This document summarizes a study that examined academics' personal networks to understand how they support professional learning and teaching practice transformation. Interviews and surveys of 53 academics across different institutions and disciplines found they rely on two types of networks: interest-driven and task-specific. Their networks primarily consist of strong, local ties that provide socio-emotional support but limit exposure to new ideas. While networks facilitate knowledge acquisition, advice and encouragement, they may also reinforce existing practices. The study contributes a social network analysis approach to understanding academics' learning and offers insights into network composition.
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
The Role of a Learning Technologist in Transforming Digital Learning Practice...Chrissi Nerantzi
18 January 2018, London, invited contribution to the Inside Government event Embracing Technology Enhance Learning in Higher Education
https://chrissinerantzi.wordpress.com/2018/01/20/inside-government-event-18-1-18/
Slides presented at the 5th International Meeting of OERu partners, including some contributions from the floor on research priorities in open education
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
The Role of a Learning Technologist in Transforming Digital Learning Practice...Chrissi Nerantzi
18 January 2018, London, invited contribution to the Inside Government event Embracing Technology Enhance Learning in Higher Education
https://chrissinerantzi.wordpress.com/2018/01/20/inside-government-event-18-1-18/
Slides presented at the 5th International Meeting of OERu partners, including some contributions from the floor on research priorities in open education
In our department, we're required to present our study proposals for comment before submission to Higher Degrees. This allows for the group to give feedback for final corrections in the hope that the proposal is accepted without having to make major revisions.
This is the proposal presentation I gave to my department a few days ago. The feedback I received, although mainly editorial, means that the structure of this content is not the same as it will be in the final submission e.g. the Method has received another step in the process.
Presented by James Little (freelance and University of Sheffield) at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
The purpose of this research is to understand which Flexible & Distributed Learning (FDL) techniques generated positive student engagement.
The aim of the research was to inform the development of the module for future iterations.
The objectives of the research are to:
* Understand which FDL techniques derived positive student engagement.
* Explore other possible FDL techniques that may be appropriate for the module.
* Identify which FDL techniques may be transferrable to other modules.
This presentation, given on 30/9/20 to OpenEdColloquium20 at Nelson Mandela University, South Africa, highlights the GO-GN Research Methods Handbook. The Handbook provides a guide to research methodology for researchers working in the field of open education.
An in progress co-teaching project developing information, technology, and s...Emporia State University
Emporia State University's information, technology, and scientific literacy certificate program is partially funded by a generious grant from the Institute of Museum and Library Services (IMLS).
In our department, we're required to present our study proposals for comment before submission to Higher Degrees. This allows for the group to give feedback for final corrections in the hope that the proposal is accepted without having to make major revisions.
This is the proposal presentation I gave to my department a few days ago. The feedback I received, although mainly editorial, means that the structure of this content is not the same as it will be in the final submission e.g. the Method has received another step in the process.
Presented by James Little (freelance and University of Sheffield) at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
The purpose of this research is to understand which Flexible & Distributed Learning (FDL) techniques generated positive student engagement.
The aim of the research was to inform the development of the module for future iterations.
The objectives of the research are to:
* Understand which FDL techniques derived positive student engagement.
* Explore other possible FDL techniques that may be appropriate for the module.
* Identify which FDL techniques may be transferrable to other modules.
This presentation, given on 30/9/20 to OpenEdColloquium20 at Nelson Mandela University, South Africa, highlights the GO-GN Research Methods Handbook. The Handbook provides a guide to research methodology for researchers working in the field of open education.
An in progress co-teaching project developing information, technology, and s...Emporia State University
Emporia State University's information, technology, and scientific literacy certificate program is partially funded by a generious grant from the Institute of Museum and Library Services (IMLS).
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
Content personalisation is becoming more prevalent. A site, it's content and/or it's products, change dynamically according to the specific needs of the user. SEO needs to ensure we do not fall behind of this trend.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
By David F. Larcker, Stephen A. Miles, and Brian Tayan
Stanford Closer Look Series
Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
• Are the executives selected for the CEO role really better than those passed over?
• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
The Open Research Agenda (Milton Keynes)Robert Farrow
Slides presented at the CALRG Annual Conference 2016
(http://cloudworks.ac.uk/cloudscape/view/2975). The Open Research Agenda is an international consultation exercise on research priorities in open education.
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...EPNET-Europortfolio
#ePortfolios #Webinar
webianr available at https://www.youtube.com/watch?v=AUVTGmLHYmU
Published on Feb 19, 2014
Researching ePortfolios: The current state of play led by Darren Cambridge, Babara Cambridge and Kathleen Blake Yancey
This webinar was held on Friday 7th Febuary 2014 by www.europortfolio.org
This webinar discusses the research on e-portfolios, presenting the work of the Inter/National Coalition for Electronic Portfolio Research as a model for collaborative inquiry embedded within the process of implementation that both generates new knowledge and leads to successful results.
Over more than a decade, the Coalition has worked with nearly 70 further and higher education institutions in the US, Canada, the UK, Australia, and the Netherlands to better understand how e-portfolios can supporting learning, assessment, and institutional change.
The webinar will provide an overview of the Coalition's process, survey some results from cohorts that have completed their work, and discuss current questions it is investigating and how they might apply to cross-sector practice in Europe.
For more information about the Coalition and its work see http://ncepr.org/
Webinar leaders will be: Barbara Cambridge, Director, Washington Office, National Council of Teachers of English, Darren Cambridge, Principal Consultant, Networked Learning Group, American Institutes for Research and Kathi Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University.
Europortfolio is a European Network of ePortfolio Experts & Practitioners.
Europortfolio, a not-for profit association established with the support of the European Commission, is, dedicated to exploring how e-portfolios and e-portfolio-related technologies and practices can help us to empower:
1. 'Individuals as reflective learners and practitioners;
2. Organisations as a place for authentic learning and assessment, and
3. Society as a place for lifelong learning, employability and self-realisation."
Europortfolio has a broad agenda, if you would wish to know more, or to get involved, you can do this by visiting our website www.europortfolio.org
This presentation is linked to a workshop held as part of the HEA enhancement event 'The full picture: the journey from listening to partnership in student engagement'. Further details of this workshop can be accessed via this link: http://bit.ly/1vYkUBK
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yknErn
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/129riIW
This presentation is linked to a workshop held as part of the HEA enhancement event 'The full picture: the journey from listening to partnership in student engagement'. Further details of this workshop can be accessed via this link: http://bit.ly/1FAP2D3
How the Centre for Innovation in Higher Education (CIHE) drives and enhances multi-disciplinary pedagogic innovation
Presented at the Advance HE Teaching and Learning Conference 2-4 July 2019 by Dr Simon Pratt-Adams (Director of CIHE), Dr Emma Coonan (Research Fellow, CIHE), Dr Paul Dyer (Senior Lecturer in Biomedical Science, Anglia Ruskin University), David Jay (Language Skills Tutor, Anglia Ruskin University), Sarah Etchells (Acting Director of Studies, Anglia Ruskin University) and Paul Driver (Learning Technologist, Anglia Ruskin University).
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...Iwan Syahril
Workshop ini bertujuan untuk mempelajari komponen-komponen dalam learning outcomes dalam penyusunan kurikulum program studi di perguruan tinggi dan mengaplikasikannya dalam penulisan silabus (Rencana Pembelajaran Semester - RPS) dan lesson plan (Satuan Acara Pembelajaran - SAP).
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
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.
Introduction to AI for Nonprofits with Tapp Network
Exploring academics’ learning spaces
1. EXPLORING ACADEMICS’LEARNING
SPACES: AN EGO-CENTRIC NETWORK
APPROACH TO LEARNING ABOUT
TEACHING
Nina Pataraia, Dr. Anoush Margaryan, Dr. Isobel
Falconer, Professor Allison Littlejohn,
The Caledonian Academy
GCU, Glasgow, UK
2. Context
• The value of learning with others, from others, through
others, and supporting others in their learning is becoming
widely acknowledged;
• The significance of networks for sustained professional
development and development/transformation of teaching
practice is also emphasised (McCormick et al., 2010;
Patrick, Elliot, Hulme, & McPhee, 2010; Schulz-Zander &
Eickelmann, 2010)
• Limited number of studies have examined academics’
teaching networks, in particular, their personal/informal
networks.
3. An overarching objective of the study
• Examine academics’ authentic learning
spaces, identifying critical sources of novel
ideas, knowledge and support required for effective
teaching in HE;
• Investigate the role of personal networks in supporting
academics’ professional learning and transformation of
teaching practice.
4. Description of the study
• Phase I- preliminary study: 11 academics from two UK-
based universities, representing four disciplinary domains
Engineering-2/11; Life Sciences-4/11; Social Sciences-
2/11; Humanities-3/11;
• Phase II: 53 academics representing three different HE
contexts from the UK, Sweden and the Netherlands and
five disciplines (Business-4/53, Engineering-
19/53, Humanities-5/53, Life Sciences-10/53 and Social
Sciences-13/53).
5. Methodology
• Research model
A combination of social network analysis and qualitative interviews used for examining
academics’ learning and advice-seeking in personal networks
• Phase I: 11 semi-structured interviews
• Phase II: 53 online survey responses for 363 learning relationships and 15 semi-structured
interviews.
Web-based SNA survey based on extant survey (Cross & Parker, 2004): Name generator and
interpreter survey instruments;
Adjacency matrix & sociomatrixes used for collecting supplementary network data;
Descriptive and inferential statistics (Chi-square test for independence) (SPSS);
Measures of ego-centric network analysis:
• Heterogeneity - Agresti's IQV (Agrest and Agrest, 1978);
• Homophily: Krackhardt and Stern's (1988) E-I statistics;
• Structural holes (E-net & NodeXL);
Content analysis (Nvivo 9).
6. Findings from the preliminary study
Teaching-specific conversations are geographically-dispersed, taking place with
local, institutionally-based, as well as cross-country and international, colleagues, friends and
family members.
Content of interactions
Departmental colleagues:
• Student-related issues: induction, progress, changing expectations and disruptive
behaviours (9/11);
• Teaching (methodology, techniques and tools) (6/11);
• Course/programme design/refinement (5/11);
• Assessment (4/11);
• Learning process (content and outcomes) (2/11).
Institutional colleagues:
• New teaching methodologies and assessment tools, largely at university-wide events (9/11)
Elsewhere (Common disciplinary domain or research interest)
• General discussions
Nature of relationships
• The respondents emphasised talking more with those with whom they were on friendly
terms;
• Many conversations with departmental colleagues were ad hoc, took place during lunch
and coffee breaks, and more frequently during the teaching term
7. Findings from the preliminary study 1
Perceived value of networks
• Networks represent the locus for experimentation, equipping
academics with novel teaching ideas, disciplinary
knowledge, resources and learning opportunities;
• Key benefits of networking entail good personal
relationships, availability of professional
advice, prompt/constructive feedback, solidarity and emotional
support;
• Networks are constructive and encouraging. Exposure to
diverse viewpoints and a wide array of expertise enriches the
academics’ knowledge base, but simultaneously challenges
their thinking.
8. Findings-Phase II•
When directing their own professional learning, academics draw upon two types of personal networks:
Interest-driven and task-specific learning networks
An awareness of the expertise and resources embedded within networks. Academics reached out to
specific people with explicit inquiries and expectations
Peer characteristics: Competent/knowledgeable, experienced, innovative/creative, approachable,
supportive, influential, responsive, trustworthy
Networks resources: expertise, information and guidance to carry out work-related duties and to solve
problems associated with teaching and other academic responsibilities.
The composition of academics’ learning networks reveals the overreliance on physically proximate (59%)
and strong-tie connections (241/363-66%).
Institutionally localized connections: Females 63% and Males 54%; Humanities (59%) and Life
Sciences (44%)-the highest percentage of departmental connections
Statistically significant associations:
The respondents’ age group/experience level and the hierarchical status of learning connections;
The respondents’ age group/experience level and the length of time they have known learning connections;
Physical proximity /strength of tie and the frequency of interaction.
Exploration of structural characteristics of interviewees’ learning networks reveals low network density only
for 4/15 respondents, represented by low constraint values and high effective size/efficiency measures;
Closed network structure (the respondents having all or majority of their connections connected), marked by
high network density/constraint value (a large number of connections between members of a network) and
low brokerage opportunity, effective size and efficiency
Time of acquaintanceship: the most heterogeneous dimensions of personal networks
9. Phase II
• Knight’s (1997) three dimensions of learning (the agent for
learning; the learning process and the learning content)
represents a linear model for examining academics’
learning through personal networks;
• Personal networks facilitate the acquisition of ‘know what’
and ‘know how’ knowledge;
• The informal and serendipitous nature of learning and
advice-seeking.
10. Learning focus: Teaching-specific knowledge domains
Knowledge
acquisition
through
personal
networks
Assessment 8 Pedagogical knowledge
Kreber and Canton, 2000Learning methods 5
Learning content 3
Instructional materials/ resources 7 Instructional knowledge
Kreber and Canton, 2000
Teaching methods 4
Course design 3
Rationale of teaching practice and
course objectives
5 Curricular knowledge
Kreber and Canton, 2000
University regulations and politics 4 Institutional structure/
Culture
Carlgen, 1999
Classroom issues 4 Classroom management and
organisation
Shulman and Shulman, 2004
11. Learning focus:Acquisition and development of skills
Skills
development
through
personal
networks
Integrating new
technologies into
teaching and learning
7 Technology/
computer skills
Mishra and Koehler, 2006
Curriculum planning 5 Curriculum planning skill
Martin and Double, 2006
Research methods 3 Research skills
Self-reflection 2 Personal skills of evaluation and
self-appraisal
Martin and Double, 2006
Managing relationships
with colleagues
1 Interpersonal skills
Martin and Double, 2006
12. Learning process: key activities undertaken for learning
Learning processes Total number
of participants
Quotes from interviews
Making inquiries 15 ‘Asking how to design a new learning intervention?’ PH2-R8
Discussing
15
‘Sit down with people and have a discussion, just an informal discussion which
some people will call reflection and answers come to you that you never thought
about’ PH2-R19
Sharing
experiences/
resources
15 ‘We share information which then leads us, sometimes they share links, then I
might read whatever links they’ve gave me or they may share papers, so then I
read the papers, then the papers might lead me to another paper or the paper
leads me to another contact’ PH2-R5
Observing
7
‘I’ve actually learnt quite a lot about how she and her colleagues teach on that
programme and the content that they teach their students on that programme’
PH2-R18
Reading
literature/postings
in social media
7
‘Reading others materials have a direct impact on my knowledge, giving me ideas
on how I might enrich, update, make current and reorganise the syllabus on these
modules’ PH2-R29
‘Learning from stuff that she’s posted to her blog’ PH2-R20
Collaborating 6 ‘Through writing together, through teaching together. So I’ve learned an awful lot
from all of this’ PH2-R9
Attending
workshops/
conferences
6
‘I attended some of his workshops and during his workshops I learned quite a lot
from seeing some of the material he has and also taking part in some of the
discussion’ PH2-R29
Comparing 1 ‘I compare how I set my learning scenario up and see if there is anything I can
learn from her’ PH2-R5
13. Networks supporting change in teaching
Changes were largely incremental rather than transformational in nature
Barriers to change
• Time constraints
• Non-supportive organisational culture
• Low recognition of teaching
Factors stimulating change
• Informal dialogues with peers (7/15 respondents)
• Discovery of an interesting piece of information through reading published research (5/15 respondents)
and attending conference presentations (2/15 participants)
• Difficulties encountered during teaching (4/15 respondents)
• Critical feedback from students (4/15 respondents)
Role of advice-seeking networks:
• Ideas and information related to teaching were obtained occasionally rather than frequently
• Feedback and support associated with change was acquired sporadically rather than frequently
• Seventy per cent of the respondents classified support provided as ‘very useful’
• The majority of the respondents discussed concerns about change with their connections (75%).
14. Changes applied to teaching
Examples of change
applied to teaching
Total number of
participants who
discussed similar
instances of
change
Quotes from interviews
Application of new
learning
technologies for
teaching
4 ‘Using blogs and wikis for teaching in a scholarly way, in a
collaborative way, and having students interact and take a
bit of ownership and create their own resources’ PH2-R18
Implementation of
new learning
theories and
methods
5 ‘One of the biggest changes I’ve started the last 6-12
months is to look at how game theory can be introduced
into my teaching’ PH2-R5
‘I’ve been making a lot of different changes to how I
approach the students and what I need back from the
students and how we can work together to enhance their
learning and enable me to be a better teacher’ PH2-R35
Adoption of new
assessment
methods
3 ‘I had developed a new peer review system’ PH2-R8
Teaching online
modules
2 ‘This represents my change of job and the biggest impact
that is particularly how do you teach online for the two
courses that I was teaching last semester’ PH2-R9
15. Types of advice acquired through networks
Types of advice Total number of
participants who
mentioned this
type of advice
Quotes from interviews
Instruction-
related
5 ‘Specific advice about putting together my course
descriptions’ PH2-R20
‘Guidance in regards to formatting of lectures’ PH2-R35
‘The use of learning technologies’ PH2-R37
Pedagogy-
related
5 ‘It’s more to do with methods of learning and teaching
strategies and assessment strategies’ PH2-R1
‘The issue of participation and getting students engaged and
involved actually cuts across all these area’ PH2-R29
Curriculum-
related
4 ‘Do you think that timetable fits with the descriptor and the
learning outcomes?’ PH2-R5
‘More about process things ‘Is this ok?’ ‘Does this fit in with
the programme?’ ‘Am I allowed to do this?’ PH2-R17
Institutional
regulations
4 ‘How to get through formal university procedures, what I can
and can’t do?’ PH2-R19
Student issues 2 ‘Issues with students’ PH2-R 8/ PH2-R37
16. Perceived value of networks
Value/Benefits Total number of
participants
Quotes from interviews
Affective aspect
of relationship
9 ‘There tends to be a kind of friendship element to the ones who are also most
useful to learn stuff from, even if it’s not sort of close friends particularly, but that
sense of trust or of knowing a bit more about someone just helps make things work
better’ PH2-R20
Reciprocity 9 ‘We collaborated on lots of things and so it was mutual and I think in all these
cases it’s been mutual, we’ve learned from each other’ PH2-R9
Sharing
experience/
Resources
7 ‘You tell him your ideas and he will tell you his ideas and you can develop your
ideas through conversation’ PH2-R1
‘There is a whole ambience of picking up things from each other, showing and
telling and have you seen this?’ PH2-R9
Support/
encouragement
7 ‘The fact that I was encouraged to do it at all gave me enough confidence’ PH2-R1
‘The value of it is knowing that I have support mechanisms’ PH2-R19
‘At the times when they’re in that network they’re always going to be sort of useful
people to be in touch with and supportive people to be in touch’ PH2-R20
Access to new
connections
4 ‘Each of those people connect me to a network that is all over the place
geographically and actually all over the place discipline wise’ PH2-R20
Sparks for
creativity/
serendipitous
learning
4 ‘Networks lead me to loads of new and interesting areas that I might not have
found myself’PH2-R5
‘There is a sense of creativity and it comes out in different ways with different
people’ PH2-R9
Self-reflection 3 ‘It helps in terms of reflection and considering what I do it, and why I do it and how
I do it and what I can do to improve it’ PH2-R29
Training/coaching 1 ‘You need people to train you informally if you want to do a good job’ PH2-R37
17. Framework for learning through personal networks
1st dimension
Agent for
learning
An individual
academic
2nd dimension
Learning processes
How learning occurs
within networks
Learning
activities
Inquiry
Dialogue
Sharing
Observing
Reading
Collaborating
Attending
conferences
Comparing
3rd dimension
Learning focus
What is learnt within
networks
Types of knowledge
Assessment
Learning methods and styles
Content
Instructional materials and
teaching resources
Teaching methods
Course design
Rationale of teaching practice
and course objectives
University regulations and
politics
Classroom issues
Skills
Teaching skills
Integrating new
technologies into
teaching and
learning
Curriculum
planning
Research
Self-reflection
Interpersonal
skills
Learning
connections
Who supports
academics’ learning
about teaching?
Contact Types
Departmental
colleagues
Institutional
colleagues
Colleagues in
other
organisations
Family
members
Friends
Students
Characteristics
of learning
connections
Competent
Knowledgeable
Experienced
Innovative
Creative
Approachable
Supportive
Influential
Responsive
Trustworthy
18. Network limitations
• Academics personal networks have hallmarks of homophily,
physical proximity and density, marked by closely-knit learning
and support relationships. Even if such network structure
promotes trust and common values, it inhibits flow of novel
ideas and exposure to new trajectories and external expertise
thus limiting opportunities for learning, change and innovation.
• Strong ties provide socio-emotional support and opportunities
for sharing in-depth expertise and context-bound knowledge,
yet cause biases to internal, inertial practices and beliefs. Such
ties restrain opportunities for updating an individual’s
knowledge base or ensuring an awareness of change in the
wider professional community (McCormick et al., 2010).
19. Contribution
• By adopting a Social Network Analysis Approach, this study captures
a detailed view academics’ learning and advice-seeking that other
diagnostic tools cannot provide, which is further informed by in-
depth, qualitative interviews;
• Extends understating of learning through networks from a social
network perspective;
• Addresses a methodological gap in the literature (Filliettaz, 2011; Van
der Rijt et al., 2012) by contributing a much needed qualitative
approach to complement the prevalent quantitative research in this
area;
• Recognizes the value of personal networks for academics’
professional learning and support, yet points to limitations of network
composition for innovations;
• This mix of countries and contexts allowed us to examine the
implications of networks for academics’ learning and support across
diverse academic cultures.
20. Further information
• Email: NPATAR10@gcu.ac.uk
• Webpage:
http://www.gcu.ac.uk/academy/academicnetworkingpracti
ces/