You are here:

The Online Water Cooler: Inviting Faculty into Professional Development through the Entry Point Framework
PROCEEDINGS

, University of Antwerp, Belgium ; , University of San Francisco and BrainJolt, United States ; , University of Oklahoma, United States

  • Full Text
  • Citation
  • Save to Collections
  • E-mail
  • Share
  • OpenURL

    • EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

    Abstract

    Today many University systems are adopting policies that require faculty to create technology-based educational opportunities. However, faculty members often lack the skills and resources to engage in such endeavors. Further, evidence can be found in many studies that current modes of professional development have not effectively addressed the individual needs of faculty. Therefore, the primary goal of this paper is to showcase a new research-based professional development prototype tool. Employing the Entry Point Framework to address different ways that individual faculty members learn, process information, and manage innovation, the professional development prototype tool is designed to engage various faculty members and invite them into a professional community of practice.

    Citation

    De Loght, T., Dara-Abrams, B. & Shortridge, A. (2005). The Online Water Cooler: Inviting Faculty into Professional Development through the Entry Point Framework. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2622-2627). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved February 23, 2019 from .

    © 2005 Association for the Advancement of Computing in Education (AACE)

    Keywords

    View References & Citations Map

    References

    1. Davis, J. (1996). The MUSE Book and Guide. Cambridge, MA: Harvard College.
    2. De Loght, T., & Van Petegem, P. (2005). Op weg naar een innovatieve leercultuur: Vragen en antwoorden voor managers. Leuven, Belgium: Acco.
    3. Gardner, H. (1999). The Disciplined Mind: What all students should understand. NY: Simon and Schuster.
    4. Gibbs, W., Graves, P., & Bernas R. (2001). Evaluation guidelines for multimedia courseware. Journal of Research On Technology in Education, 34 (1), 2-17.
    5. Hew, K.F., & Cheung, W.S. (2003). An exploratory study on the use of asynchronous online discussion in hypermedia design. Journal of Instructional Science and Technology, 6 (1). Retrieved March 10, 2005, from, http://www.usq.edu.au/electpub/ejist/index.htm.
    6. Kahn, T. (2005). Designing Virtual Communities for Creativity and Learning. The George Lucas Educational Foundation, Retrieved March 10, 2005, from, http://www.edutopia.org/php/print.php?id=Art_483 & Template=printarticle.php.
    7. Kaplan, S. (2002). Building communities: Strategies for collaborative learning. Retrieved March 10, 2005, from, http://www.learningcircuits.org/2002/aug2002/kaplan.html.
    8. Kowch, E., & Schwier, R. (1997). Characteristics of Technology-Based Virtual Learning Communities. Retrieved March 10, 2005, from, http://www.usask.ca/education/coursework/802papers/communities/community.PDF.
    9. McNeil, S. (1996). A practitioner validated list of competencies needed for courseware authoring. In B. Robin, J. Price, J. Willis, & D. Willis (Eds.), Technology and Teacher Education Annual 1996 (pp. 338-343). Charlottesville, VA: Association for the
    10. Schlager, M.S., Fusco, J., & Schank, P. (2002). Evolution of an On-line Education Community of Practice. Retrieved March 10, 2005, from, http://www.tappedin.org/tappedin/web/papers/2002/TIEvolution.pdf.
    11. Schwier, R. (2001). Catalysts Emphases and Elements of Virtual Learning Communities: Implications for Research and Practice. Quarterly Review of Distance Education, 2 (1), 5-18.
    12. Wiske, S.M., Sick, M., & Wirsig, S. (2001). New technologies to support teaching for understanding. International Journal of Educational Research, 35, 483-501.

    These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.