This book serves as a reference point to inform continuing professional learning and development (CPLD) initiatives at both individual and institutional levels. It serves as a guide for faculty engaged in online teaching within the higher education sector, in universities and vocational education institutions. It moves beyond a technology-driven approach by emphasising pedagogy and design as key issues in online teaching practice. It will highlight challenges to staff engagement and how they may be overcome, drawing on evidence-based examples and models of CPLD from institutions around the world. It is underpinned by a framework that emphasises the need for CPLD that is sustainable and adaptable to a range of contexts, particularly in professional learning and development. This book also highlights practices aimed at sustainable, continuing, learning, and brings together a range of solutions and suggestions to assist educators and institutions with CPLD.
Chapter
1. Setting the Scene, an editorial introduction.- Part I: The
impact of societal change on CPLD.
Chapter
2. Professional Accreditation
Pathways in HE: Enabler or block to TEL professional development?.
Chapter
3. Inquiry MOOCs: Privileging constructive collaborative learning for
continuous professional development.
Chapter
4. Get Interactive: The Value
of a MOOC for Professional Learning and Development.
Chapter
5. Professional
learning for open online educators: The #Openteach story.- Part II:
Institutional influences driving CPLD.
Chapter
6. Responding to COVID-19
through capacity-building for remote teaching: A bi-continental comparative
analysis.
Chapter
7. GCU Going Digital: Responsive Curriculum Design
Toolkit.
Chapter
8. Lock down and Log on: Learning from student and staff
experiences of emergency online teaching.- Part III: Middle-out, programme
driven CPLD.
Chapter
9. Swift preparation for online teaching during
pandemic: An experience sharing from healthcareteaching in Hong Kong.-
Chapter
10. Emergency designs: Lessons for the rapid implementation of online
teaching.
Chapter
11. Supporting emergency remote teaching via a responsive
training program.
Chapter
12. Building situated, sustainable partnerships in
learning: A scalable approach to enhancing online teaching practice through
CPLD and learning design.
Chapter
13. Co-design as professional development:
Pulling each other in different directions, pulling together.
Chapter
14.
Share sessions: A new solution to academic professional learning and
development in higher education.- Part IV: Inside-out, individual experiences
of CPLD.
Chapter
15. Finding pathways to creative learning and teaching
online.
Chapter
16. Preserving the human element in the online course
development process in higher education: A RARE model approach.
Chapter
17.
Treading the waters of motherhood and academia during a pandemic.
Chapter
18. Informal, grassroots online professional learning, the experiencesof
teacher educators in Higher Education.
Chapter
19. Cross-cultural mentoring
in tertiary education: Enhancing self-efficacy through collaboration and
openness in online professional learning.
Chapter
20. From physical to
virtual: Reflections on the move from the lecture hall to the cyber
classroom.
Chapter
21. Conclusion - a chapter by the editors to summarise
key trends and findings, and to forecast future directions.
Dr Dianne Forbes is a senior lecturer in teacher education and digital learning at the University of Waikato, New Zealand, with more than two decades of experience as an online teacher. She is a recipient of several awards for tertiary teaching and elearning excellence, and has published research internationally on online teaching and learning. Dianne has led and contributed to various initiatives in support of continuing professional learning and development for academic staff who are teaching online, including mentoring, peer review, seminars, and the promotion of professional learning networks. Dr Richard Walker is head of the Programme Design and Learning Technology Team at the University of York, United Kingdom. He has over twenty years experience supporting learning technology developments within the higher education sector, leading staff development activities for the effective use of learning technologies in programme design and delivery. He has published on instructional design frameworks for blended learning in a variety of journals, as well as approaches to the institutional adoption of learning technologies. Richard has also been an active member of the UK Universities and Colleges Information Systems Association (UCISA)s Digital Education Group.
