Encouraging faculty’s adoption of and innovation in learning and teaching with technologies continues to be a critical challenge for those responsible for faculty development in today’s higher education institutions. This chapter examines current practice in Web-enhanced faculty development to promote Web-enhanced learning in university teaching. It begins by locating faculty development with the context of workplace learning and professional learning. Faculty development is seen as a continuum of formal and informal learning experiences offering a range of options. Critical questions are offered to assist the planning and implementation of faculty development to address the need for new learning models and pedagogy for the 21st century, followed by an overview of learning perspectives which dominate the design of faculty development to support adoption and widespread use of new technologies. Specific frameworks used to design faculty development to support Web-enhanced learning are explained and illustrated – technology adoption, skills acquisition, scholarly engagement, and the use of resources to support faculty learning. This chapter concludes with a summary of implications for faculty development practice.
Wilson, G 2011, 'Promoting web-enhanced learning in university teaching: current practice in web-enhanced faculty development', in M Repetto & G Trentin (eds), Faculty training for Web-enhanced learning, Nova Science Publishers, Hauppauge, New York, pp. 61-78. ISBN: 9781612093352.