaska on 1 June
2.
3. academic professional
development
Quinn (2012:3) defines academic
development as “a range of
formal and informal activities
aimed at contributing towards
academics’ capacities as scholarly
educators.”
Source: http://www.africansunmedia.co.za/Portals/0/SmithCart/Images/Re-imagining-Staff
8. social learning spaces
(SLS)
• Oldenburg's (1991) definition: "physical and/or virtual
area that is not predominantly identified with either
social or work/study perspectives but transcends both
and facilitates both formal and informal student centred
collaborative learning" (Williamson & Nodder 2002)
• Wenger: “those contexts where you feel like you are able
to have really meaningful conversations with people
about your experience of and involvement in practice.”
12. Humanities at UJ
• Humanities Teaching & Learning Committee formed
task team on 21st century teaching (we call it T&L with
technologies)
• Two lecturers (none with PhD then) & instructional
designer to drive CoP for Humanities lecturers
• Three underlying principles agreed on
• Focus of activities to be pedagogy, not per se tech
• Voluntary participation in activities
• Activities to include research component
17. Whilst interested, reasons for marginal participation
included
1. PD is supposed to be presented by the university; not
primarily my responsibility
“The things should be there, and you should be informed what is there.”
2. Doing is the best PD; not talking
3. Relative unimportance of teaching PD; doesn’t see it as
important as ‘research’ PD
“…it also means I need to say no to certain things and not over
commit myself to the things that are not absolutely
necessary.”
18. 4. Teaching PD seen as not necessary
“Can you teach someone to be a lecturer?”
5. Issue of time: intention to participate but never have
time (blame on high student numbers)
“we are overburdened…we have too many students and too few staff
members”
19. 6. ‘Fear’ of tech & rejection both in F2F & online
• Uncomfortable-ness with technology (Twitter/
Google groups)
“…this group chat! Really, you get intimated.”
Some lurked for Twitter discussions
“I felt like an interloper”
• BUT ALSO uncomfortable with F2F – issues of
trust
“But you see the problem is that I don’t want to come there and
look stupid … I know I’m doing myself a… probably
disadvantage because the world is so technologically … I also felt
that if I come to the face-to-face I’d probably sit there
dumbfounded and really confuse myself more…”
23. 1. Importance of teaching
• PD as ‘necessary’ / core to practice as academics, especially
regarding T&L
• To teach effectively must look at own learning
• Identity as teacher AND identity as subject specialist
“As much as I work on my PhD, there is also being conscious of who I am
as a teacher, what is my teaching philosophy.”
• Participants seem to have a compound identity as teachers & as
researchers
• Acknowledge context in which ‘researching’ / ‘publishing’ is
rewarded more than teaching – lesser motivation for developing
into good teachers
24. 2. care for students
• “I really care for students…the way they understand the world, and I really
enjoy engaging with them, most of them.”
• “I really love the first years…I can get into their heads.”
• “I think those that have joined the #ujhtl group, …the thing that they have in
common is that they are all passionate about students.”
3. pedagogy interest; not per se
tech interest
• “I don’t think they are all passionate about technology. The drive is not technology but
they are passionate about students…the student is first… I do not think you can claim
to care about you students, if you don’t care about informal learning in the era we are
living in — personal and professional learning via various social media.”
• “it’s just not about the technology, its about the pedagogy…I’m interested in teaching
and learning as a field…I like engaging with people who like talking about these
things.”
27. 4. own lifelong learning
• “It was such a massive shift, not only in how I teach but how I learn. It has become such a key
part in my own professional development and how I learn and I am really convinced that social
learning is the way we learn. And technology makes that so easy. I really think that is how our
students must learn and that is how I want to teach. I want them to discover this amazing wonder
in your life that for the rest of your life whatever you want to learn I don’t need to enrol for a
formal course. I can learn anywhere I want with any expert in the world.”
• “With technology being so ubiquitous, the need to transform the way we work, teach learn, engage
forces us to unlearn and relearn.”
• “My big motivator is being relevant in future, having an interesting, engaging job, not being stuck
in a comfort zone that turns into a prison – traditional teaching. But constantly learning,
remaining relevant, evolving as education evolve, being really connected to my job, I want to remain
invested in it, connected in it, …for personal growth”
• “It is bringing home this notion that learning can take place everywhere, you don’t have to be in
the classroom to learn.”
• “Through participation in the group I have met new colleagues whom I would otherwise not have
met. My interest in this area as well as engagement has opened doors for me to further engage… I
feel like this domain has added a great deal of value to my personal and professional growth.”
30. 5. notion of pd
• Research-teaching nexus
“Professional development I see as multi-faceted, with many parts to it. So enriching oneself,
…it is engaging with others… by branching out in other areas, through networking, through
coming in touch with your context, with your environment, you space. I think space is really
important; not just as a concrete space but as your learning space. So professional development is
really important; it depends on what your goals are, is it really self-centred or is it part of team.
Where does one see oneself going?”
“For me my professional life has different lives to it, different aspects: part of it is the
teaching bit, part of it is the area specialist bit. So, I think about professional development in
terms of those two things… For me professional development is important because it helps me
do my job that I’ve been hired for, which I have been trained in one part of it, the subject
specialist. I have the PhD to show I am the so-called expert, and there is a lot of emphasis on
that part of it— get the PhD, get the MA, publish articles. But only part of it is that bit; the
other part of it is the teaching bit. And we don’t actually get taught how to do it. We are
expected to do it but there is actually very little incentives for people to become good at it because
you don’t get rated on it. But that aside, I think professional development is what I need to do all
aspects of my job well.”
31. 6. Agency in PD
• Own responsibility
“I think those that have joined the #ujhtl group, what they have in common…the one thing that I
think is very strong, is that they take responsibility for their own learning; they are not waiting for
anyone else.”
“We don’t need a workshop to tutor each other on what to use and what not to use.”
“If I think of my own professional development it is really a mixture of formal and informal
learning, so the real formal learning is when you get a PhD…But in my teaching stuff we never
really received any training. … I think where our group fits in for me is part of my informal
professional development and I think it is not just mine, it is every person’ responsibility. You must
have formal and informal areas of doing it. So, some would think some of the formal is ones
that the university provides and I think those are important ones, but I think we all have a task…
and I think academically one of your big […] is having networks and learning through
networks. And it has always been that for academics….I don’t have to wait for the [PD Unit]
to arrange one or another workshop on assessment; I can go ask Steve Wheeler or I can go read
his blog or I can watch videos, I just Google… I think the most shocking thing is that others can
still be stuck where they want others to tell them something. Have you tried Googling?”
33. “While I think it is important for the university to create some opportunities for PD, or support me
when I ask for support, it’s up to me to do it. It’s my job, it’s my pride, so I want to look for
opportunities for myself. And that is what #ujhtl is for me. It is one of many opportunities that I
created for myself…to be better at that one thing of my job.”
“There was always - when you were a tutor, etc. - the next step, the next responsibility that you
could assume and feel like you are making progress. But in the university level you become a lecturer,
and ja sure you can become a professor and a senior lecturer, but that is related to your own research,
not your teaching. So once you hit the level where I am now…there is nothing beyond this. I can look
to other lecturers for inspiration but I have to find my own next step, my own creativity…it is not
there waiting for you to aspire to, you need to create it. It becomes your responsibility, I think as some
point you grow up. I think you reach a stage in your professional development where it is no longer
someone else’s job to teach you or to grow you, it becomes your own job and that shift is difficult.”
“If I think about talking to people about joining #PhDChat — and I think it will hold true for
#ujhtl as well — I think there is a larger taking responsibility for your own learning process. While
other people feel someone else must come in and do it… so much more agency. So a lot of people that
I encourage to join #PhDChat has [sigh] oh I don’t have time or I don’t have this or I don’t have
that but you know no-one is giving me opportunities. But then there are opportunities but you just
don’t want to join them. And then it becomes less about time and less about learning and just
actually you don’t want to do it; you want someone to come and give you the answer or force feed you
the answer, which is such a problem we face with our students as well. It’s an orientation thing.”
34. “I see it [professional development] as my own development as a person as a
progression from where I am to where I would like to be, so for me there is a path
that I need to follow to get to where I would like to see myself. … I am not going
to wait for my line manager to say I think you need to develop this area. Yes, if
they see something, perfect, fine. But if I see something there is a workshop. So I
love going to workshops, I love going to conferences, I love talking to people….For
me the personal learning networks being on Twitter, LinkedIn, Facebook, that is
all just so valuable, that is all part of my professional, my own learning.”
“For me, personally, I am not going to wait for someone to tell me this is, you
need to attend this workshop… but I think it is my responsibility and I have
always been open to trying new things…if you think it is the university that must
professionally develop you then it is easy to then sit back and say well from your
side you never came up with any suggestions, you never told me to attend this
workshop, why didn’t you offer me that skill, that workshop… I have the desire to
try new things …I did it for my own [professional] development…if I don’t
grow, I don’t think I have much to offer the people that I work with. And I think
it is my responsibility to see that I do grow.”
35. 5. trust & belonging
• Safe & encouraging space
[ujhtl] is kind of a safe space to try out things….You have like minded
people…that is the beauty of the group.
There are people taking the conventional route […] and then there are
people willing to learn, to try out new things. But it is a difficult space
to be in because you are almost trying out new things, but you don’t
know if it is going to work. So the #ujhtl group is a very nice space to
almost pilot these ideas.
Every time I reflect and discuss my ideas within this group I feel
inspired. I feel happy about what I do and it’s really a great space to
share ideas and the colleagues are a great sounding board to bounce off
these ideas but also offer great insight and alternatives to my ideologies.
36. • Feelings of trust
There are such different trust relations between those that are in the group and
they talk so much more to one another… so there is a cohesion because we are
engaging because we are a network for one another, we learn from one another.
And I am not sure whether we are learning from one another because we
trusted one another from before, or because we are learning we are trusting
more. I think it is probably a mixture of both. …If I think social learning
means ‘I learn from you’; so, it must respect you; I must respect and trust
working with you. And I wonder to what extent it must be present. If you
don’t trust, you can’t be part of a social learning group?
My participation has enabled me to join a network where I can learn from
various members with experience and knowledge on teaching practice. It has
given me confidence as I know a ‘body’ exists of people that I may turn to
discuss issues and triumphs in my own experience. I also feel good knowing
that I can reflect my experiences within this group and also draw from their
experiences.
37. picture of bear in tree
Source: http://themetapicture.com/we-belong-together/
38. • Feeling that belong with group, belong to a community (COP)
Every interaction with the group makes me feel a bit more comfortable with the members. I feel
like I belong.
I really value the #ujhtl group… I think the value is not only in learning something new, but
the value is in you knowing that here is a group of us that think similarly, and want to see
similar stuff. Even if it is just at the level: I am not alone in this. I’m not the only one that is
crazy…we are here; I belong, I am part of a community. … And if you are then confronted by
other stuff… then if you have this, it is a nice counter for those negatives and the constraints.
Because there is a group of us that can and will, and we can just flippin do it!”
Yes, I realise that collaborative effort is so much more valuable than simply figuring out
approaches on my own. It is affirming to speak to others and find out that we have similar
views on issues. Perhaps this is what makes this CoP so valuable.
• Accountability / obligation
#ujhtl as both a support and pressure group
I felt more obligated to participate in the chats [because the group is so small]. Even at times
when I felt I didn’t have much to add, I felt obligated to participate…if I don’t say something
the discussion will go a bit quiet…but [with the big chats] there are sometimes to many voices.
40. which platform?
• Open vs closed spaces
I really prefer open platforms. The platforms we are using now [Google Hangouts], I am not
convinced it works, not as a professional learning tool.
After engaging in a few sessions within the Google Hangouts domain I really feel like we having a
private discussion. At least on Twitter we were more publicly involved and had many lurkers gaining
from our discussion but also had experts following us and contributing. So even though I think this
domain is purposeful but we need to rethink the long term goals of our group and decide the type of
involvement we want within the online realm.
I was learning Twitter but over time it was getting quite frustrating because on a practical level you
do come across ideas but in order to make anything of that idea you need to commit a further two or
three hours a week in your own time to think about applying it in your course. […] The
communication barrier of having 140 characters was the biggest frustration for me.
• Across platforms
One of the things that would happen for us that were meeting in the hallway, we would then chat
over tea about this morning or yesterday’s talk. So, in a way you would continue the Twitter
discussion… and that is when we could get to the more nuanced things.
41. • Intro- & extroverts
When ujhtl started it was Twitter based, which I really enjoyed…
I never joined the face-to-face discussions…because I was new [at
university] it was a bit of negotiation around leaving the office
which I can do more freely now…I don’t do face-to-face
networking, conferencing very well. It feels more confrontational
face-to-face, the chance for rejection is larger. I don’t think fast on
my feet with face-to-face there is that immediacy that I don’t do
well while when you are online its okay to have a pause.
• Technical glitches
42. Constraints / opportunities
“I joined because I wanted to learn something new. I enjoyed learning Blackboard when it came
out and working with it with the first years. And Twitter I could incorporate something fresh in my
courses because I get bored. […] I found that it isn’t just once a term but it is something that you
have to set aside a lot of time to do it and that has been a bit of a stumbling block…”
This is your career! You care about your career — what do you do to make sure you keep on
learning? In academia if you are serious about your career you have to keep on learning, it is just a
given. Part of how we are learning, and how we learnt in the past, is we would attend courses, we
would go to conferences, and all I am saying is we do exactly the same, we are still doing it. The
only difference is I don’t now go to Pretoria to attend the course, I sit and watch the course on a
webinar. Instead of physically going to the conference I block the time, I sit on Twitter and follow
it, or via Connect I’m following it. For me to say I don’t have time, it shows a lack of
understanding of how the world has changed and how this is not additional too, it is the very core.
One of the things that I realise now that time is so constrained for me is that you prioritise. I have
choices, it is handy to say I don’t have choices. If someone tells me I don’t have time, what you are
saying is that I am not prioritising this. And I am saying that is just soo stupid! It’s your career!
1. make time
43. I think it’s a very easy excuse to say you don’t have time…its a matter
of priorities, if you value teaching, or if you value professional
development, then you make time for this, but people will always have
an excuse of time…I also think it goes through stages, sometimes you
just don’t have time, what I like about a Twitter chat, if you can’t be
there right now you can go back and read the Twitter chat or you can
come in and out as you have time. But I think time is often a handy
excuse for I don’t really want to or I’m not really interested.
It’s got to do with attitude as well, I know. Teaching at UJ, doing my
PhD, there isn’t time …and I could easily say I don’t want to
participate because I have enough on my plate. But at the end of the
day, if you want to grow you must make the time. You know there is
time, maybe prioritise in a different way. […] And with being in the
#ujhtl it is the most convenient way to be able to do other stuff as well
as participate.
44. Does participation in a CoP get taken into account for your performance appraisal? It does get taken
into account, but let’s be honest, it is the articles that count… It’s all about the publications and
sometimes I feel I must let go of the workshops and prioritise in order for my research. Because at the
end of the day that is what counts… There is an imbalance in the way which it is structured, but
because my personal principle is to be both a good teacher as well as a good researcher.
What I try to do is put it in my diary very early that I know that space is for our discussions. People
have different visions of where [my unit/department] should go, and you have that kind of not
objections from others, but you don’t have their support. But you kind of hope that they see the value of
it in the end, and realise that in order to achieve those outcomes there are different ways to get to work.
There seem to be this busy-ness, all too busy to do anything else but their lecturing and their marking.
And other people are saying it is unfair of UJ to expect them to do extra and to do more than what they
are already doing. For me there aren’t really clear boundaries of this is — work, leisure and family
time, for me it is all integrated and for me I don’t have a problem with that. But for a lot of the staff I
work with, they say ‘Sorry I am just not prepared to do that. When I leave here at 5pm I don’t want to
be bothered with emails and work-related stuff.’ So part of their professional development they see as
work-related stuff. There is no way that they are going to make time for that in what they consider their
private space. And I think that is a barrier for many people. And then this thing of being comfortable
with technology. There is so many of the staff that I’ve come across that fear the technology and they
also feel, why do it, they have been managing without it for so long and they don’t see the need to use it.
2. get others to value this kind of pd
45. 3. Student numbers the issue?
• Both core & marginal participants raised large classes BUT core
participants did not see this as a barrier per se
Source: http://www.cowart.info/blog/uploaded_images/NY-Half-Full-772603.jpg
46. 4. tech glitches
The technology can be constraining but for the group, having the problems is fine. If we want to
use it for our students you need to understand. We are here at UJ, how can I use it here, and if I
struggle with it the whole time then I must know this is what it is going to be […] for me that is
what #ujhtl must push us: to be much stronger in pushing others in the university on faster wifi,
faster Internet, more data. So, I value our own group’s tech problems; it’s a wonderful opportunity
to think of how I can actually use it for etching and learning with students. For me it is a value.”
Technology hasn’t been such a barrier, once or twice here it was difficult connecting. I think
connecting issues are really a good excuse online, no-one can ever really blame you. It is legitimate
especially in this country, but it can also become a kind of dog-ate-my-homework excuse, the
connecting issues.
We try and keep the momentum going, although that is not always easy. But the nice thing about
this space [#ujhtl] is that it is a fluid space, nothing is cast in stone. Even the platforms we are
using; if the one is not working we move to the next. And it has been really valuable to try these
new platforms and see. Because in theory it actually looks fantastic but when you actually do it
and you experience all these technical glitches and challenges, then you can actually see this won’t
work in that context, it will actually work better in another context.
47. 5. Doing, rather than talking
We talk too much, we don’t do enough. We can actually try to implement more what
we discuss.What are we trying to change? I find sometimes we repeat a lot of stuff.
[Has #ujhtl enriched your teaching] “It hasn’t, it’s enriched my thinking, made me
more aware what my teaching is lacking, but I can’t say that I have come across an
idea that I managed to developed, that I tried to implement, that I sought advice on
that I gotten back over the #ujhtl format, that I troubleshoot with people. That is
what I was expecting and that is because I committed an hour a week. And I didn’t
commit to another two, three hours a week, implementing those, ideas, following
through on those ideas and that is my own deficiency.
The value for me is the structured-ness of it, I know every couple of weeks I will be
having discussions on teaching and learning. And the other value for me is that the
context is similar…the South African context. …For me the big thing is useful is to
relate the ideas…to our own context.
48. 6. isolated to teaching pd?
As an academic or as a [subject expert] I think I have two jobs. I
connect #ujhtl with the lecturing thing, not the [subject content] side
of thing.
For me professional development is for the lecturing side; it is things
that we have been doing…such as assessment workshops…
conversations…ethical questions, balancing sensitivities
49. Conclusion
• Both core and marginal participants indicate similar
constraints; what is different in one group that allows them to
‘make’ time & value PD in this manner?
• Accept change as a natural / given
• “concern with disruption, here defined as ‘adopting a stance of
questioning, challenging and critiquing taken-for-granted ways of
doing things in higher education’ (Quinn 2012:1)”
• Participants see PD as ‘necessary’ / core to their practice as
academics, especially regarding etching and learning
• Doing this without any acknowledgement, credit or compensation
• Research-teaching nexus
• Use of open platforms: wider PD & power of lurking
53. acknowledgements
• Ferman T 2002 Academic professional development practice: What lecturers
find valuable. International Journal for Academic Development 7(2): 146-158
• Mishra P & Koehler MJ 2006 Technological pedagogical content knowledge:
A framework for teacher knowledge. Teachers College Record 108(6): 1017–1054
• Mostert M & Quinn L 2009 Using ICTs in teaching and learning: Reflections
on professional development of academic staff. International Journal of Education
and Development using ICT [Online] 5(5). Available: http://ijedict.dec.uwi.edu/
viewarticle.php?id=860
• Quinn L (ed) 2012 Re-imagining academic staff development: Spaces for disruption.
Stellenbosch: Sun Press
• Wheeler S 2014 Digital learning futures: 3 things you should know about the future of
learning. Available at http://www.slideshare.net/timbuckteeth/digital-
learning-futures-3-things-about-future-learning