Transcript EFADFrenay
Meaning and scope of educational development: a conceptual framework grounded in practice Prof. Mariane Frenay Université catholique de Louvain UNESCO Chair of University Teaching and Learning A Framework for … Understanding educational/academic development Building communities of practice and scholarship Developing initial and continuing education for developers Evaluating and enhancing development practice and organizational structures The Core Dimensions Educational development context and mission Evaluation of impact of educational development Guiding principles, values and ethics of practice Conceptual framework: meaning and scope of educational development Expertise of educational developers Educational development units Educational Development Context & Mission Context driven by National and political priorities in higher education Disciplines Institutional policies Dual mission To enhance teaching and learning capacity in academic communities To advocate for the quality of teaching and learning Guiding Principles, Values and Ethics of Practice A commitment to . . . Working in our local contexts Using and generating evidence-based knowledge Maintaining a focus on learning Respecting collegiality Guiding Principles, Values and Ethics of Practice Ethics of educational development imply Articulating clear roles Critically examining the knowledge we apply Respecting the perspectives of colleagues Maintaining confidentiality Contributing to development of practice and scholarship Educational Development Units Units that vary in terms of Organisational structure Institutional mandate : research & service Institutional positioning Role of educational developers Strategies for educational development Target audiences Expertise of Educational Developers Understanding teaching and learning Understanding academic culture Knowledge about leadership Change agent Vision for the teaching mission of the university Project management and support It is crucial to develop this expertise and to network at local, national and international level. Evaluation of Educational Development Impact Three challenges Provide evidence of the impact on learning and teaching capacity Expanding educational development scholarship Implementing external reviews of educational development units and programs © Taylor, K.L., & Rege-Colet, N .(2010). Making the shift from faculty development to educational development: A conceptual framework grounded in practice. In A. Saroyan & M. Frenay (Eds.), Building Teaching Capacities in Higher Education: A Comprehensive International Model (pp. 139-167). Sterling, VA : Stylus. A common International Trend: Change of Focus From a unique set of strategies (training and individual support) to a wide range of strategies (mentoring, consultations, observations) From individual to collective From answering individual needs to collective ones (e.g. supporting curricula) From course design to curriculum/programmes and policies From a field of practice to research and scholarship of educational development Explanations for this actual trend? Contextual influences Quality and cost effectiveness: doing more with less Accountability and accreditation Curriculum reform (e.g. European Higher Education Area, Bologna process) Press for change (ICT, more students, more diverse, more mobile) Shift from teaching to learning Focus on students and on active learning Alignment of curriculum and course design (e.g. competencies, outcomes-based assessment) Key Issues for Educational Development Units Positioning Thinking integratively and acting distributively To be close to academic and disciplinary cultures, but keeping also an common/institutional vision on teaching and learning Role of educational developers Articulating The institutional positioning (articulation between central and local) The institutional mandate (service and research) To articulate strategies for educational development for different target audiences at different stages of their careers To articulate developmental and summative funtions Aligning policies, procedures and practices Key Issues for Educational Developers Deepening and enlarging expertise Enacting research-based practice Community of practices (educational developers, within an institution, and between institutions, nationally and internationally) Justifying the impact of their actions On university teaching and learning On educational development Networking Teaching and learning processes Understanding academic cultures and identities Knowledge about leadership and change Towards university policy-makers (accountability) Towards teachers (learning) Valuing and advocating quality teaching Challenges for Educational Development Credibility Rooted in strong theoretical and research foundations Strong scholarly communities To ascertain relevance and efficacy Sustainability Mid-term and long-term structures to answer long term needs and changes Building Teaching Capacity in Universities CONTEXTS EDUCATIONAL DEVELOPMENT Practice Evaluation FOUNDATIONS Theories - Principles MISSION MISSION National - Political - Institutional - Disciplinary With Appreciation To the sponsors of our Mobility Project: European Commission DG Education and Culture Human Resources and Social Development Canada To our Mobility Project colleagues: Alenoush Saroyan Denis Bédard, David Kirby Mieke Clement Anette Kolmos Jean-Jacques Paul Nicole Rege-Colet Lynn K. 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