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Staff Development and eLearning: swimming against the changing tides Vicky Davies & Clare Madden Staff Development University of Ulster
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Setting the University of Ulster context Universal VLE E-learning strategies Institute for Lifelong Learning Staff Development involvement Dedicated Staff Development Officer Review of roles Change of approach
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Online approach to training Getting started with WebCT Detailed overview of WebCT tools Introduction to Instructional Design
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Online approach: some results
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Online approach – duration of participation
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Training: dual perspectives Trainee What level? Needs Trainer What support? Specific training focus
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Levels of competence Motivation –Resistant (passive/active) –Nominated –Apprehensive –Keen –Enthusiastic Level of expertise –Technical competence –Pedagogical competence Low Intermediate High
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Typical trainee profiles MotivationTechnical competence Pedagogical competence Resistant Nominated Apprehensive Keen Enthusiastic Low Intermediate High Low Intermediate High Dipper √√√√√ Paddler √√√√√√√ Swimmer √√√√√√ Flying Fish √√√
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Training programme profile Initial profile Target profile
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A change of approach – hands-on Awareness-raising events Annual eLearning conference Technology-based courses (WebCT) Pedagogy-based courses Blended approach
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Evaluation of hands-on training (January 2004)
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Technology or pedagogy: the chicken or the egg? Face-to-face training required in initial stages Engagement with technology precedes pedagogical thrust Training objectives need to be SMART Training impact needs to be easily identifiable
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New strokes Range of new courses to mirror technological – pedagogical progression Pedagogical thrust via WebCT wizard Use of WebCT to support other Staff Development courses Integration of eLearning as part of CPD framework –PgCHEP –accredited courses
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The changing tides Resistance to change Flood of demands Inappropriate use & unmonitored quality
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