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Professional development for professional developers: who's learning about e-learning from whom?

O'Connell, Margaret, Benson, Robyn and Samarawickrema, Gayani 2006, Professional development for professional developers: who's learning about e-learning from whom?, in Who's learning? Whose technology? The 23rd annual conference of the Australasian Society of Computers in Learning in Tertiary Education, Sydney University Press, Sydney, N.S.W., pp. 599-602.

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Title Professional development for professional developers: who's learning about e-learning from whom?
Author(s) O'Connell, Margaret
Benson, Robyn
Samarawickrema, Gayani
Conference name Australasian Society of Computers in Learning in Tertiary Education. Conference (23rd: 2006: Sydney, N.S.W.)
Conference location Sydney, N.S.W.
Conference dates 3-6 December 2006
Title of proceedings Who's learning? Whose technology? The 23rd annual conference of the Australasian Society of Computers in Learning in Tertiary Education
Editor(s) Markauskaite, Lina
Goodyear, Peter
Reimann, Peter
Publication date 2006
Conference series Australasian Society for Computers in Learning in Tertiary Education Conference
Start page 599
End page 602
Publisher Sydney University Press
Place of publication Sydney, N.S.W.
Keyword(s) teaching and learning strategies
educational paradigms
research methods and approaches
learning communities/collaborative learning
personalised learning
Summary This paper examines the critically reflective approach of a group of academic support staff in the design, development and evaluation of an e-learning resource. The resource was a showcase of examples of electronic learning and teaching approaches developed at Monash University titled Designing Electronic Learning and Teaching Approaches (DELTA). This paper does not focus on the resource itself, but rather on the critically reflective approach used, which drew on the features of participatory action research and was extended to include a participatory component in the evaluation of the site so that the outcomes of this process could be formally accommodated in data collection. The paper explores this critically reflective approach as a model for e-learning developers to monitor and progress their own professional development, engaging in collaborative dialogue to enhance their professional practice.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 130306 Educational Technology and Computing
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2006, Sydney University Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30009786

Document type: Conference Paper
Collections: Institute of Teaching and Learning
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.