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.