Copyright (c) 2009 All rights reserved. http://works.bepress.com/renata_phelps Recent documents in Renata Phelps en-us Fri, 20 Nov 2009 02:24:38 PST 3600 http://works.bepress.com/renata_phelps/149 http://works.bepress.com/renata_phelps/149 Wed, 18 Nov 2009 19:40:49 PST This paper examines the application of project management methodology to the development and delivery of online units within University environments. While project management is acknowledged as having advantages as a methodology in certain circumstances, it can be argued that it is culturally and ideologically inappropriate for managing academic development. Online development which occurs within an institution-wide context presents significant challenges in terms of cultural change and staff development. Furthermore it is argued that online units should not be viewed as a "product" - there is no beginning or end to the process of online unit development and the pedagogical and technical goal posts are continually shifting. If online development is to be successful then it must be embraced as an integral aspect of the everyday work of academics and general staff alike. It is argued that that "management", per se, is antithetical with academic work and that academic environments are more appropriately approached as "learning organisations". The experiences of three individuals who have acted in the role of "project managers" within one institution are used to illustrate the perceived advantages and shortcomings of project management methodology. It is proposed that a more appropriate central approach rests with action learning where learning is intrinsic to the process and there is no expectation of a beginning and end to the product. Staff development is integral, as are processes of evaluation, documentation and shared growth towards improved practice. It is acknowledged that there is an important coordination role to be played in initial and ongoing online development but that this process should be viewed as one of facilitation and coordination rather than management. Renata Phelps http://works.bepress.com/renata_phelps/147 http://works.bepress.com/renata_phelps/147 Sun, 30 Aug 2009 17:07:11 PDT Australia is currently witnessing a melding of its various education sectors and a gradual erosion of distinctions between school, vocational education and higher education. Such developments are leading toward a 'seamless web' of post-compulsory education, a goal strongly articulated by governments, bureaucrats, business and educators in recent years. University Developed Board Endorsed Courses (UDBECs), which are developed by universities and undertaken by Higher School Certificate (HSC) students as part of their final year of study, are one such initiative. This paper discusses the role and function of UDBECs in the learning patterns and career decisions of final year high school students. A case study of one such course, Springboard into Teaching, is used to highlight the strengths and challenges of such initiatives. The evaluation of this particular UDBEC emphasises the benefits of partnerships between schools and universities, but highlights the need for further monitoring of the effects and longer-term outcomes of such initiatives. Anne Graham http://works.bepress.com/renata_phelps/146 http://works.bepress.com/renata_phelps/146 Sun, 30 Aug 2009 16:39:06 PDT Anne Graham http://works.bepress.com/renata_phelps/145 http://works.bepress.com/renata_phelps/145 Sun, 23 Aug 2009 19:21:25 PDT Renata Phelps http://works.bepress.com/renata_phelps/144 http://works.bepress.com/renata_phelps/144 Sun, 23 Aug 2009 19:21:23 PDT Renata Phelps http://works.bepress.com/renata_phelps/143 http://works.bepress.com/renata_phelps/143 Sun, 23 Aug 2009 18:05:41 PDT Renata Phelps http://works.bepress.com/renata_phelps/142 http://works.bepress.com/renata_phelps/142 Sun, 23 Aug 2009 18:05:40 PDT Professional development of teachers in information and communication technology (ICT) continues to be an urgent educational imperative. While many teachers are integrating ICT (with varying degrees of confidence and creativity), a significant number still remain hesitant, reluctant and daunted by the rapid rate of technological change. Far from being a simple process, ICT professional development necessitates not only personal and professional changes for individuals, but changes in school culture including institutional attitude and support for professional learning, reflection and professional discussion, readiness to embrace change, collegiality, trust and encouragement to take risks. Grounded in research about what influences teachers' adoption and integration of ICT, this paper describes a three-year action research initiative that led to the development of a whole-school metacognitive approach to ICT teacher professional development known as Technology Together. The paper will describe the approach and findings from the research, indicating that the metacognitive approach can be successfully implemented within a whole-school environment. Data suggests that the process can have a positive impact on the culture of the school and that the outcomes were most significant at schools who implemented the process most consistently with the foundations of the metacognitive approach. Renata Phelps http://works.bepress.com/renata_phelps/141 http://works.bepress.com/renata_phelps/141 Sun, 23 Aug 2009 18:05:38 PDT Renata Phelps http://works.bepress.com/renata_phelps/140 http://works.bepress.com/renata_phelps/140 Sun, 23 Aug 2009 18:05:37 PDT Professional development of teachers in information and communication technology (ICT) is an urgent educational imperative, presenting significant financial and strategic challenges internationally. While many teachers are now integrating ICT in innovative and educationally appropriate ways, there are still a significant number of teachers who are resistant to using technology, either personally and/or in their teaching. Moving a whole school forward as a technology-embracing school can be a significant challenge, and teacher professional development is generally seen as the 'solution'. Research, however, emphasises the importance of positive attitudes, values, beliefs and motivation, lack of anxiety and approach to learning as key factors in adoption of ICT by teachers. These factors are less frequently addressed through traditional professional development programs. This paper argues that schools need to embrace a culture of 'learning capability' - an approach which emphasises 'life-long' computer learning; where teachers are more self-directed in embracing new technologies and integration ideas, identifying what they need to learn and in driving the actual learning. This article describes a research project in which a metacognitive approach is being trialed as an approach to supporting whole-school change in the integration of ICT and in building a culture of computer capability. Renata Phelps http://works.bepress.com/renata_phelps/139 http://works.bepress.com/renata_phelps/139 Sun, 23 Aug 2009 18:05:36 PDT Christine Jeffrey