Improving continuing professional development in the use of ICT

Allison Littlejohn

doi:10.1046/j.0266-4909.2001.00224.x

Improving continuing professional development in the use of ICT

Allison Littlejohn

Research output: Contribution to journal › Article › peer-review

48 Citations (Scopus)

Abstract

Common shortcomings in educational design in Higher Education have not been fully addressed during the rapid shift towards online, resource-based learning. A contributing factor to poor course design is the adherence of academic staff towards passive and didactic forms of online teaching and learning. This problem could potentially be reduced by offering Continuing Professional Development (CPD) opportunities which enable staff to gain efficiently the skills and knowledge required to incorporate new teaching methods within their course design. This paper aims to offer practical recommendations for the design and provision of CPD programmes. These recommendations are constructed by integrating key issues arising from current literature with proposals from academics who have practical experience in the use of ICT in their teaching. The overall effectiveness of these recommendations is evaluated during implementation within an existing CPD programme.

Original language	English
Pages (from-to)	166-174
Number of pages	9
Journal	Journal of Computer Assisted Learning
Volume	18
Issue number	2
DOIs	https://doi.org/10.1046/j.0266-4909.2001.00224.x
Publication status	Published - 1 Jun 2002

Keywords

ICT
continuing professional development
CPD
e-learning

Documents and Links

10.1046/j.0266-4909.2001.00224.x

Cite this

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abstract = "Common shortcomings in educational design in Higher Education have not been fully addressed during the rapid shift towards online, resource-based learning. A contributing factor to poor course design is the adherence of academic staff towards passive and didactic forms of online teaching and learning. This problem could potentially be reduced by offering Continuing Professional Development (CPD) opportunities which enable staff to gain efficiently the skills and knowledge required to incorporate new teaching methods within their course design. This paper aims to offer practical recommendations for the design and provision of CPD programmes. These recommendations are constructed by integrating key issues arising from current literature with proposals from academics who have practical experience in the use of ICT in their teaching. The overall effectiveness of these recommendations is evaluated during implementation within an existing CPD programme.",

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AB - Common shortcomings in educational design in Higher Education have not been fully addressed during the rapid shift towards online, resource-based learning. A contributing factor to poor course design is the adherence of academic staff towards passive and didactic forms of online teaching and learning. This problem could potentially be reduced by offering Continuing Professional Development (CPD) opportunities which enable staff to gain efficiently the skills and knowledge required to incorporate new teaching methods within their course design. This paper aims to offer practical recommendations for the design and provision of CPD programmes. These recommendations are constructed by integrating key issues arising from current literature with proposals from academics who have practical experience in the use of ICT in their teaching. The overall effectiveness of these recommendations is evaluated during implementation within an existing CPD programme.

KW - ICT

KW - continuing professional development

KW - CPD

KW - e-learning

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DO - 10.1046/j.0266-4909.2001.00224.x

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EP - 174

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

IS - 2

ER -

Improving continuing professional development in the use of ICT

Abstract

Keywords

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