Copyright (c) 2009 Bond University All rights reserved. http://epublications.bond.edu.au/gail_wilson Recent documents in Gail Wilson en-us Sun, 22 Feb 2009 17:46:56 PST 3600 http://epublications.bond.edu.au/gail_wilson/5 http://epublications.bond.edu.au/gail_wilson/5 Mon, 14 Apr 2008 18:27:36 PDT This paper is drawn from a doctoral study (in its final stages) about the use and adoption of information and communication technologies (ICTs) to enhance the face-to-face teaching by six academic staff, who represent different disciplines and different campus locations, in a large, regional university in Australia. A collective case study was adopted as the framework for the study, and field data comprised semi-structured interviews, curriculum guides, teaching and learning resources, websites, and included results of a Teaching Practices Inventory completed by each of the research participants.Case study is a popular choice of qualitative researchers. There are numerous examples in the literature of case study as the vehicle for examining issues concerning teachers' use of new technologies in teaching and learning. This paper situates the research study in the qualitative, interpretative research paradigm, and matches the choice of case as the research strategy to accepted characteristics of good case studies. The focus of the paper then moves to the practical, yet difficult problem faced by the researcher of ways of presenting the case, seeking a balance between the demands of prescribed, social scientific writing for an academic audience, and the need to create texts that are interesting, vital and that "make a difference"(Richardson, 2003). Using a sample case from the study, the paper examines approaches to constructing meaning from the field data to create the narrative or presentational account and, ultimately, the research text. Gail Wilson http://epublications.bond.edu.au/gail_wilson/4 http://epublications.bond.edu.au/gail_wilson/4 Sun, 13 Apr 2008 23:02:37 PDT There are a series of challenges facing academic developers in forging relationships with academic staff engaged in curriculum renewal. During 2003 and 2004 the School of Law at the University of Western Sydney engaged in a curriculum renewal project in partnership with the University's Educational Development Centre. The challenges identified as a result of working on this project illustrate levels of engagement within relationship development, and provide substance for further exploration. This paper argues that awareness of these challenges is a significant factor in enhancing engagement and building productive relationships between academic developers and academic staff. Gail Wilson http://epublications.bond.edu.au/gail_wilson/3 http://epublications.bond.edu.au/gail_wilson/3 Sun, 13 Apr 2008 22:14:50 PDT This paper describes a teaching portfolio development project conducted in Charles Sturt University, in which teaching portfolios were promoted as a basis for (a) pro-active engagement in quality enhancement at the individual and group level and (b) professional discourse on concept and attitude change relating to quality in teaching and learning among project participants. The project's thesis was 'that consistent, pro-active, system-wide involvement in quality maintenance and enhancement, and in the discourse that accompanies it, provides a base for improved organisational and divisional quality assurance'. It proposed the Teaching Portfolio as a principal means of achieving this involvement. The project was an initial attempt to discover whether the provision of generous support for the development of teaching portfolios at the individual level and at the level of the group (i.e. the teaching team, the school, the faculty) can magnify this effect such that the activities being recorded, and the records themselves, become a natural subject for public discourse across the institution. Gail Wilson http://epublications.bond.edu.au/gail_wilson/2 http://epublications.bond.edu.au/gail_wilson/2 Thu, 10 Apr 2008 22:22:26 PDT This chapter provides a practitioner-focused review and analysis of the different approaches to faculty development in order to prepare staff for new roles and skills for teaching and learning in the online environment.The chapter examines these new sets of skills, knowledge and capabilities required by faculty and ways in which higher education institutions have instituted professional development support for teachers to address these requirements. Gail Wilson http://epublications.bond.edu.au/gail_wilson/1 http://epublications.bond.edu.au/gail_wilson/1 Thu, 03 Apr 2008 16:35:37 PDT This paper explores the importance of interaction in the online teaching environment and the important role of staff development in developing teacher presence online. Professionally developing staff to use information and communication technologies is viewed from the standpoint of diffusion of innovation, moving from early adopters to mainstream majority, and targeting staff development at this latter group. Approaches to staff development using information and communication technologies are described, and recommendations for staff development for online teaching are made. Gail Wilson