I must admit to having a strong preference for skills-based approaches to faculty development. I find university faculty have limited time to put to learning how to teach and they come to teaching and learning centres with real problems that require hands-on answers. They seem to want strategies, practice, feedback and time to discuss teaching issues with colleagues to gain ideas they will use in their classrooms. Often the more theoretical approaches to learning take longer and provide fewer practical take aways (my bias shows here).
From personal experience, I too have studied teaching and learning in a variety of environments, everything from Scouts Canada leader training, St. John Ambulance first aid instructor training, SAIT instructor training, bachelor degree studies in higher education and a Masters' degree in higher education. The majority of the practical, skill-based parts came from the first three sources; the work in high education was helpful, broadening and interesting, and yet much of the content for the courses I teach in the TLC comes from the skills-based programs. I believe we need to consider what our learners need to know to be more successful in their classrooms and in helping their students to succeed, and then how to provide it in a way that fits their constraints. I encourage people who want that deeper understanding to enrole in education programs that are geared to that exploration.
Off my soap box!
Rosalie
I'm reviewing the open textbook The Theory and Practice of Online Learning (2nd ed.) Interesting reading. It is pretty academic - lots of citations. But it is reminding me how hard it is for someone without much formal training to understand and practice good teaching and learning support. Credential requirements should cover the basics without placing too big a burden on either the institution or the faculty members.
Sure, everyone is busy. Making everyone attend two-day training sessions is very expensive. Some of the learning is best acquired in an informal community of practice setting. Online classes, seminars, conferences can be "attended" anytime, anywhere. Mentors and instructional development resource people can provide targeted hands-on direction. Acquiring the knowledge and skills needs to be flexible and take advantage of all these learning opportunities.
It would be great if credentials could be awarded on the basis of a "challenge-for-credit." "Theory and Practice" includes some discussion of the Athabasca model. The real trick will be how to determine if the criteria for the credential have been met. Worth considering.
Sure, everyone is busy. Making everyone attend two-day training sessions is very expensive. Some of the learning is best acquired in an informal community of practice setting. Online classes, seminars, conferences can be "attended" anytime, anywhere. Mentors and instructional development resource people can provide targeted hands-on direction. Acquiring the knowledge and skills needs to be flexible and take advantage of all these learning opportunities.
It would be great if credentials could be awarded on the basis of a "challenge-for-credit." "Theory and Practice" includes some discussion of the Athabasca model. The real trick will be how to determine if the criteria for the credential have been met. Worth considering.
These are very good points. There is a wealth of information available about teaching practices, both online and print. The way this can be accommodated in an expectations framework is through what we call in BC, PLAR--prior learning assessment and recognition.
The critical detail, as you say, is aligning this prior learning with elements in the expectations framework and determining equivalence. We do a lot of this kind of alignment in assessing student prior learning in the context of course learning outcomes. It can be done.
The critical detail, as you say, is aligning this prior learning with elements in the expectations framework and determining equivalence. We do a lot of this kind of alignment in assessing student prior learning in the context of course learning outcomes. It can be done.