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A new approach to professional learning for academics teaching in next generation learning spaces

de la Harpe, Barbara and Mason, Thembi (2014). A new approach to professional learning for academics teaching in next generation learning spaces. International Perspectives on Higher Education Research,12:219-239.

Document type: Journal Article
Citation counts: Scopus Citation Count Cited 2 times in Scopus Article | Citations

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Title A new approach to professional learning for academics teaching in next generation learning spaces
Author de la Harpe, Barbara
Mason, Thembi
Journal Name International Perspectives on Higher Education Research
Publication Date 2014
Volume Number 12
ISSN 1479-3628   (check CDU catalogue  open catalogue search in new window)
ISBN 9781783509867   (check CDU catalogue  open catalogue search in new window)
Scopus ID 2-s2.0-84904738212
Start Page 219
End Page 239
Total Pages 21
Place of Publication United Kingdom
Publisher J A I Press Ltd.
Abstract The promise of Next Generation Learning Spaces appears to remain unfulfilled. This chapter explores why and how the design of professional learning for academics teaching in such spaces can and should be transformed. It takes a fresh look at why old professional development is failing and proposes a new way to engage academics in their own professional learning. Rather than continuing with traditional professional development that is most often, ad hoc, formal and centrally driven, comprising mandated professional development workshops and a website that may only be visited once, the chapter explores the move from 'old' professional development to 'new' professional learning. It draws on the fields of organisational theory, cognitive theory and behavioural economics. New professional learning is characterised by a 'pull' rather than a 'push' philosophy. Academic staff themselves drive their own learning, choosing what, when and how they want to learn to become better teachers. Multiple and various learning opportunities embedded in day to day work are just-in-time, self-directed, performance-driven and evaluated within an organisational system. In this way the institutional setting influences behaviour by 'nudging' habits and setting defaults resulting in academics making the 'right' decisions and doing the 'right' thing. By addressing the compelling issue of how to enhance academic staff teaching capability, this chapter can help university leaders to think beyond the professional development approaches of yesterday. Aligning with this new direction will result in enhanced learning and teaching in the future.
Keywords Change management
Learning and teaching
Professional development
Professional learning
Staff capability
Transformative learning
DOI http://dx.doi.org/10.1108/S1479-362820140000012015   (check subscription with CDU E-Gateway service for CDU Staff and Students  check subscription with CDU E-Gateway in new window)
 
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Created: Fri, 29 Aug 2014, 16:20:48 CST by Anthony Hornby