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Articles 1 - 15 of 15
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Staff Development For Online Delivery: A Collaborative Team-Based Action Learning Model, Allan Ellis, Renata Phelps
Staff Development For Online Delivery: A Collaborative Team-Based Action Learning Model, Allan Ellis, Renata Phelps
Dr Renata Phelps
For academics to successfully make the transition to online teachers or learning facilitators, they must do more than develop new technical skills. Online development and delivery requires new pedagogical approaches, challenging previous practices with regards to assessment, group interaction and student/teacher dialogue. Furthermore, it necessitates attention to issues concerning academic work practices. Online delivery challenges traditional notions of academics working in isolation and instead brings together teams of people each with unique skills, into a course design and development team. This paper describes the early phases of a systems change approach being implemented in the School of Social and Workplace …
The Role Of Reflection And Mentoring In Ict Teacher Professional Development: Dialogue And Learning Across The Hemispheres, Grete Jamissen, Renata Phelps
The Role Of Reflection And Mentoring In Ict Teacher Professional Development: Dialogue And Learning Across The Hemispheres, Grete Jamissen, Renata Phelps
Dr Renata Phelps
As school systems internationally seek to improve the models of professional development they are providing for their teachers to support them in integrating information and communication technology (ICT) in their teaching practice, growing opportunities emerge to compare and contrast approaches employed in different cultural contexts and to learn from each other. This paper arose from dialogue between the two authors about ICT professional development approaches being implemented in Norway and one regional area in Australia. Three programs of professional development which the authors had been involved with are described and these are compared and contrasted to reveal significant similarities and …
Discovering Virtual Stories Together, Christine Jeffrey, Damian O'Bryan, Renata Phelps
Discovering Virtual Stories Together, Christine Jeffrey, Damian O'Bryan, Renata Phelps
Dr Renata Phelps
No abstract provided.
Competency, Capability, Complexity And Computers: Exploring A New Model For Conceptualising End-User Computer Education, Renata Phelps, Stewart Hase, Allan Ellis
Competency, Capability, Complexity And Computers: Exploring A New Model For Conceptualising End-User Computer Education, Renata Phelps, Stewart Hase, Allan Ellis
Dr Renata Phelps
Notions of competency have dominated the computer education literature, and have underpinned Competency-Based Training (CBT) in information technology at all levels of education and training. The emergence of counter-narratives underpinned by the capability movement, have as yet had minimal impact on practice in computer education. New discourses in educational theory and practice which are founded on non-linear approaches to learning and teaching provide added impetus to engage in the competency/capability debate, and re-examine our approaches to computer education. This paper explores complexity theories and demonstrates how complexity's pedagogical implications can lead to new models for understanding computer learning and teaching. …
Recipe Or Performing Art?: Challenging Conventions For Writing Action Research Theses, Kath Fisher, Renata Phelps
Recipe Or Performing Art?: Challenging Conventions For Writing Action Research Theses, Kath Fisher, Renata Phelps
Dr Renata Phelps
This article explores the tensions and incongruities between conventional thesis presentation and the principles of action research. Through the experiences of the authors alternative approaches to thesis structure are proposed which are argued to be more congruent with the epistemological, methodological and ethical aspects of action research. Consistent with our arguments, the article is presented as a play. Act I considers the tensions facing research students wishing to write up their action research in the context of conventional thesis writing requirements; Act II consists of four ‘scenes’, each of which illustrates a key learning arising from our own stories: writing …
Developing Technology Together, Together: A Whole-School Metacognitive Approach To Ict Teacher Professional Development, Renata Phelps, Anne Graham
Developing Technology Together, Together: A Whole-School Metacognitive Approach To Ict Teacher Professional Development, Renata Phelps, Anne Graham
Dr Renata Phelps
Professional development of teachers in information and communication technology (ICT) continues to be an urgent educational imperative. While many teachers are integrating ICT (with varying degrees of confidence and creativity), a significant number still remain hesitant, reluctant and daunted by the rapid rate of technological change. Far from being a simple process, ICT professional development necessitates not only personal and professional changes for individuals, but changes in school culture including institutional attitude and support for professional learning, reflection and professional discussion, readiness to embrace change, collegiality, trust and encouragement to take risks. Grounded in research about what influences teachers’ adoption …
The Metacognitive Approach To Computer Education: Making Explicit The Learning Journey, Renata Phelps
The Metacognitive Approach To Computer Education: Making Explicit The Learning Journey, Renata Phelps
Dr Renata Phelps
This paper presents a theoretical and practical exploration of a metacognitive approach to computer education, developed through a three-year action research project. It is argued that the approach contrasts significantly with often-employed directive and competency-based approaches to computer education and is more appropriate in addressing the longer-term learning needs of professionals such as teachers. The metacognitive approach focuses on beliefs, attitudes and learning strategies and assists learners to come to terms with the nature of technological change and their own ability to confront this change by embracing life-long computer learning. In this paper, the metacognitive approach is presented through a …
Complexity And Action Research: Exploring The Theoretical And Methodological Connection, Renata Phelps, Stewart Hase
Complexity And Action Research: Exploring The Theoretical And Methodological Connection, Renata Phelps, Stewart Hase
Dr Renata Phelps
Complexity theory is essentially a formal attempt to question how coherent and purposive wholes emerge from the interactions of simple and sometimes non-purposive components. Explicit recognition of complexity can provide a fresh and enlightening perspective on action research. Through an expository discussion of the foundational postulates of complexity theory this article demonstrates the theoretical and methodological connections between complexity and action research, with particular emphasis on the relevance of complexity in educational and workplace contexts. Complexity is an emerging theoretical perspective, which presents possibilities for revolutionizing approaches to action research, as well as strengthening arguments promoting the value of action …
Developing Technology Together, Together: Final Report On An Investigation Of The Metacognitive Influences On Teachers' Use Of Ict And The Implications For Teacher Professional Development. Lismore: Southern Cross University, Renata Phelps, Anne Graham
Developing Technology Together, Together: Final Report On An Investigation Of The Metacognitive Influences On Teachers' Use Of Ict And The Implications For Teacher Professional Development. Lismore: Southern Cross University, Renata Phelps, Anne Graham
Dr Renata Phelps
No abstract provided.
Capability Versus Competency In Information Technology Education: Challenging The Learning Context For Lifelong Technological Literacy, Renata Phelps
Capability Versus Competency In Information Technology Education: Challenging The Learning Context For Lifelong Technological Literacy, Renata Phelps
Dr Renata Phelps
As Information Technology (IT) gains greater integration into the teaching and learning processes within all levels of education the capability of both teachers and students to embrace this ever-changing technology becomes essential. Traditional "training" approaches in relation to IT have tended to emphasise competency in specific computer skills. It is argued that a capability-based, rather than competency-based, approach to computer education may provide more significant and empowering learning outcomes for students. An action research project is reported which is investigating the effect of a metacognitive approach to learning and teaching on the self-efficacy and learning capability of students. Several cohorts …
Teachers And Ict: Exploring A Metacognitive Approach To Professional Development, Renata Phelps, Anne Graham, Berenice Kerr
Teachers And Ict: Exploring A Metacognitive Approach To Professional Development, Renata Phelps, Anne Graham, Berenice Kerr
Dr Renata Phelps
Professional development for teachers in information and communication technology (ICT) is currently a major priority for school systems in Australia and internationally. The metacognitive and reflective approach to professional development described in this paper is a response to the limitations of directive approaches to ICT learning within a context of rapid technological change. It proposes a capability based approach which strives to develop lifelong computer learning strategies. An important characteristic of the metacognitive approach is that, rather than specific objectives or outcomes being 'imposed' on learners, participants are encouraged to identify, articulate and pursue personally relevant goals, including those related …
Exploring The Complementarities Between Complexity And Action Research: The Story Of Technology Together, Renata Phelps, Anne Graham
Exploring The Complementarities Between Complexity And Action Research: The Story Of Technology Together, Renata Phelps, Anne Graham
Dr Renata Phelps
This paper takes up an ongoing dialogue in the educational literature regarding the relationship between complexity theories and action research. Recognising the contributions of other writers in this field and building on arguments made previously by the authors, this paper argues that there are multiple synergies between complexity and action research, and that action research can be a valuable and congruent meta-methodology for those researching from complexity-based perspectives. The paper illustrates these arguments through the example of a large action research initiative, Technology Together, which aimed to investigate the metacognitive influences on teachers' use of information and communications technology (ICT) …
Pathways To Teaching: A Curriculum Innovation Enhancing Recognition Of Students’ Career Aspirations And Expectations: Redesigning Curriculum To Acknowledge Diversity, Tess Boyle, Renata Phelps
Pathways To Teaching: A Curriculum Innovation Enhancing Recognition Of Students’ Career Aspirations And Expectations: Redesigning Curriculum To Acknowledge Diversity, Tess Boyle, Renata Phelps
Dr Renata Phelps
Teacher education courses have traditionally focused on preparing students for a career of full-time permanent employment. While this is in some ways a necessary assumption, it also overlooks the employment realities of many future graduates who do not move into such positions. Though teacher accreditation processes in Australia have, to some degree, acknowledged the need for alternative pathways into the profession for those who do not find themselves with full time appointments, more can be done within teacher education to prepare students for alternative careers in the profession. The paper suggests that better understanding the career aspirations and expectations of …
Group Processes Online: Teaching Collaboration Through Collaborative Processes, Kath Fisher, Renata Phelps, Allan Ellis
Group Processes Online: Teaching Collaboration Through Collaborative Processes, Kath Fisher, Renata Phelps, Allan Ellis
Dr Renata Phelps
While many subject areas lend themselves well to off-campus distance education delivery, there have always been some which do not necessarily adapt well to non face-to-face provision, in particular, those subjects where interpersonal interaction is integral. This paper discusses a course teaching group processes which had been previously offered on- and off-campus, and its subsequent redesign for online delivery. The online design of the unit is shown to have enabled many of the on-campus, face-to-face features integral to the teaching of this subject matter to be incorporated for online students. The experience provided an excellent opportunity for students to learn …
Organisational And Technological Skills: The Overlooked Dimension Of Research Training, Renata Phelps, Kath Fisher, Allan Ellis
Organisational And Technological Skills: The Overlooked Dimension Of Research Training, Renata Phelps, Kath Fisher, Allan Ellis
Dr Renata Phelps
Over the last three decades new technologies have emerged which have the capacity to considerably streamline the research and publication process and enhance the efficiency and effectiveness of research. This paper argues that to achieve high quality research training in the context of today’s government and industry priorities, there must be a renewed focus on the organisational and technological skills that are appropriate to research. It reports on a survey of both researchers-in-training (higher research degree students) and early career researchers across a number of Australian institutions. The study revealed moderate levels of confidence in these areas but also found …