capacity building of university teachers at scale supported by a … · 2020. 10. 23. · nurture...
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Capacity Building of University
Teachers at Scale Supported by a
Professional Learning Community
LIM Cher Ping
Chair Professor of Learning Technologies and Innovation
The Education University of Hong Kong ranked 2nd in Asia and 16th in the world in Education
(QS World University Rankings by Subject 2020)
Aim of this Session
This session examines how quality university teacher
professional development could be designed and
implemented at scale to develop teacher competencies
for online and blended teaching and learning.
Impacts of the Pandemic on
Higher Education
Impacts of Pandemic
• The health crisis presents unique challenges for
universities who must manage the behaviour of
students within entirely new parameters and social
distancing regulations.
• The learning crisis that results from the physical
closure of universities and their limited capacity to
provide quality online learning on the one hand and/or
the limited access to online learning for certain groups
of students.
Impacts of Pandemic
Impacts of Pandemic
Impacts on Equity, Quality and Efficiency
• Access to infrastructure, devices and resources.
• Online learning resources and strategies tailored to
students with special learning needs.
• Quality of online teaching and learning.
• Online learning support for students.
• Modes of assessment.
• Relevance of curriculum to changing demands of
emerging industries and the future shape of the
workforce post-COVID-19
Pivotal Role of University Teachers
and their Competencies
Pivotal Role of University Teachers
Pivotal role of teachers in
quality online teaching and
learning
Pre-pandemic issues on
teacher capacity highlighted in
coping, recovery and building it
back better phases of the
pandemic.
Competencies of University Teachers
Analysing context and student learning needs;
Designing and implementing quality online and
blended learning lessons;
Developing online and blended teaching and
learning resources;
Providing learning and psychosocial support for
students;
Managing and evaluating online and blended
teaching and learning; and
Planning for and implementing assessments online
and/or blended.
Teacher Competencies (Online & Blended Learning)
Teacher Competencies (Online & Blended Learning)
Teacher Competencies (Online & Blended Learning)
Building the Capacity of Teachers
at Scale
Teacher Professional Development (TPD)
• “activities that develop an individual’s skills,
knowledge, expertise and other characteristics as a
teacher” (OECD, 2009, p. 49)
• may include formal and informal experiences.
• effective TPD is a long-term and continuous process
that includes regular opportunities and experiences
planned systematically to promote growth and
development in the profession (Darling-Hammond, et
al., 2017)
• a systems approach to TPD should be adopted to
strategically develop high-quality teachers at scale in
a cost-effective way (Asian Development Bank, 2017)
Effective (Quality) TPD
• Content focused.
• Incorporates active learning utilizing adult learning
theory.
• Supports collaboration, typically in job-embedded
contexts.
• Uses models and modeling of effective practice.
• Provides coaching and expert support.
• Offers opportunities for feedback and reflection.
• Of sustained duration.
(Darling-Hammond, et al., 2017)
TPD@Scale
@Scale as defined in the emerging research and
development field of learning at scale (“L@S”) refers
to learning environments mediated by information
and communication technologies (ICT) that engage
large numbers of learners, whether remotely or face-
to-face.
Envisioning TPD@Scale
Peking University X-Learning Centre - China
Teacher Education Through School-
Based Support (TESS) - India
Connected Learning Initiative (CLIx) - India
ELLN Digital Philippines
Teacher Learning Centre - Indonesia
Facilitating Elements of TPD@Scale
• Digital professional learning resources
• TPD curriculum and assessment
• Professional learning community
• Facilitators and mentors
• Support of universities, local governments and/or
national governments
• Partnerships of key stakeholders
01
An Open Access Education Platform providing 170+
teacher professional development courses and
multilevel training programmes.
Jointly launched by UNESCO-ICHEI and 11 HEI
Partners in Asia—Pacific and Africa to enhance access
to quality higher education teaching and learning.
International Institute of Online Education (IIOE)
01Three dimensions of IIOE Competency
Framework:
• Online and Blended Teaching and Learning
• ICT-enabled Administration and Management
• Emerging ICT in Industries for Higher Education
Programmes
IIOE Multilevel Training Series
Three types of Learners
Provide tailored service according to
different needs
Educational Administrators
Introduce ICT-based educational instruments to enhance HEI’s
comprehensive ICT capacity and promote the development of ICT-
related educational policies
Enhance teachers' comprehensive ICT awareness, improve their ability
of teaching with ICT tools, and nurture teachers who are proficient
in information technology.
Non-ICT Teachers ICT Teachers
A strong focus on knowledge upgrade.Helping teachers to renew their
disciplinary knowledge and enhanceresearch capabilities
FoundationAwarenessCultivation
IntermediateCapacity Building
Advanced Knowledge Application
1st DimensionCompetencies for
online and blended teaching and learning
2nd DimensionCompetencies for ICT-enabled administration
and management
Dimension 3Competencies for emerging ICT in
industries and higher education
Awareness of ICT-basededucation technologies;Understanding of online-
education pedagogies
Use of ICT instruments toimprove education quality;
ICT-empowered pedagogicalskills
Cultivate innovative thinking, guide teachers to creatively use
ICT instruments and explore new educational and teaching
models
Knowledge of ICT-based management tools,
awareness of technology-based educational
administration
Master in ICT-based tools such as online office, AI
teaching evaluation and big data assessments to empower education
management
Designing administrativesystems and educational
policies that are in line with the requirements of the
digital age
Understand the application scenarios of front-line ICT
technologies and up-to-datedevelopments of ICT-related
disciplines
Master and update the subject knowledge in the
ICT-related disciplines, and enhance applicable skills
Flexibly use ICT knowledge to carry out research and advance the development
of the relevant fields
3x3
Dimensions
& Objectives
Eight Professional Fields
Global ICT Competency Network
Cloud computing Big data
Internet of things Artificial Intelligence
BlockchainTechnology
SoftwareDevelopment& Programming
5G & telecoms Quantum Computing
Curriculum & the Future of Work
Higher education is vital to move countries away from a reliance on certain industries (such as low-skilled, low-wage, and low value-added industries in developing countries).
Holistic Approach at University Level
Lim, C.P., Wang, T.C., & Graham, C. (2019). Driving, sustaining and scaling up blended learning practices in higher
education institutions: A proposed framework. Innovation and Education, 1, 1-12. (https://doi.org/10.1186/s42862-
019-0002-0)
LIM Cher Ping
Chair Professor of Learning
Technologies and Innovation
The Education University of Hong Kong
clim@eduhk.hk
http://ied.academia.edu/CherPingLim
THANK YOU!!!
The Education University of Hong Kong ranked 2nd in Asia and 16th in the world in Education
(QS World University Rankings by Subject 2020)
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