Conference Proceedings

Developing a scalable lecturer professional development framework

T Cochrane, V Narayan, E Ropo (ed.), S Yrjänäinen (ed.)

European Association for Research on Learning and Instruction (EARLI) | Published : 2017


Most tertiary teachers are motivated self-directed learners, but tend to teach how they were taught. Traditional approaches to professional development (PD) often lack tangible outcomes. Conceptual shifts in teaching practice are more likely to occur when teachers themselves act as learners within new pedagogical paradigms. The paper proposes a new model of PD as a network of communities of practice within a cMOOC, where sustained collaborative engagement with innovative teaching practice is recognised via CMALT (Certified Member of the Association for Learning Technologies) accreditation. CMALT has a similar standards-based framework to the Higher Education Academy (HEA) but emphasises the ..

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