Why Technology Fails to Transform Pedagogy: Lessons for Professional Learning
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This document discusses professional learning and the challenges of using technology to transform pedagogy. It begins by outlining three sub-questions: 1) What do we know about impactful professional learning? 2) How can digital learning be more deeply embedded in institutional cultures? 3) How can the impact of professional learning initiatives be better understood? The document then addresses each sub-question, providing principles of effective professional learning and examples of a professional development model and digital learning platform. It concludes that technology alone fails to transform pedagogy and that deeper, more strategic and contextual approaches to professional learning are needed.
Why Technology Fails to Transform Pedagogy: Lessons for Professional Learning
- 1. Mark Brown, James Brunton Eamon Costello, Mark Glynn & Clare Gormley Sligo, Ireland 2nd June 2017 Why Technology Fails to Transform Pedagogy: Lessons for Professional Learning
- 2. …the old ‘pump, pump, dump’ model of pedagogy still dominates practice The uncomfortable reality is…
- 3. Three sub questions… • What do we know about impactful professional learning? • How can we infuse digital learning more deeply in our institutional cultures • How can we better understand the impact of our professional learning initiatives?
- 4. 1. What do we know about impactful professional learning?
- 5. 10KeyPrinciples • All staff are learners • It should be active and engaging • It needs to challenge pedagogical beliefs • It should value the tacit knowledge of teachers • It should be demand-led rather than supply driven • It should help build strong communities of practice • It needs to be multi-faceted to meet differing needs • It should recognise important discipline differences • It should embed new technologies in meaningful contexts • It should promote deep and sustainable changes to educational practices which enhance outcomes for learners
- 6. - Developing Scholarly Professionals CONTINUOUS DEVELOPMENT AND LEADERSHIP - Enabling 21st Century Educators - Levergaging Innova?on for BeAer Outcomes - Fostering Openness and Global Engagement Digitally Connected Intellectually Open EVALUATING TEACHING AND LEARNING ASSESSMENT AND FEEDBACK FOR LEARNING FACILITATING SUCCESSFUL LEARNING DESIGNING FOR LEARNING IDENTITY, NARRATIVE AND PHILOSOPHY - Shaping More Sustainable Futures Core Domains Integra?ng Strands GeneraFon 21 – Graduate AspiraFons EducaFon for the Future CriFcally ReflecFve Goal: A Distinctive, Exceptional and Transformative Learning Experience Teaching Enhancement Framework TransformaFve InnovaFon
- 7. - TEU Website - Loop Website - Loop Helpdesk - Teaching Videos - Quick Reference Guides - NaFonal Forum Resources - External Teaching Resources Just in Time Support Guiding Principles - Core Domains - IntegraFng Strands - Individual ConsultaFons - Course Design Framework - Peer Review and ObservaFon of Teaching - Core Teaching Enhancement Modules - Demand Led Teaching Enhancement Workshops - Accredited Postgraduate CerFficate and Diploma - Teaching and Learning Day - President’s Teaching Excellence Award - InnovaFon in Teaching Grants - Teaching Fellowship Scheme - NIDL VisiFng Scholars - NIDL ‘Hot Topics’ - Teaching and Learning Strategy - Support for Programme Reviews - Leadership Development Programme(s) - Learning AnalyFcs for Quality Enhancement - ContribuFon to Teaching and Learning Commiees - Support to Aend External Events and Conferences Key Services - Welcome Leer - HR InducFon Session - Welcome to DCU Coffee - FoundaFon to Teaching Module TEACHING ENHANCEMENT FRAMEWORK Distinctive|Exceptional|TransformaFve Teaching Enhancement for All Staff Support for Staff in Leadership Roles Support for Early Career Staff EXAMPLE OF A STRATEGIC PROFESSIONAL DEVELOPMENT MODEL
- 10. 2. How can we infuse digital learning experiences more deeply in our institutional cultures?
- 20. 1,099 participants from 21 countries: • Ireland • Saudi Arabia • United States • United Kingdom • Netherlands • Australia • India • France • Germany • Nigeria • Spain • Romania • Belgium • Egypt • Luxembourg • Slovenia • Canada • Hungary • Portugal • Norway • New Zealand Average Time Spent on Platform: 74 minutes
- 22. 3. How can we better understand the impact of our professional learning initiatives?
- 23. Jones, A., Lygo-Baker, S., Markless, S., Rienties, B., & Di Napoli, R. (2016): Conceptualizing impact in academic development: finding a way through. Higher Education Research & Development, DOI: 10.1080/07294360.2016.1176997 Coolbear, P., & Hinton, T. (2013). Evaluating the impact of research projects in tertiary learning and teaching: Exploring the geography of change. Plenary address HERDSA Conference, Auckland, New Zealand, 2nd July.
- 24. Conclusion… Technology fails to transform pedagogy as we need deeper, far more aligned and strategic, contextually rich and embedded, and impactful approaches to professional learning.
- 25. “A prudent question is one-half of wisdom” Francis Bacon