Experience of staff developers when preparing for technology integration

Experience of staff developers when preparing for technology integrationExperience of staff developers when preparing for technology integration

Dr Paula HodgsonEducational Development Centre,

Hong Kong Polytechnic University, Hong Kong

email: [email protected]: [email protected]

Dr Paula HodgsonEducational Development Centre,

Hong Kong Polytechnic University, Hong Kong

email: [email protected]: [email protected]

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.

04/10/23 Free PowerPoint Template from www.brainybetty.com 2

Background informationBackground information

• This presentation is based on a doctoral research study of staff development strategies to prepare academics to integrate learning technologies into teaching.

• The research context is staff development units in Hong Kong universities.

• This presentation is based on a doctoral research study of staff development strategies to prepare academics to integrate learning technologies into teaching.

• The research context is staff development units in Hong Kong universities.


1. What approaches are adopted by staff developers working in Hong Kong to support academics integrating learning technologies into their teaching?

2. From the perspective of these staff developers, what issues emerge in preparing academics to integrate learning technologies into their teaching?

1. What approaches are adopted by staff developers working in Hong Kong to support academics integrating learning technologies into their teaching?

2. From the perspective of these staff developers, what issues emerge in preparing academics to integrate learning technologies into their teaching?

Research questions to be explored

Research questions to be explored


Technical applications

Pedagogical applications

WordPowerPoint

The WebInformation lit.

Sequenced presentationsPreparing notes

Searching information

Building learning community Mobile devicesEvidence-based learning

Technologies for teaching and learning



Technical applications

Pedagogical applications




Diversity of needsDiversity of needs

Units supporting faculty development in universities need to identify more accurately the diversity of needs of academics from different disciplines.

Units supporting faculty development in universities need to identify more accurately the diversity of needs of academics from different disciplines.


Staff development approachfor e-learning


Centralizedversus

decentralized activities

Centralizedversus

decentralized activities


University Managed

Faculty/School Managed

StructuredCurricula

Unstructured/Experiential

Curricula




Staff development approachStaff development approach

Workshops/seminars

Workshops/seminars

University Managed



Curricula


Value of face-to-face workshops

Value of face-to-face workshops

1. Helping academics to understand the potential of using technology;

2. Demonstrating good practice locally and in other parts of the world;

3. Discussing educational issues; and 4. Helping academics to consider

what technologies might do for themselves.

1. Helping academics to understand the potential of using technology;

2. Demonstrating good practice locally and in other parts of the world;

3. Discussing educational issues; and 4. Helping academics to consider

what technologies might do for themselves.



ConsultationsConsultations

University Managed



Curricula


Value of consultationsValue of consultations

1. Providing a private and confidential environment;

2. Staff members are more ready to disclose their concerns;

3. Building rapport with staff;4. Better meeting the needs – practical

tips and professional advice;5. Directly resolving technical

problems; and6. Turning from discussion to funding

applications for teaching enrichment projects.

1. Providing a private and confidential environment;

2. Staff members are more ready to disclose their concerns;

3. Building rapport with staff;4. Better meeting the needs – practical

tips and professional advice;5. Directly resolving technical

problems; and6. Turning from discussion to funding

applications for teaching enrichment projects.



Project-basedProject-based

University Managed


StructuredCurricula


Support for e-projectsSupport for e-projects

SD units provided:• pedagogical advice and technical

support;• pedagogical advice only;• pedagogical advice with

outsourced technical support.

SD units provided:• pedagogical advice and technical

support;• pedagogical advice only;• pedagogical advice with

outsourced technical support.


Value in supporting e-projects

Value in supporting e-projects

1. Creating solutions together;2. Building ‘long’-term relationships

with staff over time;3. Full learning cycle – planning,

designing, implementing, and evaluating;

4. Breeding experience-based culture;5. Achieving greater effect through

working in departments; and6. Creating a ripple effect between

departments.

1. Creating solutions together;2. Building ‘long’-term relationships

with staff over time;3. Full learning cycle – planning,

designing, implementing, and evaluating;

4. Breeding experience-based culture;5. Achieving greater effect through

working in departments; and6. Creating a ripple effect between

departments.



Online workshopsOnline workshops

University Managed

StructuredCurricula


Curricula


Value of online workshopsValue of online workshops

• Helping academics to experience ways of communication through the asynchronous medium, in the role of a student;

• Demonstrating skills required in the online environment; and

• Helping academics to reflect on what the roles of an online teacher should be.

• Helping academics to experience ways of communication through the asynchronous medium, in the role of a student;

• Demonstrating skills required in the online environment; and

• Helping academics to reflect on what the roles of an online teacher should be.


Four key approachesFour key approaches

Discipline-specificface-to-face workshops

University Managed


StructuredCurricula


Curricula

Generic face-to-face or online workshop(s), Individual consultation(s)

Informal sharing session(s)

Face-to-face or online courses,consultations (project),

E-projects


ConclusionConclusion

When designing these activities, they need to be flexible, practical and appropriately timed. (McNaught &

Kennedy, 2000). Research has shown that the effects of these professional development activities depend heavily on faculty ownership and involvement in the process.

While preparing academics to enhance their teaching with e-learning technologies, support in the organizational environment – from the top and at the departmental level – has a significant effect.

University Managed


StructuredCurricula


Curricula

Experience of staff developers when preparing for technology integration

Education

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