This paper reports on a faculty-wide implementation of an integrated model of professional development to enhance online teaching practice. A key aim was to draw on the thinking of key scholars, and to build on pockets of excellence already within some discipline groups, to develop a consistent level of good practice across the Faculty. The model incorporates four stages: informing staff of key research in the field, engaging staff in online practice, providing learning design teams to assist staff in implementing learning activities and the provision of ongoing support from colleagues through communities of practice. The paper describes the model and reports on progress to date.
Proceedings of 'Changing demands, changing directions', the 28th Australasian Society for Computers in Learning in Tertiary Education Conference (ascilite 2011), Hobart, Tasmania, Australia, 04-07 December 2011 / G. Williams, P. Statham, N. Brown and B. Cleland (eds.),