Developing online teaching in higher education : global perspectives on continuing professional learning and development / / edited by Dianne Forbes, Richard Walker

• Pubblicazione: Singapore : , : Springer, , [2022]; ©2022
• Descrizione fisica: 1 online resource (219 pages)
• Disciplina: 354.81150006
• Soggetto topico: Internet in higher education; Educació superior; Ensenyament assistit per ordinador; Internet en l'ensenyament; Telecomunicació en l'ensenyament
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): ForbesDianne; WalkerRichard
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Intro -- Series Editors' Foreword -- Contents -- About the Editors and Contributors -- Editors -- Contributors -- Introduction: A Continuous Professional Learning and Development (CPLD) Framework for Online Teaching -- 1 Covid-19 and the Mainstreaming of Online Teaching Provision -- 2 The Distinctive Challenges of Online Teaching -- 3 CPLD for Online Teaching -- 3.1 A Multidimensional, Multi-level Model of CPLD -- 3.1.1 Inter-institutional/Societal CPLD -- 3.1.2 Institutional CPLD -- 3.1.3 Middle-Out Programme-Driven CPLD -- 3.1.4 Personal 'Inside-Out' Experiences of CPLD -- 4 Summary -- References -- Part I: Inter-institutional/Societal CPLD -- Professional Learning for Open Online Educators: The #Openteach Story -- 1 Introduction -- 2 Contemporary Perspectives on CPLD for Online Educators -- 3 #Openteach Approach to CPLD for Online Educators -- 4 Methodology -- 4.1 Case Study Context -- 5 The #Openteach Story -- 5.1 Phase 1: Needs Analysis -- 5.2 Phase 2: Synthesis of the Literature -- 5.3 Phase 3: Course Design and Development -- 5.4 Phase 4 Course Pilot -- 5.5 Phase 4 Pilot Evaluation -- 5.5.1 Knowledge and Understanding of Online Pedagogy -- 5.5.2 Community of Educators -- 5.5.3 Course Design -- 5.5.4 Covid-19 Pandemic Context -- 6 Final Thoughts -- References -- Inquiry MOOCs: Privileging Constructive Collaborative Learning for Continuing Professional Development -- 1 Introduction -- 1.1 The Emergence of MOOCs -- 1.2 Integrating Community of Inquiry into MOOC Delivery -- 1.3 The Value of MOOCs in CPLD -- 2 Professional Development Quality Indicators Represented in BLP -- 2.1 Collective Participation -- 2.2 Duration -- 2.3 Active Learning -- 2.4 Content Focus -- 2.5 Coherence -- 3 The Guiding Pedagogy -- 3.1 Meta-Community -- 3.2 Reducing Role Ambiguity -- 3.3 Reducing Temporality of Conversation Flow -- 3.4 Diversified Foci. ; 3.5 Lack of Psychological Obligation -- 3.6 Fear of Criticism and Self Consciousness -- 4 Conclusion -- References -- Get Interactive: The Value of a MOOC for Continuing Professional Learning and Development -- 1 Introduction -- 1.1 Continuing Professional Learning and Development of Teachers as Designers -- 2 To Bloomsbury and Beyond! The Origins of GetInMOOC -- 2.1 GetInMOOC Design -- 2.2 Evaluating the Effectiveness of MOOCs for Teacher CPLD -- 2.2.1 Immediate, Potential and Applied Value in GetInMOOC -- 2.3 After the MOOC: Realised and Reframing Value -- 2.3.1 Value Creation Stories from Our Volunteer Mentors -- 3 Conclusions -- References -- Cross-Cultural Mentoring in Tertiary Education: Enhancing Self-Efficacy in Online Teaching Through Collaboration and Openness in Professional Learning -- 1 Background -- 1.1 Open Education for a Better World -- 1.2 CPLD and Cross-Cultural Mentoring -- 1.3 Self-Efficacy -- 2 CPLD and Cross-Boundary Open Learning -- 2.1 Modes of Participation -- 2.2 Time, Place, and Space -- 2.3 Culture and Language -- 2.4 Diverse Professional Contexts -- 3 Discussion -- 4 Recommendations -- References -- Professional Accreditation Pathways in Higher Education: Enabler or Block to Technology-Enhanced Learning Professional Development? -- 1 Introduction -- 2 Theoretical Underpinnings -- 3 Professionalisation of HE -- 4 Critique of Accreditation Pathways -- 4.1 What Is the Evidence of Impact? -- 5 A Digital Focus -- 5.1 What Evidence Is There That Frameworks Help to Develop Digital Teaching Skills? -- 6 Reflections/Recommendations -- 6.1 Encouraging a Developmental Culture -- 6.2 More Explicit Digital Focus Through Frameworks -- 7 Conclusion -- References -- Part II: Institutional CPLD -- Emergency Designs: Lessons for the Rapid Implementation of Online Teaching -- 1 Introduction -- 2 ADDIE Model -- 3 Methodology. ; 4 Emergency Designs: ADDIE During COVID-19 -- 4.1 Phase 1: Analysis -- 4.2 Phase 2: Design -- 4.3 Phase 3: Development and Phase 4: Implementation -- 4.4 Phase 5: Evaluation -- 5 An ADDIE for Emergencies -- 5.1 Supporting Emergency Learning Design -- 6 Conclusion -- References -- Providing Continuous Learning and Professional Development Through a Toolkit Design -- 1 Introduction/Background -- 2 ABC Learning Design -- 2.1 Adapting the Framework -- 2.2 A Toolkit Approach -- 2.3 Evaluation -- 3 Methodology -- 3.1 Analysis -- 4 Results -- 4.1 Theme 1: Time -- 4.2 Theme 2: Knowledge -- 4.3 Theme 3: Organisation -- 5 Discussion -- 6 Next Steps -- References -- Swift Preparation for Online Teaching During the Pandemic: Experience Sharing from Healthcare Teaching in Hong Kong -- 1 Introduction -- 2 Preparation and Ongoing Support for the Swift Change of Online Teaching -- 3 Challenges Faced by Teaching Staff During the Initial Implementation of Online Teaching -- 3.1 Adaptive Changes for Online Teaching -- 3.2 Interaction and Communication During Synchronous Online Teaching -- 3.3 Perspectives from Students -- 3.4 Perspectives from Teaching Staff About Their Learning Journey -- 3.5 Reflections on the Timetabling Planning for Resuming Small Group F2F Practical Teaching -- 4 Future Directions for Preparing Teaching Staff to Implement Online Education -- References -- Part III: Middle-Out Programme Driven CPLD -- Co-design as Professional Learning: Pulling Each Other in Different Directions, Pulling Together -- 1 Introduction -- 1.1 Connected Learning at Scale -- 2 Method -- 3 Pulling Each Other in Different Directions -- 3.1 Learning About Design -- 3.2 Attitudes to Design -- 3.3 Sharing Co-design in and Across Teams -- 4 Discussion: Pulling Together -- References. ; Share Sessions: A Solution to Cross-Disciplinary Academic Professional Learning and Development in Higher Education -- 1 Introduction -- 1.1 Literature Review -- 2 Methodology -- 3 Findings -- 3.1 Academics as Connected Learners -- 3.2 Community of Practice -- 3.3 Sense-Making of Informal Sharing -- 4 Discussion -- 4.1 Impact -- 4.2 Transferability -- 4.3 Implementation -- 5 Conclusion -- References -- Informal, Grassroots Online Professional Learning: The Experiences of Teacher Educators -- 1 Introduction -- 1.1 CPLD of Teacher Educators in the Tertiary Setting -- 1.2 Teacher Educators' Engagement with Online Learning Opportunities During COVID-19 -- 2 Professional or Teacher Learning Communities -- 2.1 Online PLC Design and Description -- 2.2 PLC Impact on Participants -- 2.3 Learning from the PLC for Tertiary Educators -- 2.4 Impact of the PLC in Tertiary Educator CPLD -- 3 Recommendations for Successful Online CPLD -- References -- Supporting Emergency Remote Teaching via a Responsive Professional Development Support System -- 1 Introduction -- 2 Literature Review -- 3 Context and Background -- 3.1 Support at the University Level -- 3.2 English-Medium Support -- 3.3 During the Semester -- 4 Methodology -- 5 Analysis and Discussion -- 5.1 Issues Experienced During the Online Semester -- 5.2 Reflections on Successes and Challenges -- 5.3 Perceived Helpfulness of Activities and Level of Support -- 6 Lessons Learned -- Appendix: Summary of Relevant Questions from the Final Survey -- References -- Part IV: Personal 'Inside-Out' Experiences of CPLD -- Pathways to Creative Learning and Teaching Online: An Ecological Model -- 1 A Model for Creativity Online -- 1.1 Virtual Creativity and CPLD Practice -- 1.2 Definitional Complexities -- 2 An Ecological Model -- 2.1 Key Element 1. Ontology: Being Creative for Life and Learning. ; 2.2 Key Element 2. Design for Creativity Online: Playful CPLD and Generative Spaces -- 2.3 Key Element 3. Work with the Environment -- 2.4 Key Element 4. Effective Facilitation, Mentoring, Modelling of Practice, and Creative Leadership -- 3 CPLD Principles -- 4 Conclusion -- References -- From Physical to Virtual: Reflections on the Move from the Lecture Hall to the Digital Classroom -- 1 Context of the Study -- 2 Pre-pandemic Professional Training and Development Agenda -- 3 Students, Teachers, and Digital Skills -- 4 Development Needs and Transitioning Teacher Identity -- 5 Recommendations -- 5.1 End-User Awareness -- 5.2 Immediate-User Awareness -- 5.3 Self-Reflection -- 5.4 Empathy and Compassion -- 5.5 Problem-Solving and Shared Experiences -- 5.6 Unlocking Creativity -- 5.7 Transform Attitudes to Change -- 5.8 Communication and Setting Expectations -- References -- Conclusion: Continuing Professional Learning and Development (CPLD) for Online Teaching: Diverse Perspectives and Common Themes -- 1 Online, Situated, and Flexible CPLD -- 2 A Balance of Digital Competencies and Pedagogies -- 3 Collaborative and Social -- 4 Active and Creative -- 5 Continually Evaluated -- References.
• Titolo autorizzato: Developing online teaching in higher education
• ISBN: 981-19-5587-5
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910632475403321
• Lo trovi qui: Univ. Federico II
• Serie: Professional and Practice-Based Learning