scholarly journals Talking Point – Flexible Targeted Online Staff Development that Works

2016 ◽  
Vol 2016 (1) ◽  
Keyword(s):  
Staff Development ◽  
Online Staff Development

Encouraging Participation in Voluntary, Online Staff Development

2011 ◽  
pp. 821-827
Author(s):  
Graeme Salter
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Learning Activities ◽  
Major Barrier ◽  
Online Staff Development

In order to determine what factors might lead to increased participation and effectiveness in voluntary online staff development, a case study was conducted. The results revealed a problem known as “churn.” That is, the majority of users went to the site only once or twice and then only for a short amount of time. The major barrier cited by staff was lack of time. This article examines approaches to overcomes involved for both users and developers of online learning activities.

Delivering Online Expertise, Online

2011 ◽  
pp. 193-214
Author(s):  
Stephen Quinton
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
Staff Development ◽  
Web Sites ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Educational Design ◽  
Web Based ◽  
Design Expertise ◽  
Online Staff Development

This chapter describes two strategies for delivering educational design expertise and online professional development via the Internet. The issues and difficulties pertaining to the design and application of online staff development are examined in terms of the factors and needs that were observed during the implementation phases. The professional development initiative focuses on staff development Web sites which aim to inspire instructional design staff to understand the implicit teaching and learning goals used by lecturers and to assist lecturing staff to increase their awareness of instructional design methodologies. This approach allows participants engaged in online developments to share a common pool of understanding and expertise. The chapter concludes by identifying the potential advantages of the Web-based professional development strategies.

Online Group Projects

2005 ◽  
pp. 19-50 ◽  
Author(s):  
Valerie Taylor
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Online Courses ◽  
Online Classes ◽  
Online Instructors ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Group Projects ◽  
Online Staff Development ◽  
Online Group

This chapter provides an overview of the literature on group projects in online learning and outlines lesson modules for teaching online instructors to use group projects in their courses. The lessons themselves are structured to be an example of online staff development for distance learning faculty. While group projects are often included in on-campus classes, faculty teaching online courses are reluctant to use group projects for these classes. The technology and the students’ acceptance of the online learning environment should be used to extend the pedagogical benefits of group work. With adequate staff development, online instructors can successfully integrate group learning into online classes.

Online Staff Development: Promise or Peril?

2000 ◽  
Vol 84 (618) ◽  
pp. 38-46 ◽  
Author(s):  
Joellen Killion
Keyword(s):  
Staff Development ◽  
Online Staff Development

scholarly journals Online Staff Development Module for E-learning and Pedagogy: Analysis, Design and Development

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Dana Ruggiero ◽  
Jeffrey David Boehm
Keyword(s):  
Staff Development ◽  
Online Teaching ◽  
Course Design ◽  
Lessons Learned ◽  
Teaching Skills ◽  
Online Module ◽  
E Learning ◽  
Analysis Design ◽  
Community Of Inquiry Framework ◽  
Online Staff Development

In the following design case, Learning Technologists (LT’s) charged with developing a program for distance and blended learning describe the creation of an online module for staff development that helps lecturers to develop their online teaching skills. Using the Community of Inquiry Framework, the LT’s structured an environment in which staff learned fundamental ideas of online pedagogy and experienced common tools for the learning environment. They then applied those tools and information gained from the coursework to the design of their own online module. The lecturers-as-students are also asked to reflect upon their experiences as classroom lecturers and to incorporate that experiential knowledge into the course design process. This paper describes the development of the module, the elements of the module, and the lessons learned from the pilot run.

Sign in / Sign up

Export Citation Format

Share Document