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Full-Text Articles in Education
What Skills Do I Need To Teach Online? Researching Experienced Teacher Views Of Essential Knowledge And Skills In Online Pedagogy As A Foundation For Designing Professional Development For Novice Teachers, Catherine Mcloughlin, Maria T. Northcote
What Skills Do I Need To Teach Online? Researching Experienced Teacher Views Of Essential Knowledge And Skills In Online Pedagogy As A Foundation For Designing Professional Development For Novice Teachers, Catherine Mcloughlin, Maria T. Northcote
Maria Northcote
As e-Learning continues to dominate educational services globally, the domain of online pedagogy continues to expand, and teaching in online, blended and hybrid classrooms now considered an essential element of teacher education in the many parts of Europe, Canada and the US. As a result, the need for professional development of higher education teachers has never been greater. An important precursor to designing effective teacher preparation programs is to establish what novice teachers need to know and do to be successful in virtual teaching spaces. The idea that professional development for online teaching needs to focus on instructional and communicative …
Using The Self-Determined Learning Principles Of Heutagogy To Support Academic Staff Who Are Learning To Teach Online, Maria T. Northcote, Chris Boddey
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
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 & …
Instructional Design Partnerships Across Universities: Motivations, Methods And Measures, Maria T. Northcote, Amanda Kendle
Instructional Design Partnerships Across Universities: Motivations, Methods And Measures, Maria T. Northcote, Amanda Kendle
Maria Northcote
This paper explores and documents a learning partnership that has developed between two instructional designers employed at two different universities in Perth, Western Australia. The value of this crossinstitutional partnership is initially investigated in terms of the benefits involved for the professional careers of each instructional designer. The context of the university faculty in which the instructional designers operate is appraised. Also, the wider consequences of this partnership are considered in terms of the influence it has on other Australian tertiary education providers. The analysis of the partnership will be built upon an appropriate constructivist theoretical framework.
Moodle's Little Helper: Making Use Of The Self-Determined Principles Of Heutagogy To Support Academic Staff Who Are Learning To Teach Online, Chris Boddey, Maria T. Northcote
Moodle's Little Helper: Making Use Of The Self-Determined Principles Of Heutagogy To Support Academic Staff Who Are Learning To Teach Online, Chris Boddey, Maria T. Northcote
Maria Northcote
Tailored professional development (PD) programmes assist university teaching staff to capitalise 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 …
From Small To Large Hits: Spreading The Online Message To Academic And Administrative Staff Via Strategically-Targeted Development Activities, Maria T. Northcote, Gail Huon
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.