Copyright (c) 2009 All rights reserved. http://works.bepress.com/gail_wilson Recent documents in Gail Wilson en-us Tue, 24 Nov 2009 15:29:19 PST 3600 http://works.bepress.com/gail_wilson/13 http://works.bepress.com/gail_wilson/13 Wed, 19 Aug 2009 19:56:04 PDT Patrick Keyzer http://works.bepress.com/gail_wilson/11 http://works.bepress.com/gail_wilson/11 Mon, 25 May 2009 22:07:53 PDT This chapter reports a collective study of research-based evidence of experiences of academic staff adopting ICT-facilitated education and transitioning to blended learning practices in a regional Australian university. It analyses seven dimensions of blended learning environments that these teachers create and provides a valuable framework for practitioners, researchers and policy makers seeking to understand the transition to blended learning. This chapter examines ways of analysing and defining blended learning environments (BLEs) by focusing on the scope, nature, and purpose of the blend adopted by individual faculty across their courses. The chapter provides case examples of BLE dimensions and their basis for a professional development model to support staff in their transition to blended learning environments and can be used in successful institutional adoption of blended learning practices. Gail S. Wilson http://works.bepress.com/gail_wilson/12 http://works.bepress.com/gail_wilson/12 Mon, 25 May 2009 22:07:53 PDT This study reports on recent doctoral research focused on six academic staff working in early blended learning environments in campus-based contexts at a large Australian university. The case-based research reports on how information and communications technology (ICT) was used by each of these staff, all early adopters of new technologies, to enhance their face-to-face teaching, and how this use contributed to an understanding of blended learning in higher education. Across the cases, seven dimensions of blended learning environments were identified, Overall, the study enhances understanding of the nature, purpose and scope of early blended learning approaches in a university setting, and highlights the importance of academics' use of resource-based learning to create blended learning environments across a range of courses. The study also establishes reasons why these teachers embraced the use of ICT in their on-campus teaching, and provides insights into how each perceived their teaching role. Gail S. Wilson http://works.bepress.com/gail_wilson/10 http://works.bepress.com/gail_wilson/10 Mon, 25 May 2009 22:04:10 PDT Extract: This study documents the ways in which flexible modes of delivery were adopted using information and communication technology (ICT) in two internal subjects in the third year Bachelor of Education (Early Childhood) program at Charles Sturt University, Bathurst NSW. It is based on the assertion by Taylor, Lopez & Quadrelli (1996) that 'flexibility must be developed and evaluated in specific local contexts'. The study examines the rationale for moving towards a more flexible mode of delivery for on-campus students in order to service the needs of their profession and the institutional demands both on students to become lifelong, autonomous learners, and on staff to develop skills and competencies in the use of ICT. Myra Dunn http://works.bepress.com/gail_wilson/9 http://works.bepress.com/gail_wilson/9 Thu, 21 May 2009 18:45:14 PDT The Assessment Snapshots digital resource at the University of Western Sydney is a current project to produce locally contextualised resources about effective assessment practice. Assessment case studies showcased through the project offer insights into how individual teachers in the discipiinas design assessment strategies which respond to the challenges of teaching and learning in the tertiary sector in the 21st century. Resources produced are designed as online professional development tools for self-access by teachers and for use in assessment workshops and curriculum renewal projects. The paper explores the rationale for using case studies as a form of represantation of practice, and describes the processes taken by a team of academic developers to gather cases from individual academics, provides initial reflections on those processes, and proposes plans for using the resource and evaluating its effectiveness as a trigger for improvement in assessment practice. Gail S. Wilson http://works.bepress.com/gail_wilson/8 http://works.bepress.com/gail_wilson/8 Thu, 21 May 2009 18:38:35 PDT Extract: The Street area is the central point of the University's main teaching building. Until recently, it was merely a transition space - people would move through it in order to get to their next class. It is a large rectangular area measuring approximately 20 by 5 metres and rising three stories high. In many ways, it resembles a classical loggia. The new space consists of a raised, carpeted seating area. Large, comfortable couches, freemoving ottomans, and circular coffee tables are located in this space. Marcus Randall http://works.bepress.com/gail_wilson/7 http://works.bepress.com/gail_wilson/7 Thu, 21 May 2009 18:38:34 PDT Extract: Bond University has recently completed construction of an engaging formal teaching space, known as the Pod Room, named as a result of its pod, or kidney-shaped, group work desks. The room has been designed to facilitate interactivity, teamwork, and sociability amongst students. Our concept of this pod space is based on an innovative design that has been successfully trialled at the University of Melbourne and the University of Queensland. Gail Wilson http://works.bepress.com/gail_wilson/6 http://works.bepress.com/gail_wilson/6 Thu, 21 May 2009 18:36:44 PDT The Assessment Snapshots digital resource is a current project to support academic learning about assessment by diffusing knowledge and understanding of locally contextualised good practice in assessment at an Australian university. An initial collection of Snapshots was made available to academic staff on the University's web site in early 2006. This paper describes how the resource has been utilised by teachers and explains the uses that academic developers have made of the resource in supporting teachers to extend their learning about assessment. The paper reflects on the extent to which the pilot project has been successful in disseminating effective assessment practice and promoting reflection and discussion about assessment issues. It proposes future directions for more effectively integrating and contextualising resources for professional learning with teachers' everyday teaching practice. Rosemary Thomson http://works.bepress.com/gail_wilson/5 http://works.bepress.com/gail_wilson/5 Thu, 19 Feb 2009 14:09:57 PST There are a series of challenges facing academic developers in forging relationships with academic staff engaged in curriculum renewal. During 2003 and 2004 the School of Law at the University of Western Sydney engaged in a curriculum renewal project in partnership with the University's Educational Development Centre. The challenges identified as a result of working on this project illustrate levels of engagement within relationship development, and provide substance for further exploration. This paper argues that awareness of these challenges is a significant factor in enhancing engagement and building productive relationships between academic developers and academic staff. Gail Wilson http://works.bepress.com/gail_wilson/2 http://works.bepress.com/gail_wilson/2 Thu, 19 Feb 2009 14:09:56 PST This chapter provides a practitioner-focused review and analysis of the different approaches to faculty development in order to prepare staff for new roles and skills for teaching and learning in the online environment.The chapter examines these new sets of skills, knowledge and capabilities required by faculty and ways in which higher education institutions have instituted professional development support for teachers to address these requirements. Gail Wilson