Deakin home > Deakin University Library > Deakin Research Online > Academic staff take the lead : experimenting with social software at Deakin University
Openly accessible

Academic staff take the lead : experimenting with social software at Deakin University

Samarawickrema, G., Stacey, E. and Warren, C. 2008, Academic staff take the lead : experimenting with social software at Deakin University, in ASCILITE 2008 : Hello! where are you in the landscape of educational technology? : proceedings, Deakin University : ASCILITE, [Burwood, Vic.].

Document type: Conference Paper
Collections: School of Education
Higher Education Research Group
Open Access Collection
Attached Files (Some files may be inaccessible until you login with your Deakin Research Online credentials)
Name Description MIMEType Size Downloads
samarawickrema-academicstaff-2008.pdf Published version application/pdf 460.10KB 44

Title Academic staff take the lead : experimenting with social software at Deakin University
Author(s) Samarawickrema, G.
Stacey, E.
Warren, C.
Conference name Conference of the Australasian Society for Computers in Learning in Tertiary Education (25th : 2008 : Deakin University, Victoria)
Conference location Melbourne, Victoria
Conference dates November 30 - December 3 2008
Title of proceedings ASCILITE 2008 : Hello! where are you in the landscape of educational technology? : proceedings
Editor(s) Atkinson, Roger
McBeath, Clare
Publication date 2008
Conference series Conference of the Australasian Society for Computers in Learning in Tertiary Education
Publisher Deakin University : ASCILITE
Place of publication [Burwood, Vic.]
Keyword(s) professional development
social software
online community
Web 2.0 technologies
Summary This paper reports on a two staged staff development exercise to help new academic staff to integrate Web 2.0 technologies including web-based communication and some digital technologies into their curricula. It involved professional development for the teaching staff in the first stage followed by these teachers providing professional development for the course participants. The teachers engaged in a blended community of inquiry with face-to-face sessions and online work while the professional development for the course participants included technical support, training and a peer group environment with formal allocation of time for the course, finally leading to an institutionally recognised qualification. Evaluations conducted through focus group interviews revealed that collegial networks and time were important for effective professional development. The paper reflects on the successes and limitations of the model and its potential for further development. It also highlights the importance of providing professional development in a safe environment for academics to adopt technologies for teaching and learning.
Notes Reproduced with the kind permission of the copyright owner.
ISBN 9780980592719
Language eng
Field of Research 130103 Higher Education
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
HERDC collection year 2008
Copyright notice ©2008, ASCILITE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30018134
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in Deakin Research Online is owned by the author, with all rights reserved.

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.

Versions
Version Filter Type
Access Statistics: 445 Abstract Views, 44 File Downloads  -  Detailed Statistics
Created: Fri, 14 Aug 2009, 14:05:12 EST