Aligned and resistant communities: Exploring new conduits for online engagement
The paper argues that a significant body of staff within the academy remain resistant to using new technologies within their teaching. It is suggested that the current paradigm targeting increased staff uptake within the in-house Learning Management Systems (LMS) has failed due to an over reliance on policy, fundamental flaws in translating and disseminating the work of earlyadaptors, and an over reliance on tool-based professional development. The paper highlights the importance of providing clusters of staff with radically different mechanisms through which a pedagogical understanding of their teaching can be applied to a contextualized online environment. Here the Innovation, Technology and Pedagogy project (ITP) is presented as an alternative means of engaging with the LMS and also as an alternative means of generating new communities of learning centred on authentic online pedagogical engagement. The paper argues that the academy must continue to explore alternative models that allow for the full spectrum of staff to be included in a process of documenting, storing and disseminating techniques of learning and teaching with technology.
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|Item Type:||Conference Paper|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2005 (please consult author)|
|Deposited On:||17 Oct 2005 00:00|
|Last Modified:||27 Oct 2014 04:55|
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