Discussions started by Nancy Randall

This study documents a range of  scholarly teaching initiatives that often are based on (adult) learning philosophies and perspectives, particularly throughout  the methods,  reflection,  and  action research clusters outlined in Figure 6.4.  Specific examples are teaching and learning enhancement initiatives such cohort-based reading circles, faculty learning communities, peer coaching and mentoring, as well as new faculty orientation and a curriculum design institute concept.  The discussion that concludes chapter 6.4 provides references to the post-secondary literature underpinning several of these initiatives.

The impact of new and emerging technologies is described in chapter 6.11 including the escalating though differing types of professional learning opportunities needed by educational developers and consultants, by administrators and staff personnel, by faculty members and often by students. Professional learning opportunities are increasingly being offered through online and social media, both for access purposes and to informally teach the use of these e-learning technologies. Chapter 6.11 concludes with a discussion of the ways in which online learning opportunities, among these OER and Open Textbooks, may re-shape teaching and learning environments.

 The study documents an extensive range of initiatives. We applied the Amundsen & Wilson (2012) typology which categorizes educational development initiatives by these clusters: skills, methods, institutional practices, reflection, disciplinary applications, action research or inquiry. We added two additional categories of grants and awards as well as resources and publications, based on Sorcinelli et al (2006). Please see Figure 6.4 in chapter 6 to review the complete range of educational development initiatives.

How might the campus-based educational development and professional learning study be of value?  As an Open Education Resource, we encourage redistribution and further extension of the conceptual frameworks  and models as developed in the study, with citation of study authors and publisher.