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- Title
- An integrated faculty model for engaging staff with online and blended learning
- Author(s)
- Weaver, Debbi; Kokonis, Sue
- Abstract
- 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.
- Publication type
- Conference paper
- Research centre
- Swinburne University of Technology. Faculty of Higher Education, Lilydale
- Source
- 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.), pp. 1281-1285
- Publication year
- 2011
- Keyword(s)
- Blended learning; Elearning; Faculty; Higher education; Online learning; Tertiary education
- Publisher
- University of Tasmania
- ISBN
- 9781862956445
- Publisher URL
- http://www.ascilite.org.au/index.php?p=conference
- Copyright
- Copyright © 2011 Debbi Weaver and Sue Kokonis. The authors assign to ascilite and educational non-profit institutions, a non-exclusive licence to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright statement is reproduced. The author(s) also grant a non-exclusive licence to ascilite to publish this document on the ascilite web site and in other formats for the Proceedings ascilite Hobart 2011. Any other use is prohibited without the express permission of the authors.
- Full text
- Peer reviewed
