Academic staff development in online learning and teaching: developing online pedagogies

Naomi Waldron, Learning Designer, Teaching and Learning Support Services, Queensland University of Technology, Victoria Park Road, Kelvin Grove, 4059. Email: n.waldron@qut.edu.au

Shane Dawson, Doctoral Student, Centre for Learning Innovation, Queensland University of Technology, Email: sp.dawson@qut.edu.au

Dr Bruce Burnett, Senior Lecturer, Faculty of Education, Queensland University of Technology, Email: b.burnett@qut.edu.au

Keywords

Academic staff development, Online learning and teaching, Australian higher education, pedagogy

Abstract

The use of technologies in universities for administration, research, and teaching and learning has rapidly increased in the last 10 years, with goals of enhancing efficiency and effectiveness across core business. Within the learning and teaching domain, the proliferation of online technologies for delivery and collaboration for educational outcomes, have been noted to be driven more by the perceived possibilities afforded by the technologies rather than the pedagogy (Ehrmann, 2002, [HREF9]). The current challenge for the education sector is to redirect the emphasis towards the pedagogy in relation to educational technology (Oliver & Herrington, 2003, [HREF18]).

In August 2004, the Faculty of Education at Queensland University of Technology, Australia, funded a project to generate a novel mechanism for staff to engage with the online teaching environment, with the aim to encourage innovation accross the Faculty in both online pedagogies and mainstream good practice. The Innovation, Technology and Pedagogy (ITP) project aimed to advocate new learning and teaching approaches by redirecting conversations about online learning away from a focus on technology towards applications of pedagogy.

This paper outlines the impetus for the use of technologies in learning and teaching within Australian higher education organisations, and describes an academic staff development project developed in response. In reviewing the outcomes of the project, it offers recommendations for other organisations wanting to put pedagogy back into online learning and teaching.