One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning

Compton, Martin; Almpanis, Timos

doi:10.21100/compass.v11i1.708

Cited by 42 publications

(2 citation statements)

References 7 publications

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“…Where there was criticism, it was in terms of colleagues 'needing' or 'wanting' someone to show them exactly what to do in those live events. Such an ineffective one-size-fits-all model felt inappropriate in those contexts (Compton and Almpanis, 2018), though we did compensate with one-to-one support and self-access guides too.…”

Section: The Responsementioning

confidence: 86%

Sell them what they want; give them what they need: managing tensions and competing expectations in live online lecturer development workshops

Compton

2021

jldhe

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Section: The Responsementioning

confidence: 86%

Sell them what they want; give them what they need: managing tensions and competing expectations in live online lecturer development workshops

Compton

2021

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“…We have previously argued (Compton and Almpanis, 2018) that this mixed impression is exacerbated by common models of continuing professional development (CPD) in relation to the use of technology in HE. The CPD is too often standardised and follows a one-size-fits-all model that exhibits the inadequacies of 'transmissive' training rather than the desired 'transformative' development opportunity (Kennedy, 2011).…”

Section: Martin Compton and Timos Almpanismentioning

confidence: 99%

Social media in higher education: case studies, reflections and analysis Social media in higher education: case studies, reflections and analysis , edited by C. Rowel, Open Book Publishers, Cambridge, UK, 2019, ISBN 978-1-78374-668-2 (paperback), ISBN 978-1-78374-670-5 (PDF). https://doi.org/10.11647/OBP.0162

Shahreza

2022

Open Learning: The Journal of Open, Distance and e-Learning

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with a long career in Education and a particular focus on staff development. He holds a BEd in Philosophy and Education (Aristotle University of Thessaloniki, Greece), an MSc in Computer-based Learning and Training (University of Southampton, UK) and a PhD in E-Research and Technology Enhanced Learning (Lancaster University, UK). He is a qualified teacher for the secondary and the tertiary sectors and a Senior Fellow of the Higher Education Academy (SFHEA). His research interests include academic staff development needs for blended and online learning; ways technology can be used pedagogically to enhance learning; curriculum design; learning theories; Open Educational Resources (OER); the future of online learning. Twitter: @timos75 LinkedIn: https://www.linkedin.com/in/timosalmpanis

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Social Media in Higher Education

Blake¹,

Millson²,

Aston³

2019

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| @jetsumgerlOne of the challenges many HE professionals face in classrooms geared towards teaching or learning about social media, is teaching apparently digitally savvy students who feel their intense familiarity with social media is the same as critical understanding. While some may indeed be critical and indeed, possess a sophisticated understanding of algorithms, privacy, and the complex structures of social media, many do not. As such, guiding learners to move beyond their experience of the newsfeed, stream, or front page can be tremendously challenging as well as tremendously rewarding.This chapter examines one approach for dealing with this sometimes difficult teaching context, providing a broad overview of the growing importance for critical perspectives on social media. Beginning with an outline of the rich variety of student experiences, this chapter contextualizes some of the learning challenges I have encountered in my own classrooms while teaching social media, challenges which require an open classroom and a critical view of the idea of 'digital natives'. This chapter also presents Facebook, particularly its interactions with Cambridge Analytica, as an ideal case for tackling the complexities of social media and pushing users beyond the social experience. The aim of this section is to examine the importance of personal data as the core business model of Facebook, and most mainstream or corporate social media.Finally, this chapter includes three key exercises that can be used in classrooms to help learners to understand how Facebook works and some of what the Cambridge Analytica case reveals about social media. In sum, the purpose of this chapter is to examine some of the best ways to bring critical thinking into the experience of social media by providing a mix of theory and practical tasks so that learners can understand concepts of personal data collection and 'surveillance capitalism' in relation to their own Facebook accounts and social media use. The Cambridge Analytica case is particularly important and effective for engaging learners' critical understanding of social media and moving their perspective beyond the screen. Students, screens, and social mediaMany HE professionals regard young adults as 'digital natives' who come into the classroom with an innate understanding of new technologies and digital skills (e.g. Prensky 2001Prensky , 2012. Many also draw on ideas the visitor and resident model in order to understand the skills young people develop in relation to their engagement with social and digital tools (e.g. White and Le Cornu 2011). However, based on what I see in my classrooms, many young people do bring an intense familiarity with social media based on everyday use, yet this is familiarity is uneven. Many others have limited experience and understanding, perhaps based on a personal or parental rejection of social media in their lives. This uneven familiarity and understanding is important for two reasons. First, as educators, it is vital to challenge assumptions about young peop...

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One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning

Cited by 42 publications

References 7 publications

Sell them what they want; give them what they need: managing tensions and competing expectations in live online lecturer development workshops

Sell them what they want; give them what they need: managing tensions and competing expectations in live online lecturer development workshops

Social Media in Higher Education

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