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Pedagogy for Professional LearningPedagogy for Professional Learning
Dr. Iain DohertyDr. Iain Doherty
September 21September 21stst
20132013
The University of Hong Kong
Outline
Professional Learning
eLearning Strategy
eLearning Pedagogical Support Unit
Faculties
Certificate Course Example
Certificate Course Analysis
Reflections
Professional Learning
Professional learning is defined as
formal or informal learning that leads
to the knowledge, skills and personal
attributes necessary to carry out
professional duties
This presentation critically reflects on the
pedagogical approach underlying an eLearning
Certificate Course which aimed to teach faculty
based eLearning officers the necessary practical and
theoretical skills to become instructional designers.
Professional Learning
This presentation critically
reflects on the
pedagogical approach
underlying an eLearning
Certificate Course which
aimed to teach faculty
based eLearning officers
the necessary practical
and theoretical skills to
become instructional
designers
Whilst the course was successful –
judged in terms of the pass rate
and course evaluations – the
underlying pedagogy could be
improved
The proposed revisions are discussed with
particular reference to a theory of
transformational change that might have helped
the eLearning Officers to become instructional
designers.
eLearning Strategy
eLearning @ HKU
In 2011 The University of Hong Kong
Senate endorsed an eLearning
strategy to be implemented
commencing 2012.
The aim of the eLearning strategy is to
enhance teaching and learning
through the creative, appropriate and
effective use of technologies.
eLearning Pedagogical Support Unit
About EPSU
The EPSU website:
http://epsu.cetl.hku.hk
The EPSU is a relatively small unit consisting of
4 dedicated staff. The rationale for establishing
a small unit was that the eLearning Strategy calls
for Faculties to appoint local eLearning Officers
to support teachers with their eLearning
requirements. EPSU liaises with the eLearning
Officers to support them in their roles.
A new unit – the eLearning Pedagogical Support
Unit (EPSU) – was set up in January 2012 to
provide and co-ordinate eLearning pedagogical
support to Faculties, to evaluate eLearning
initiatives, to disseminate good practices and
innovations in eLearning, and to conduct
research into educational technologies.
Faculties
There are ten Faculties at
The University of Hong
Kong
Nine of the ten Faculties complied with the
requirement to appoint an eLearning
Officer.
However, eight of the Faculties appointed
individuals with a technical background i.e.
no background in teaching and learning
theory and therefore not able to advise
Faculties on how to make use of
technologies in teaching and learning.
Certificate Course
Developed an eLearning
Certificate Course to turn
the eLearning Officers into
Instructional Designers
Course was offered over 12 weeks
starting March 2012.
eLearning Officers from nine of the
ten Faculties enrolled. One Faculty
sent two eLearning Officers. A
colleague from the Centre for the
Enhancement of Teaching and
Learning also enrolled giving a total
of eleven enrolments.
Certificate Course
The topics were as follows:
Orientation and Introduction to eLearning
Learning and Learning Domains
Technologies in Teaching
The Role of the Teacher in eLearning
Assessment in eLearning
Quality in eLearning
Instructional Design Theory and Practice
Emerging Technologies and Cutting Edge eLearning
Connectivism
Being an Instructional Designer
Certificate Course
Developed Two hours face-to-face
teaching each week
• Participants asked to review content prior to session
• Mini lecture at the start of each session
• Group discussion / activities to consolidate knowledge
• Discussion forum after face-to-face session
• Wiki exercise for knowledge construction
Certificate Course Example
Orienting participants
to eLearning through
readings and discussion
forum questions
What experience do
you have with the
use of technologies
in teaching and
learning?
What experience do
you have with the
use of technologies
in teaching and
learning?
How does your experience fit with
the model that this week’s reading
suggests for making purposeful
use of technologies in teaching
and learning?
How does your experience fit with
the model that this week’s reading
suggests for making purposeful
use of technologies in teaching
and learning?
What recommendations
would you make to
someone who asked you
how to make purposeful use
of technologies in teaching?
What recommendations
would you make to
someone who asked you
how to make purposeful use
of technologies in teaching?
Certificate Course Example
Aim of the wiki exercise was to reflect
collaboratively on how the Certificate
Course might help them to meet the
challenges and realize the possibilities of
eLearning within their Faculties.
This aim was chosen because completing
the wiki exercise would – in principle –
require the participants to draw on the
topics from all ten weeks of the course.
Certificate Course Analysis
Students were required to
post to the discussion forum
once per week for the first 10
weeks of the course
Students were required to
post to the discussion forum
once per week for the first 10
weeks of the course
Students were
required to
post to the
discussion
forum once per
week for the
first 10 weeks
of the course
There were 11
participants so
minimally there
had to be 11
posts per week
Posts always
significantly
exceeded this
figure and
some weeks
the posts
totaled well
over 100
Students worked
collaboratively to
produce a concept
map that represented
the relationship
between the various
concepts that had
been covered in the
first 10 weeks of the
course
They related the
course concepts
to their roles as
eLearning
Officers which
shows ability to
apply knowledge
Certificate Course Analysis
The Course was evaluated
using The University of
Hong Kong’s standard
evaluation questionnaire
The questionnaire contains 10
items and students respond in
terms of 5 point Like scale
ranging from “strongly agree”
to “strongly disagree”
Certificate Course Reflections
The Course was evaluated
using The University of
Hong Kong’s standard
evaluation questionnaire
The questionnaire contains 10
items and students respond in
terms of 5 point Like scale
ranging from “strongly agree”
to “strongly disagree”
• The primary teaching challenge on this
course was to have students question
their assumptions so that they would
become open to seeing themselves as
potential instructional designers.
• Although the course was successful,
the learning design might well have
been more efficacious had it been
explicitly premised on a theory of
transformational learning.
Certificate Course Reflections
The Course was evaluated
using The University of
Hong Kong’s standard
evaluation questionnaire
The questionnaire contains 10
items and students respond in
terms of 5 point Like scale
ranging from “strongly agree”
to “strongly disagree”
• Mezirow’s work in this area suggests
itself as potentially useful.
• According to Mezirow “Meaning
perspectives refer to the structure of
assumptions within which new
experience is assimilated and
transformed by one’s past experience
during the process of interpretation”
(Mezirow, 1990).
Certificate Course Reflections
The Course was evaluated
using The University of
Hong Kong’s standard
evaluation questionnaire
The questionnaire contains 10
items and students respond in
terms of 5 point Like scale
ranging from “strongly agree”
to “strongly disagree”
• The learning design might have surfaced
students meaning perspectives through
reflection “understood as an assessment
of how or why we have perceived,
thought, felt or acted” (Mezirow, 1990).
• Appropriate reflective moments could
have been achieved through a learning
design that incorporated some key
interaction types that would have cause
participants to reflect and to achieve
resolution as a result of their
reflections.
References
Students were required to
post to the discussion forum
once per week for the first 10
weeks of the course
The Course was evaluated
using The University of
Hong Kong’s standard
evaluation questionnaire
The questionnaire contains 10
items and students respond in
terms of 5 point Like scale
ranging from “strongly agree”
to “strongly disagree”
Mezirow, J. (1990). How Critical Reflection Triggers
Transformative Learning. Fostering Critical Reflection in
Adulthood: A Guide to Transformative and
Emancipatory Learning. San Francisco, CA.: Jossy-Bass
Publishers.

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Pedagogy for Professional Learning

  • 1. Pedagogy for Professional LearningPedagogy for Professional Learning Dr. Iain DohertyDr. Iain Doherty September 21September 21stst 20132013 The University of Hong Kong
  • 2. Outline Professional Learning eLearning Strategy eLearning Pedagogical Support Unit Faculties Certificate Course Example Certificate Course Analysis Reflections
  • 3. Professional Learning Professional learning is defined as formal or informal learning that leads to the knowledge, skills and personal attributes necessary to carry out professional duties This presentation critically reflects on the pedagogical approach underlying an eLearning Certificate Course which aimed to teach faculty based eLearning officers the necessary practical and theoretical skills to become instructional designers.
  • 4. Professional Learning This presentation critically reflects on the pedagogical approach underlying an eLearning Certificate Course which aimed to teach faculty based eLearning officers the necessary practical and theoretical skills to become instructional designers Whilst the course was successful – judged in terms of the pass rate and course evaluations – the underlying pedagogy could be improved The proposed revisions are discussed with particular reference to a theory of transformational change that might have helped the eLearning Officers to become instructional designers.
  • 5. eLearning Strategy eLearning @ HKU In 2011 The University of Hong Kong Senate endorsed an eLearning strategy to be implemented commencing 2012. The aim of the eLearning strategy is to enhance teaching and learning through the creative, appropriate and effective use of technologies.
  • 6. eLearning Pedagogical Support Unit About EPSU The EPSU website: http://epsu.cetl.hku.hk The EPSU is a relatively small unit consisting of 4 dedicated staff. The rationale for establishing a small unit was that the eLearning Strategy calls for Faculties to appoint local eLearning Officers to support teachers with their eLearning requirements. EPSU liaises with the eLearning Officers to support them in their roles. A new unit – the eLearning Pedagogical Support Unit (EPSU) – was set up in January 2012 to provide and co-ordinate eLearning pedagogical support to Faculties, to evaluate eLearning initiatives, to disseminate good practices and innovations in eLearning, and to conduct research into educational technologies.
  • 7. Faculties There are ten Faculties at The University of Hong Kong Nine of the ten Faculties complied with the requirement to appoint an eLearning Officer. However, eight of the Faculties appointed individuals with a technical background i.e. no background in teaching and learning theory and therefore not able to advise Faculties on how to make use of technologies in teaching and learning.
  • 8. Certificate Course Developed an eLearning Certificate Course to turn the eLearning Officers into Instructional Designers Course was offered over 12 weeks starting March 2012. eLearning Officers from nine of the ten Faculties enrolled. One Faculty sent two eLearning Officers. A colleague from the Centre for the Enhancement of Teaching and Learning also enrolled giving a total of eleven enrolments.
  • 9. Certificate Course The topics were as follows: Orientation and Introduction to eLearning Learning and Learning Domains Technologies in Teaching The Role of the Teacher in eLearning Assessment in eLearning Quality in eLearning Instructional Design Theory and Practice Emerging Technologies and Cutting Edge eLearning Connectivism Being an Instructional Designer
  • 10. Certificate Course Developed Two hours face-to-face teaching each week • Participants asked to review content prior to session • Mini lecture at the start of each session • Group discussion / activities to consolidate knowledge • Discussion forum after face-to-face session • Wiki exercise for knowledge construction
  • 11. Certificate Course Example Orienting participants to eLearning through readings and discussion forum questions What experience do you have with the use of technologies in teaching and learning? What experience do you have with the use of technologies in teaching and learning? How does your experience fit with the model that this week’s reading suggests for making purposeful use of technologies in teaching and learning? How does your experience fit with the model that this week’s reading suggests for making purposeful use of technologies in teaching and learning? What recommendations would you make to someone who asked you how to make purposeful use of technologies in teaching? What recommendations would you make to someone who asked you how to make purposeful use of technologies in teaching?
  • 12. Certificate Course Example Aim of the wiki exercise was to reflect collaboratively on how the Certificate Course might help them to meet the challenges and realize the possibilities of eLearning within their Faculties. This aim was chosen because completing the wiki exercise would – in principle – require the participants to draw on the topics from all ten weeks of the course.
  • 13. Certificate Course Analysis Students were required to post to the discussion forum once per week for the first 10 weeks of the course Students were required to post to the discussion forum once per week for the first 10 weeks of the course Students were required to post to the discussion forum once per week for the first 10 weeks of the course There were 11 participants so minimally there had to be 11 posts per week Posts always significantly exceeded this figure and some weeks the posts totaled well over 100 Students worked collaboratively to produce a concept map that represented the relationship between the various concepts that had been covered in the first 10 weeks of the course They related the course concepts to their roles as eLearning Officers which shows ability to apply knowledge
  • 14. Certificate Course Analysis The Course was evaluated using The University of Hong Kong’s standard evaluation questionnaire The questionnaire contains 10 items and students respond in terms of 5 point Like scale ranging from “strongly agree” to “strongly disagree”
  • 15. Certificate Course Reflections The Course was evaluated using The University of Hong Kong’s standard evaluation questionnaire The questionnaire contains 10 items and students respond in terms of 5 point Like scale ranging from “strongly agree” to “strongly disagree” • The primary teaching challenge on this course was to have students question their assumptions so that they would become open to seeing themselves as potential instructional designers. • Although the course was successful, the learning design might well have been more efficacious had it been explicitly premised on a theory of transformational learning.
  • 16. Certificate Course Reflections The Course was evaluated using The University of Hong Kong’s standard evaluation questionnaire The questionnaire contains 10 items and students respond in terms of 5 point Like scale ranging from “strongly agree” to “strongly disagree” • Mezirow’s work in this area suggests itself as potentially useful. • According to Mezirow “Meaning perspectives refer to the structure of assumptions within which new experience is assimilated and transformed by one’s past experience during the process of interpretation” (Mezirow, 1990).
  • 17. Certificate Course Reflections The Course was evaluated using The University of Hong Kong’s standard evaluation questionnaire The questionnaire contains 10 items and students respond in terms of 5 point Like scale ranging from “strongly agree” to “strongly disagree” • The learning design might have surfaced students meaning perspectives through reflection “understood as an assessment of how or why we have perceived, thought, felt or acted” (Mezirow, 1990). • Appropriate reflective moments could have been achieved through a learning design that incorporated some key interaction types that would have cause participants to reflect and to achieve resolution as a result of their reflections.
  • 18. References Students were required to post to the discussion forum once per week for the first 10 weeks of the course The Course was evaluated using The University of Hong Kong’s standard evaluation questionnaire The questionnaire contains 10 items and students respond in terms of 5 point Like scale ranging from “strongly agree” to “strongly disagree” Mezirow, J. (1990). How Critical Reflection Triggers Transformative Learning. Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Francisco, CA.: Jossy-Bass Publishers.