Education Commons^™

Using The Tpack Framework To Unite Disciplines In Online Learning, Alan Anderson, Nicholas Barham, Maria T. Northcote

Maria Northcote

This paper builds on a previous case study in which a group of lecturers from various disciplines were interviewed about their practice as facilitators of online learning. The lecturers' comments about their teaching practices revealed their awareness of specific types of teacher knowledge about online teaching. This was an unintended outcome of the previous study. Subsequently, as reported in this paper, the data were interrogated further using a new lens to investigate the extent to which these elements of teacher knowledge were evident throughout their practices. The technological, pedagogical and content knowledge (TPACK) theoretical framework enabled the researchers to identify …

Using The Self-Determined Learning Principles Of Heutagogy To Support Academic Staff Who Are Learning To Teach Online, Maria T. Northcote, Chris Boddey

Maria Northcote

Tailored professional development (PD) programs assist university teaching staff to capitalize on the educational use of technology. To supplement on-campus PD support, staff at Avondale College of Higher Education developed a self-help online resource, Moodle's Little Helper (MLH), that has since become an integral and accepted component of the institution's PD landscape. Since Avondale's overall PD program is built upon the theoretical underpinnings of heutagogy (Hase, 2009; Hase & Kenyon, 2003), a self-determined learning theory, the purpose and nature of the resource also reflects the key principles of this educational philosophy. Adopting a utilisation-focused research methodology (Patton, 2011) ensured staff …

Threshold Concepts About Online Teaching: Progress Report On A Five Year Project, Kevin P. Gosselin, Maria T. Northcote, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson, Chris Boddey

Maria Northcote

The burgeoning expansion of online education has presented the challenges of articulating an appropriate pedagogy for online education (Stevens, 2003; Runnels et al., 2006; Gosselin, 2009) while also contending with perceived and real deficits in lecturer competence (Shephard, 2007). Conceptually, the identified areas of concern are viewed as troublesome knowledge (Perkins, 1999), or knowledge that is counter intuitive to traditional teaching face to face teaching. To meet the emerging difficulties of new modes of distance teaching, researchers have focused on transformative learning using threshold concepts, or new portals, that allow understanding of concepts through new modes of thinking (Meyer & …

Navigating Learning Journeys Of Online Teachers: Threshold Concepts And Self-Efficacy, Maria T. Northcote, Kevin P. Gosselin, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson

Maria Northcote

Higher education institutions are developing more and more online courses to supplement and augment the courses they offer in on-campus modes. In fact, some universities now offer the majority of their courses through online contexts. However, for academic staff who design and teach these courses, the transition from teaching on-campus courses to teaching in online learning environments is not always speedy or smooth. Academic teaching staff require support, mentoring and professional learning programs to develop their existing capacities and apply them to an online context.

This paper reports on Phase 2 of a research project, which takes into consideration the …

From Small To Large Hits: Spreading The Online Message To Academic And Administrative Staff Via Strategically-Targeted Development Activities, Maria T. Northcote, Gail Huon

Maria Northcote

This paper reports on how a university is implementing a capacity-building academic staff development program using a three-pronged approach that draws on adult learning, social learning and capacity-building literature. This approach was designed to enable staff to provide engaging and pedagogically sound online experiences for the students at the University of Newcastle, NSW Australia. Data have been gathered throughout the implementation of this program to evaluate its impact and to inform future refinements of the program. The paper concludes with reflections from staff facilitating the program about the challenges, successes and future of the program.

Benchmark Yourself: Self-Reflecting About Online Teaching, Maria Northcote, Jack Seddon, Philip Brown

Maria Northcote

Teachers need effective online teaching and course development skills to engage higher education students in meaningful, socially contextual, challenging and engaging learning experiences. To develop these skills, academic teaching staff typically attend professional learning activities, such as workshops to investigate online learning and strategies, engage in one-to-one consultations with online learning experts, and analyse practical exemplars. Online teacher/designers are often perplexed by the transitional conundrums between the modes of on-campus and online teaching, and grapple with how to endow online learning contexts with the same qualities of good on-campus learning contexts. Many online teachers and designers of online courses are …

Threshold Concepts About Online Teaching: Progress Report On A Five Year Project, Kevin P. Gosselin, Maria T. Northcote, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson, Chris Boddey

Peter Kilgour

The burgeoning expansion of online education has presented the challenges of articulating an appropriate pedagogy for online education (Stevens, 2003; Runnels et al., 2006; Gosselin, 2009) while also contending with perceived and real deficits in lecturer competence (Shephard, 2007). Conceptually, the identified areas of concern are viewed as troublesome knowledge (Perkins, 1999), or knowledge that is counter intuitive to traditional teaching face to face teaching. To meet the emerging difficulties of new modes of distance teaching, researchers have focused on transformative learning using threshold concepts, or new portals, that allow understanding of concepts through new modes of thinking (Meyer & …

Navigating Learning Journeys Of Online Teachers: Threshold Concepts And Self-Efficacy, Maria T. Northcote, Kevin P. Gosselin, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson

Peter Kilgour

Higher education institutions are developing more and more online courses to supplement and augment the courses they offer in on-campus modes. In fact, some universities now offer the majority of their courses through online contexts. However, for academic staff who design and teach these courses, the transition from teaching on-campus courses to teaching in online learning environments is not always speedy or smooth. Academic teaching staff require support, mentoring and professional learning programs to develop their existing capacities and apply them to an online context.

This paper reports on Phase 2 of a research project, which takes into consideration the …

Threshold Concepts About Online Teaching: Progress Report On A Five Year Project, Kevin P. Gosselin, Maria T. Northcote, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson, Chris Boddey

Daniel Reynaud

The burgeoning expansion of online education has presented the challenges of articulating an appropriate pedagogy for online education (Stevens, 2003; Runnels et al., 2006; Gosselin, 2009) while also contending with perceived and real deficits in lecturer competence (Shephard, 2007). Conceptually, the identified areas of concern are viewed as troublesome knowledge (Perkins, 1999), or knowledge that is counter intuitive to traditional teaching face to face teaching. To meet the emerging difficulties of new modes of distance teaching, researchers have focused on transformative learning using threshold concepts, or new portals, that allow understanding of concepts through new modes of thinking (Meyer & …

Navigating Learning Journeys Of Online Teachers: Threshold Concepts And Self-Efficacy, Maria T. Northcote, Kevin P. Gosselin, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson

Daniel Reynaud

Higher education institutions are developing more and more online courses to supplement and augment the courses they offer in on-campus modes. In fact, some universities now offer the majority of their courses through online contexts. However, for academic staff who design and teach these courses, the transition from teaching on-campus courses to teaching in online learning environments is not always speedy or smooth. Academic teaching staff require support, mentoring and professional learning programs to develop their existing capacities and apply them to an online context.

This paper reports on Phase 2 of a research project, which takes into consideration the …

The Cu Online Handbook: Teaching Differently, Create And Collaborate, Patrick R. Lowenthal, David Thomas, Anna Thai, Brian Yuhnke, Susan Giullian, Donna Sobel, Connie L. Fulmer, Phil Antonelli, Laura Summers, Joanna C. Dunlap, Ellen Stevens, Dorothy Garrison-Wade, Patrick R. Lowenthal, Brent G. Wilson, Farah A. Ibrahim

Joanna Dunlap

No abstract provided.

Cloud-Based Tools Are Leveling The Playing Field In Localization Training, Uwe Muegge

Uwe Muegge

Until recently, teaching a translation technology course required that either the student or the institution make a substantial financial investment in software licenses and expensive hardware. Today, cloud-based technology lets institutions add basic localization courses to their curriculum without investing heavily in infrastructure first.

University Business Models And Online Practices: A Third Way, Beth Rubin

Beth Rubin

Higher Education is in a state of change, and the existing business models do not meet the needs of stakeholders. This article contrasts the current dominant business models of universities, comparing the traditional non-profit against the for-profit online model, examining the structural features and online teaching practices that underlie each. It then offers a third option for existing non-profit universities that would enable them to continue offering multiple value propositions while increasing efficiency and quality of outcomes. This involves emphasizing online instruction, separating research from teaching, and adopting a more complex structure based on differentiated faculty roles that would enable …

From Distance Education To Communities Of Inquiry: A Review Of Historical Developments, Aylin Tekiner Tolu, Linda Evans

Linda S. Evans

The purpose of this chapter is to explain the role and place of the Community of Inquiry (CoI) framework within the history of distance education. The review of the history reveals two important factors for changes in distance education: the effect of leading learning theories of each era and technological advancements. Distance education has moved from a behavioristic, teacher–centered, correspondence study concept, first to an independent learning model, and then to the current student-centered, socio-constructivist and community-based online learning. In this latest era, the post-modernist age, the CoI framework provides online instructors with a functional framework for designing and teaching …

Learning Designs: Bridging The Gap Between Theory And Practice, S. Bennett, S. Agostinho, Lori Lockyer, Lisa Kosta, J. Jones, R. Koper, Barry Harper

Professor Lori Lockyer

This paper summarises the work being conducted in an ongoing research agenda focused on exploring how the ‘learning design’ construct can be used to support university educators to create both pedagogically sound and interoperable e-learning experiences. The premise of this work is that a learning design can be used to support the pedagogical design process and the integration of international e-learning standards, such as learning object metadata and IMS-LD, enabling resources and tools to be technically interoperable across different standards-compliant systems. The paper presents the rationale guiding this research focus, describes the features of the research that is underway, and …

Panopto Is Now Available For Lecture Capture, Veronica Trammell

Veronica O. Trammell

The Distance Learning Center has purchased a new lecture delivery option for faculty who teach online. Panopto is a lecture capture application which allows faculty to capture their lectures using a simple webcam or a sophisticated video classroom.

Online Teaching: Recent Perceptions Of Faculty At A Doctoral Research University, Charles Hodges, Raleigh Way, Sonya Shepherd

Sonya S. Gaither

As learning moves into a more innovative and technological environment, it becomes increasingly important that library education continues to adapt and understand the resources that are available.

Advancing Library Education: Technological Innovation and Instructional Design aims to provide relevant theoretical frameworks, empirical research, and new understandings for those interested in Library and Information Science and the impact new techniques and technologies are having in this area. Librarians, academics, and researchers will benefit from this careful look into current advancements in their field.

1st, 2nd And 3rd Generation Implementations Of An Elearning Deign: Re-Use From Postgraduate Law To Block/Online Engineering Course, S. R. Lambert, C. J. Brewer

Sarah Lambert

In order to meet the demands of postgraduate students who were time poor and unable to regularly attend face-to-face classes, one lecturer in the Faculty Law at the University of Wollongong (UOW) sought the assistance of a Learning Designer to redesign the Postgraduate Practical Legal Training (PLT) program into a flexible blended learning format, using a block/online approach. The program used an authentic workplace-simulated model that took advantage of emerging technologies to enable effective online teaching and learning. This learning design was reused to redesign two subjects within the Postgraduate Engineering Management course. To monitor the effectiveness of this approach …

Enhancing Authentic Assessment Through Information Technology, Beth Rubin

Beth Rubin

This chapter provides a framework to analyze the opportunities to enhance authenticity when assessment is mediated by information technology (IT), as well as the limitations of IT mediation on authenticity. The potential degree of authenticity is determined by several aspects of the competence being assessed: the chronicity of access to and use of information; the durability of the display; the use of written, oral and non-verbal communication; and computer use. The framework is used to identify IT tools that enable more authentic assessment as well as sample approaches and limitations on authenticity.

Fulfilling The Dream : An Online Early Childhood Teacher Education Course, Pauline Taylor

Associate Professor Pauline Taylor-Guy

The Best-Laid Plans: A Case Of Cross-Cultural Online Learning, Beth Rubin

Beth Rubin

This article describes a case of cultural barriers affecting the success of an online course developed in one country and co-taught from two locations, and analyzes the cultural, communication and procedural factors that contributed to failure.