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Selected Works

Professional development

Articles 1 - 4 of 4

Full-Text Articles in Education

Leading School-Based Coaching To Evaluate Open Education Resources, Kathryn Moyle Jun 2018

Leading School-Based Coaching To Evaluate Open Education Resources, Kathryn Moyle

Professor Kathryn Moyle (consultant)

This presentation was a people's choice session at the 2018 ISTE conference and engaged participants in conversations about coaching approaches that when coupled with strategies to evaluate Open Educational Resources (OER) can build the capacity of teachers and improve the learning by students. The session provided participants with opportunities to discuss leadership approaches to the evaluation of OER resources that are consistent with education policies, build the capacity of educators and improve the quality of learning by students; and coaching methods for school leaders that enables the identification, analysis, curation and incorporation of OER resources into classroom practices.

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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 Dec 2016

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 …

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Title V Initiatives: Capstone And Student Research With Faculty, Sarah Brennan Ms., Silvia Reyes May 2016

Title V Initiatives: Capstone And Student Research With Faculty, Sarah Brennan Ms., Silvia Reyes

Sarah Brennan

This presentation summarizes two components of a Title V grant being implemented at Hostos Community College. The two components highlighted are: (1) the capstone initiative and (2) the student research with faculty initiative. Our implementation processes have been influenced in part by AAC&U's High Impact Practices work and philosophy. Our work with Hostos faculty has helped us define capstone learning at the community college level and supported student engagement in authentic research activities.

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Capstone Learning Design: Process And Implementation At Hostos, Sarah Brennan Ms., Silvia Reyes Oct 2015

Capstone Learning Design: Process And Implementation At Hostos, Sarah Brennan Ms., Silvia Reyes

Sarah Brennan

Capstone learning, a high-impact practice, brings together skills and content to help students think more deeply and more critically about theory and practice. This poster builds on the faculty presentation by raising awareness of the administrative role in creating a successful capstone initiative. Ms. Sarah Brennan and Ms. Silvia Reyes will share how the new capstone initiative is designed to transform 200-level courses across the disciplines to ensure that more students are
exposed to complex assignments that promote deep critical thinking and reflection about theory, content, and practice.

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