meaning and scope of educational development: a conceptual framework grounded in practice prof....
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Meaning and scope of educational development: a conceptual framework grounded in practice
Prof. Mariane FrenayUniversité catholique de Louvain
UNESCO Chair of University Teaching and Learning
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
A Framework for …
Conceptual framework:meaning and scope of
educational development
Guiding principles, values and ethics of practice
Educational development units
Expertise of educational developers
Evaluation of impact of educational development
The Core Dimensions
Educational development context and 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
Educational Development Context & Mission
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
A commitment to . . .
Articulating clear roles
Critically examining the knowledge we apply
Respecting the perspectives of colleagues
Maintaining confidentiality
Contributing to development of practice and scholarship
Guiding Principles, Values and Ethics of Practice
Ethics of educational development imply
Organisational structure Institutional mandate : research & service Institutional positioning
Role of educational developers Strategies for educational development Target audiences
Units that vary in terms of
Educational Development Units
Understanding teaching and learning Understanding academic culture Knowledge about leadership
Change agent Vision for the teaching mission of the university
Project management and support
Expertise of Educational Developers
It is crucial to develop this expertise and to network at local, national and international level.
Provide evidence of the impact on learning and teaching capacity
Expanding educational development scholarship
Implementing external reviews of educational
development units and programs
Three challenges
Evaluation of Educational Development Impact
© 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 The institutional positioning (articulation between
central and local) The institutional mandate (service and research)
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
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 forEducational Developers
Deepening and enlarging expertise Teaching and learning processes Understanding academic cultures and identities Knowledge about leadership and change
Enacting research-based practice On university teaching and learning On educational development
Networking Community of practices (educational developers, within
an institution, and between institutions, nationally and internationally)
Justifying the impact of their actions 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
FOUNDATIONS
National - Political - Institutional - Disciplinary
Theories - Principles
MIS
SIO
N
MIS
SIO
N
EDUCATIONAL DEVELOPMENT
Practice Evaluation
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. Taylor