Deploying Read/Write Web Approaches for Pedagogic Change amongst Faculty in Higher Education
Heather Conboy, Richard Hall, Pam Thompson, De Montfort University, United Kingdom
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The emergence of read/write web approaches in learning and teaching has implications for the professional development of teachers in Higher Education. This paper describes the integration of such approaches in a professional development program (PGCertHE) in a UK University, and scopes the emergent outcomes for a cohort of academics. The voices of both learners and tutors are evaluated, drawing upon a triangulation of datasets, including questionnaires, focus groups and wiki-based action plans. The authors investigate ways in which read/write Web approaches can be used to enhance the personalization of learning and student motivation and participation, in both formal and informal learning processes and contexts. These outcomes underpin recommendations for professional development curricula, and highlight how read/write approaches open-up dialogues about curriculum design. A critical element of future work is, therefore, whether this strategy empowers participants to be better placed to engage with their own learners.
Conboy, H., Hall, R. & Thompson, P. (2009). Deploying Read/Write Web Approaches for Pedagogic Change amongst Faculty in Higher Education. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 2497-2504). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).
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Swapna Kumar, University of Florida, Gainesville, United States; Katya Vigil, Boston University, MA, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1908–1913
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