Title

A call for promoting ownership, equity, and agency in faculty development via connected learning

Author's Department

Center for Learning and Teaching (CLT)

Find in your Library

https://doi.org/10.1186/s41239-018-0128-8

Document Type

Research Article

Publication Title

International Journal of Educational Technology in Higher Education

Publication Date

12-1-2018

doi

10.1186/s41239-018-0128-8

Abstract

© 2018, The Author(s). For transformation to occur in learning environments and for learners, higher education must first consider how such transformation will occur for the designers and facilitators of learning experiences: the university teachers or educators we call faculty (in the US), instructors, lecturers or professors or, in some instances, university staff. For the purpose of this article, we will refer to them as educators or faculty, and the process of their professional development as educational development or faculty development (more historically common in the US context). We aspire towards universities in the future that cultivate connected, participatory educational development that crosses institutional and national boundaries, and which takes equity, social justice and power differences into consideration, promoting educator agency. We propose theoretical underpinnings of our approach, while also highlighting some examples of recent practice that inspire this direction, but which are small in scale, and can provide springboards for future approaches that may be applied on a wider scale and become more fully integrated, supported and rewarded in institutions. Our theoretical underpinnings are influenced by theories of heutagogy and self-determined learning, transformative learning, connectivist and connected learning, and an interest in equity. We share models of alternative approaches to educator development that take advantage of the latest advances in technology, such as #DigPINS, Virtually Connecting, collaborative annotation, and dual-pathway MOOCs. We then share a semi-fictional authoethnography of our (the authors’) daily connected lives, and we end by highlighting elements of the models we shared that we feel could be adapted by institutions to achieve educator professional development that is more transformative, participatory, and equitable.

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