Authentic learning experiences: complementary organizational strategy for academic professional development

Tynan, Belinda (2008) Authentic learning experiences: complementary organizational strategy for academic professional development. In: IADIS International Conference on e Learning 2008 (IADIS 2008), 22-25 July 2008, Amsterdam, Netherlands.

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Abstract

There are numerous websites and considerable literature which describe approaches to learning and teaching using a range of technologies in higher education contexts for academic staff. Further, that as academic staff development is increasingly recognized as having an essential role to play in the recasting of ways in which teachers work with students and how students best learn, that this is an area ripe for new consideration. It is the author's contention here, that embracing the role of student, as a lived experience, can assist academic developers in reconsidering and renewing their conceptions of learning and teaching. This could go in some part in informing the practice and processes of academic staff developers in understanding, promoting and supporting flexible learning modes.

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Item Type:	Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed:	Yes
Item Status:	Live Archive
Faculty/School / Institute/Centre:	Historic - Learning and Teaching Support Unit
Faculty/School / Institute/Centre:	Historic - Learning and Teaching Support Unit
Date Deposited:	21 Apr 2012 12:01
Last Modified:	03 Jul 2013 01:09
Uncontrolled Keywords:	student learning; flexible learning; academic staff development
Fields of Research (2008):	13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
Fields of Research (2020):	39 EDUCATION > 3904 Specialist studies in education > 390403 Educational administration, management and leadership
Socio-Economic Objectives (2008):	C Society > 93 Education and Training > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development
URI:	http://eprints.usq.edu.au/id/eprint/21150

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