Learning analytics, quality indicators and meso-level practitioners

“failure” (CC BY 2.0) by tinou bao When it comes to research I’ve been a bit of failure, especially when measured against some of the more recent strategic and managerial expectations. Where are those quartile 1 journal articles? Isn’t your h-index showing a downward trajectory? The concern generated by these quantitative indicators not only motivated

Continue reading Learning analytics, quality indicators and meso-level practitioners

Early steps in developing a design system/model for Professional Learning Opportunities

A big responsibility for the new team I work with is the design, implementation and revision of Professional Learning Opportunities (PLOs) for teaching staff at our current institution. The PLO term has been gifted to us as part of the restructure process/documents that created the team. It’s a term I quite like since I’ve chosen

Continue reading Early steps in developing a design system/model for Professional Learning Opportunities

How we are rethinking L&T grants, awards and professional learning

The team I work with have been tasked to rethink how our institution does teaching awards, grants, and professional learning opportunities. i.e. the funding our institution provides to teaching focused staff in recognition of quality work (awards), to develop a good idea (grants), or learn something new (professional learning opportunities). Since I’m strange, we’re using

Continue reading How we are rethinking L&T grants, awards and professional learning

Communication and professional learning for teaching at Universities

One of the significant challenges I’ll be facing in the new position are around how to help the institution effectively engage teaching academics in relevant communication/professional learning that will help them. One of the immediate challenges from this task is identifying examples of good practice that have attempted to unify communication and professional learning for

Continue reading Communication and professional learning for teaching at Universities

The teleological reason why ICTs limit choice for university learners and learning

Jones, D., & Muldoon, N. (2007). The teleological reason why ICTs limit choice for university learners and learning. In R. J. Atkinson, C. McBeath, S. K. A. Soong, & C. Cheers (Eds.), ICT: Providing choices for learners and learning. Proceedings ASCILITE Singapore 2007 (pp. 450–459). Singapore. This version is slightly modified. The descriptions in the

Continue reading The teleological reason why ICTs limit choice for university learners and learning

L&T Orientation for new Academic staff (S1, 2017)

Yesterday I helped out with the folk running the session intended to orient new full-time teaching academics to teaching at our institution. What follows are the slides, other resources, and some initial reflections on the session. New (28 March, 2017): Results from participant evaluation now available. Three separate participants suggested a longer session, a first

Continue reading L&T Orientation for new Academic staff (S1, 2017)

Open Educational Practice and Preservice Teacher Education: Understanding past practice and future possibilities

Albion, P., Jones, D., Jones, J., & Campbell, C. (2017). Open Educational Practice and Preservice Teacher Education: Understanding past practice and future possibilities. In Proceedings of Society for Information Technology & Teacher Education International Conference 2017. Outstanding paper award and also available as Albion, P., Jones, D., Campbell, C., & Jones, J. (2017). Open Educational

Continue reading Open Educational Practice and Preservice Teacher Education: Understanding past practice and future possibilities

css.php