You are here:

Empowering Academic Staff through a Community of Practice
PROCEEDING

, James Cook University, Australia

Global Learn, in Limerick, Ireland Publisher: Association for the Advancement of Computing in Education (AACE)

Full Text

Abstract

This paper reports the perceived benefits and limitations of a Community of Practice following a survey of participants. The Community of Practice was established as a means of professional learning for academic staff in a regional university in Queensland, Australia. The university has an institutional vision for a blended approach to learning and teaching. The Community of Practice was established in a series of phases following an implementation plan based on Kotter’s 8-Step change leadership model (Kotter & Cohen, 2002).

Citation

Knight, C. (2016). Empowering Academic Staff through a Community of Practice. In Proceedings of Global Learn-Global Conference on Learning and Technology (pp. 289-297). Limerick, Ireland: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from .

© 2016 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Badawood, A., & Steenkamp, A.L. (2012). A systematic approach to faculty development towards improved capability in tertiary teaching in a blended learning environment. Paper presented at the Information Systems Educators Conference, New Orleans Louisiana, USA.
  2. Bath, D. & Bourke, J. (2011). The blending of blended learning: An experiential approach to academic staff development. Paper presented at the Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education-"Changing demands, changing directions", Hobart, Australia.
  3. Brooks, C.F. (2010). Toward "hybridised" faculty development for the twenty-first century: blending online communities of practice and face-to-face meetings in instructional and professional support programmes. Innovations in Education and Teaching International, 47(3), 261-270. Doi:10.1080/14703297.2010.498177
  4. Carey, C., Smith, K., & Martin, L.M. (2009). Cross-university enterprise education collaboration as a community of practice. Education+ Training, 51(8/9), 696-706. Doi:10.1108/00400910911005244
  5. Donnelly, R., & McAvinia, C. (2012). Academic development perspectives of blended learning. In P. Anastasiades (Ed.), Blended learning environments for adults: evaluations and frameworks (pp. 1-18). Hershey, PA: IGI Global.
  6. Dos, B. (2014). Developing and evaluating a blended learning course. Anthropologist, 17(1), 121-128.
  7. Garrison, D.R., & Vaughan, N.D. (2008). Blended learning in higher education: framework, principles, and guidelines. San Francisco,CA: Jossey-Bass.
  8. Giardina, N. (2010). Designing for successful diffusion: a faculty-based approach to enhancing staff use of technologies for effective teaching and learning. Paper presented at the 27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Sydney, Australia.
  9. Golden, J.E. (2014). Supporting online faculty through communities of practice: finding the faculty voice. Innovations in Education and Teaching International.
  10. Henrie, C., Bodily, R., Manwaring, K. & Graham, C. (2015). Exploring Intensive Longitudinal Measures of Student Engagement in Blended Learning. International Review of Research in Open and Distributed Learning. Volume 16, Number 3. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2015/3338
  11. Hezemans, M., & Ritzen, M. (2005). Communities of practice in higher education. IFIB Advances in Information and Communication Technology, 182, 39-46.
  12. Kennedy, G., Jones, D., Chambers, D., & Peacock, J. (2011). Understanding the reasons academics use-and don't use-endorsed and unendorsed learning technologies. Paper presented at the Ascilite 2011, 4th-7th December, Hobart, Australia.
  13. Keppell, M.J., Suddaby, G., & Hard, N. (2011). Good practice report: Technology-enhanced learning and teaching: The Australian Learning and Teaching Council.
  14. Keppell, M.J., Suddaby, G. & Hard, N. (2015). Assuring best practice in technology-enhanced learning environments. Research in Learning Technology. 23: 25728. Retrieved from http://dx.doi.org/10.3402/rlt.v23.25728Kirkwood,A., & Price, L. (2013). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6-36. Doi:10.1080/17439884.2013.770404
  15. Kotter, J. & Cohen, D. (2002). The heart of change: real-life stories of how people change their organizations. Boston. Harvard Business School Press.
  16. Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
  17. MacPhail, A., Patton, K., Parker, M., & Tannehill, D. (2014). Leading by example: teacher educators' professional learning through communities of practice. Quest, 66(1), 39-56.
  18. Mirriahi, N., Alonzo, D., McIntyre, S., Kligyte, G. & Fox, B. (2015). Blended learning innovations: Leadership and change in one Australian institution. International Journal of Education and Development using Information and Communication Technology, 11(1), 4-16.
  19. Moore, A.H., Fowler, S.B. & Sparrow, J.L.V. (2011). Faculty learning communities for web-enhanced learning. In M. Repetto& G. Trentin (Eds.), Faculty training for web enhanced learning (pp. 173-188). New York, NY: Nova Science Publishers.
  20. Partridge, H., Ponting, D., & McCay, M. (2011). Good practice report: blended learning. Australian Learning and Teaching Council Limited. Retrieved from http://eprints.qut.edu.au/47566/1/47566.pdf Renzi, S. & Klobas, J.E. (2011). Adoption of computer supported collaborative learning by teachers at university: a framework for investigation. In M. Repetto& G. Trentin (Eds.), Faculty training for web enhanced learning (pp. 21-36). New York, NY:
  21. Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Geved, M. (2013). Innovating pedagogy 2013: Open university innovation report 2. Retrieved from http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_2013.pdf Thompson, T.L., & Kanuka, H. (2009). Establishing communities of practice for effective and sustainable professional development for blended learning. In E. Stacey& P. Gerbic (Eds.), Effective blended learning practices: evidence-based perspectives in ICT-facilitated education (pp. 144-162). Hershey, PA: IGI Global.
  22. Torrisi-Steele, G., & Drew, S. (2013). The literature landscape of blended learning in higher education: the need for better understanding of academic blended practice. International Journal for Academic Development, 18 (4), 371-383. Doi:10.1080/1360144X.2013.786720-296-GlobalLearn 2016-Limerick, Ireland, April 28-29, 2016
  23. Trentin, G., & Alvino, S. (2011). Faculty training as a key factor for web enhanced learning sustainability. In M. Repetto& G. Trentin (Eds.), Faculty training for web enhanced learning (pp. 1-19). New York, NY: Nova Science Publishers.
  24. Wenger, E. (2006). Communities of practice: a brief introduction. Retrieved from http://www.ewenger.com/theory/
  25. Wheeler, S. (2011). Teacher resistance to new technologies: how barriers to web enhanced learning can be overcome. In M. Repetto& G. Trentin (Eds.), Faculty training for web enhanced learning (pp. 49-59). New York, NY: Nova Science Publishers.
  26. Wilson, G. (2011). Promoting web-enhanced learning in university teaching: current practice in web-enhanced faculty development. In M. Repetto& G. Trentin (Eds.), Faculty training for web enhanced learning (pp. 61-77). New York, NY: Nova

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections

Pages You've Visited

Abstracts