You are here:

Authentic Tasks and Authentic Experiences: Two Dimensions for Delivering Effective Professional Development

, The University of Auckland, New Zealand

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA


Drawing on longitudinal research into the delivery of effective continuing professional development workshops, we present the case that whilst workshops lead to a positive learning experience and to participants achieving intended learning outcomes, they do not result in a sufficient number of participants putting their learning into practice. We draw upon Aristotle’s distinction between acquiring knowledge and developing practical wisdom to critically discuss possible explanations for the relatively low implementation rates of workshop learning. On the basis of this discussion we make practical recommendations for supplementing professional development workshops with in situ training to address the need for authentic professional learning.


Doherty, I. (2011). Authentic Tasks and Authentic Experiences: Two Dimensions for Delivering Effective Professional Development. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1167-1172). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2019 from .

View References & Citations Map


  1. Desimone, L.M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, 38(3), 181-199.
  2. Doherty, I. (2010). Staff Development Workshops for Teaching With Web 2.0 Tools. In C.D. Maddux, D. Gibson& B. Dodge (Eds.), Research Highlights in Information Technology and Teacher Education 2010 (pp. 61-70). Chesapeake, V.A: SITE.
  3. Doherty, I. (2011). Evaluating the Imapct of Educational Technology Professional Development Upon Adoption of Web 2.0 Tools in Teaching. Australasian Journal of Educational Technology, 27(3), 381396.
  4. Doherty, I., & Cooper, P. (2009). Educating educators in the purposeful use of Web 2.0 tools for teaching and learning. Paper presented at the ascilite 2009 conference, Auckland, New Zealand.-1171 DASHDASH
  5. Gosha, K., Billionniere, E., Gilbert, J., & Ramsey, M. (2010). Developing a Framework for Teacher Professional Development Using Online Social Networks. Paper presented at the Society for Information Technology& Teacher Education International Conference (SITE) 2010, San Diego, CA. Gray, K., Kennedy, G., Waycott, J., Dalgarno, B., Bennett, S., Chang, R., et al. (2009). Educating the Net Generation: A Toolkit of Resources for Educators in Australian Universities Available from
  6. Guskey, T.R. (2000). Evaluating Professional Development. Thousand Oaks, California: Corwin Press Inc.
  7. Herrington, J., & Oliver, R. (2000). An Instructional Design Framework for Authentic Learning Environments. Educational Technology Research and Development, 48(3), 23-48.
  8. Joint Information Systems Committee. (2009). InfoNet Good Practice and Innovation Guide: Social Software. Retrieved 13th July, 2009, from Jones, P. (2007). When a Wiki is the Way: Exploring the Use of a Wiki in a Constructively Aligned Learning Design. Paper presented at the 24th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ICT: Providing Choices for Learners and Learning, Centre for Educational Development, Nanyang Technological University, Singapore.
  9. Knight, P. (2006). Quality Enhancement and Educational Professional Development. Quality in Higher Education, 12(1), 29-40.
  10. Knox, B.H. (2009). Does the Provision of Structure Professional Development to Private Training Establishment [PTE] Tutorial Staff Result in the Outcome of Enhance Student Performance? New Zealand.
  11. Lanthan, D., Camblin, J.R., & Steger, J.A. (2000). Rethinking Faculty Development. Higher Education, 39, 118.
  12. McLoughlin, C., & Lee, M.J.W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43.
  13. Mouza, C. (2009). Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration. Teachers College Record 3(5), 11951241.
  14. Oliver, B., & Nikoletatos, P. (2009). Building engaging physical and virtual learning spaces: a case study of a collaborative approach. Paper presented at the Same places, different spaces. Proceedings ascilite Auckland 2009, Auckland, New Zealand.
  15. Prebble, T., Hargraves, H., Leach, L., Naidoo, K., Suddaby, G., & Zepke, Z. (2004). Impact of Student Support Services and Academic Development Programmes on Student Outcomes in Undergraduate Tertiary Education: A Synthesis of the Research. Auckland: Massey University College of Education.
  16. Reeves, T.C. (2000). Enhancing the Worth of Instructional Technology Research through “Design Experiments” and Other Development Research Strategies. Paper presented at the Annual Meeting of the American Educational Research Association. Retrieved from Stefani, L. (2005). PDP / CPD and e-portfolios: Rising to the Challenge of Modelling Good Practice. Paper presented at the Reflective Learning, Future Thinking: ALT Spring Conference and Research Seminar. Retrieved from

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