Open AccessIncreasing access to professional learning for academic staff through open educational resources and authentic design
Author(s) -
Gail W. T. Wilson,
Paula Myatt,
Jonathan Purdy
Publication year - 2018
Publication title -
journal of university teaching and learning practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.258
H-Index - 8
ISSN - 1449-9789
DOI - 10.53761/1.15.2.5
Subject(s) - openness to experience , professional development , context (archaeology) , multimethodology , asynchronous communication , distance education , higher education , pedagogy , educational technology , psychology , faculty development , instructional design , medical education , focus group , open educational resources , sociology , computer science , medicine , political science , social psychology , paleontology , computer network , law , biology , anthropology
This research examines the design and delivery of a new Foundations of University Teaching Practice (FUTP) program delivered through asynchronous online modules. The freedom to choose defines the new momentum of openness in distance and open learning. University teaching staff expect quality resources to support their professional development within the reality of limited time for learning and a desire for increased accessibility. Openness and increased access bring both opportunities and challenges. This paper uses mixed methods to examine the FUTP from the perspectives of both the designers and the academic staff who participated in the program. Using personal reflections, focus groups, a survey, and interviews, we explore those opportunities and challenges within the context of the design and delivery of the program and report on the findings. Our research confirmed the value of openness and increased access to professional learning in higher education