As institutions and organisations around the world move to more open and flexible delivery of educational and training programmes, there is increasing need for effective forms of staff development to encourage and support change. Staff development is not only critical in helping teachers and trainers acquire and improve their knowledge and skills in alternative modes of delivery, but in helping to shape the policies, procedures and attitudes that are needed for more learner-centred approaches. This book draws together the experiences, insights and findings of some of the world's leading staff developers in open and flexible education. It is designed to provide an overview of the trends, influences and events which are shaping the work of these professionals, and the policy changes, processes and outcomes they are helping to bring about in this expanding field. The book offers various frameworks and strategies for staff development activities, with examples from commercial, professional and educational settings, and shows how these can be refined and adapted to more specific contexts.
Author(s): Colin Latchem
Edition: 1
Year: 1998
Language: English
Pages: 320
BOOK COVER......Page 1
HALF-TITLE......Page 2
TITLE......Page 4
COPYRIGHT......Page 5
CONTENTS......Page 6
ILLUSTRATIONS......Page 9
CONTRIBUTORS......Page 10
FOREWORD......Page 18
PREFACE......Page 20
ACKNOWLEDGEMENTS......Page 27
Part I STAFF DEVELOPMENT IN CONTEXT......Page 28
1 LEADERSHIP FOR OPEN AND FLEXIBLE LEARNING IN HIGHER EDUCATION......Page 29
The global economy and the information society......Page 30
Higher education for the information age......Page 31
Open and flexible higher education......Page 32
Executive development in higher education......Page 34
Learning within the university......Page 35
References......Page 37
What politicians want from educational systems......Page 39
Cost efficiency......Page 40
Flexibility......Page 41
Why politicians are interested in distance education......Page 42
The key role of open admissions......Page 43
One-way learning......Page 44
The importance of local context and culture......Page 45
The implication of these lessons for educational reform......Page 46
References......Page 47
The challenges......Page 49
Increasing access to education......Page 50
Helping students assume greater responsibility for their own learning......Page 51
Application of technology......Page 52
The use of learning materials......Page 53
Staff roles and staff development......Page 54
Change in the current climate......Page 55
Staff development......Page 56
References......Page 57
A strategic perspective on staff development......Page 59
Pre-training preparation......Page 60
Developing a staff development strategy......Page 61
Implementing a staff development strategy......Page 62
Identifying staff development needs......Page 63
Transfer of training to ‘real-work’ situations......Page 65
Evaluating staff development......Page 66
Conclusion......Page 67
References......Page 70
Practice, research and theory......Page 71
Research and reflective practice......Page 72
Research and organisational practice......Page 75
Research and developing educational technologies......Page 76
References......Page 78
Reviewing the needs and strategies......Page 80
Responding to the needs......Page 82
Further reviewing the needs......Page 85
Conclusion......Page 86
References......Page 87
Part II STAFF DEVELOPMENT IN THE ORGANISATION......Page 88
The case for a leadership role for staff developers......Page 89
The case for convergence in staff development......Page 90
Amalgamated centres: two case studies......Page 93
Conclusions......Page 96
References......Page 97
Staff development at IGNOU......Page 99
Overcoming ideological barriers and constraints......Page 102
Developing the staff roles and expertise......Page 103
Overcoming ‘fallacious inhibitions’......Page 105
Conclusion......Page 106
References......Page 108
Why a paradigm shift in staff development?......Page 109
Recognising the fact that resistance to change is normal......Page 111
Providing vision-orientated leadership from the start......Page 112
Communicating, educating and informing......Page 113
Enhancing qualifications and knowledge......Page 114
Providing counselling and support......Page 115
Changing students’ attitudes towards distance learning......Page 116
References......Page 117
Introducing open learning at HK POLYU......Page 119
Staff development issues......Page 120
Involving the staff......Page 121
Designing the learning system and materials......Page 122
Implementing the open learning programme......Page 124
Extending the programme......Page 126
References......Page 127
A review of the literature and the implications for faculty development......Page 129
Learner-centred instruction......Page 130
Interaction......Page 131
Collaborative learning......Page 132
Common and unique elements of faculty development programmes across the United States......Page 133
Conclusion......Page 136
References......Page 137
The University of the South Pacific......Page 139
Context......Page 140
Multicultural issues......Page 141
Globalising the curriculum......Page 142
Staff development at USP......Page 144
Conclusion......Page 147
References......Page 149
Historical context......Page 151
The educational context......Page 152
Organisational needs......Page 154
Curriculum and course content needs......Page 155
Delivery needs......Page 156
Strategies for staff development......Page 157
References......Page 159
14 STAFF DEVELOPMENT IN SUPPORT OF EFFECTIVE STUDENT LEARNING IN SOUTH AFRICAN DISTANCE EDUCATION......Page 161
Impediments to effective learning......Page 162
RBL Career Prep......Page 163
ABET......Page 164
Managing a culture of change......Page 165
Dealing with culture bias and discrimination......Page 166
Changing staff perceptions......Page 167
Enabling staff to help students become independent learners......Page 168
Conclusion......Page 169
References......Page 170
The early years......Page 171
A reassessment of roles......Page 173
Staff development and the human resource strategy......Page 174
Future directions......Page 177
References......Page 178
Using distance education materials as an on-campus resource......Page 179
Guideline 2......Page 181
Guideline 3......Page 184
Guideline 4......Page 185
Guideline 6......Page 186
Conclusion......Page 187
References......Page 189
Part III STAFF DEVELOPMENT IN ACTION......Page 190
Instructional design......Page 191
Technical rationality......Page 192
What instructional designers do in practice......Page 193
Educational development......Page 194
Critical theory......Page 195
Action research applied to educational development......Page 196
The role of the staff developer......Page 197
The action learning project......Page 198
References......Page 200
Getting under way: personal practical knowledge and the meaning of open and flexible learning......Page 202
Establishing a context: concepts of effective and educative teaching......Page 204
Researching their own programmes and methods......Page 206
Expert......Page 207
Providing experiences appropriate to beginners......Page 208
Enabling experts to teach novices......Page 209
Acknowledging context: institutional teaching and learning culture......Page 210
References......Page 211
19 THE DYNAMICS OF DISTANCE TEACHING......Page 213
Their voices......Page 214
Commentary......Page 219
Conclusion......Page 220
References......Page 221
A context for staff development......Page 223
Harnessing new technologies......Page 224
Project execution......Page 226
Staff development implications......Page 227
Openness......Page 228
Ownership......Page 229
Rewards......Page 230
References......Page 231
Staff development as a catalyst for change......Page 232
The course......Page 233
Course evaluation......Page 238
References......Page 240
The lure of the Net......Page 241
Developing knowledge communities: two examples of practice......Page 243
Competencies for building knowledge communities......Page 244
Conversance......Page 246
Competence......Page 247
Conclusion......Page 248
References......Page 249
Universal Resource Locators (URLs)......Page 250
The staff development context......Page 251
What are workshops?......Page 252
Planning your workshop......Page 253
Running your workshop......Page 255
References......Page 258
Playing the game......Page 260
Materials needed......Page 261
Overview......Page 263
The rules......Page 265
Stage 1......Page 266
Stage 3......Page 267
Stage 5......Page 270
Reference......Page 271
Evidence of interest in open and distance education......Page 272
Who needs a Master’s in open and distance education?......Page 273
Should the Open University teach what it practises?......Page 274
The MA in Open and Distance Education......Page 276
What are the unique selling points of the MA?......Page 277
What equipment is needed?......Page 279
References......Page 280
What is a project?......Page 282
What is project management?......Page 283
The skills required for project management and who needs them......Page 284
Explaining the rationale and benefits......Page 287
Developing project manager skills......Page 288
Developing CPM chart skills......Page 289
Quality assurance skills......Page 290
Who needs QA system skills?......Page 291
Methods of QA system training......Page 292
References......Page 293
Project management software......Page 294
NAME INDEX......Page 295
SUBJECT INDEX......Page 299
