Promoting professional learning for academic teaching practice : final report.
Lead Institution: La Trobe University
Due to rapid changes in the HE sector, there is an increasing need for professional learning processes and systems about teaching to model alternative modes of learning and recognise less formal activities undertaken by academics. Building on four previous ALTC/OLT projects, the intent of the curren...
|Institution(s):||La Trobe University|
|Main Author(s):||Hallett, Rhonda|
Australia. Dept of Education, Skills and Employment
|Summary:||Due to rapid changes in the HE sector, there is an increasing need for professional learning processes and systems about teaching to model alternative modes of learning and recognise less formal activities undertaken by academics. Building on four previous ALTC/OLT projects, the intent of the current project was to promote a shared understanding of academic teacher preparation amongst academic developers in IRU network institutions, and explore processes for acknowledging formal and informal learning in these programs. This included an exploration of the concept of disaggregated learning and its application to professional learning for academics amongst academic developers across a network of institutions. A literature review established the effectiveness of a disaggregated approach for professional learning in academic teaching practice. Two interactive workshops and a survey stimulated a sharing of ideas and strategies amongst IRU academic developers for supporting disaggregated learning models and processes. There were seven key outcomes of the project: 1. A stocktake of existing professional learning programs offered by IRU institutions, identifying formal qualifications offered (GCHE and HEA), and the place of informal learning in these, 2. An audit of foundation programs offered by each institution for commencing and ongoing staff and the role of informal learning in these, 3. The identification of a set of principles informing a potential framework for identifying and acknowledging informal and non-formal learning about teaching, 4. The formation of a CoP for IRU-based academic developers, 5. Protocols for benchmarking Professional Learning programs across IRU institutions, 6. An ethics-approved investigation into academic developers’ perceptions of disaggregation and its application to practice, resulting in one conference paper and one journal article and 7. A Professional Learning ‘Proof of Concept’ framework developed and implemented at LTU. [Publisher summary, ed]|
9781761141034 (print ed)