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Organisational contextualisation of an online professional development module in teaching and learning
PROCEEDINGS

, Australian Catholic University, Australia

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper reports on the design and development of an online module to support teaching and learning at an Australian university. The module is distinctive in its approach of presenting a resource base of generic teaching and learning principles within a highly contextualized organizational framework and is grounded in Wenger's (1998) theory of communities of practice. It represents an attempt to provide professional development within a rich framework of specific organizational culture, ethos and mission. It aims to bring to life, within this organizational framework, policy documents and discussion papers on teaching and learning. One technique used to achieve this aim was the exploration of existing best-practice in teaching and learning at the university through a case-based approach focusing on University Excellence in Teaching and Learning awardees. The module exploits video and hypertext media and is delivered in online format for maximum flexibility and accessibility.

Citation

Gibbons, P. (2005). Organisational contextualisation of an online professional development module in teaching and learning. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2392-2396). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2018 from .

Keywords

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References

  1. Australian Catholic University (1993). ACU National Mission Statement. Http://www.acu.edu.au/acu_national/about_ acu_national/mission_statement.cfm
  2. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press. Acknowledgements

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