A New Approach to Professional Learning for Academics Teaching in Next Generation Learning Spaces

Edited book (chapter)


De La Harpe, Barbara and Mason, Thembi. 2014. "A New Approach to Professional Learning for Academics Teaching in Next Generation Learning Spaces ." The Future of Learning and Teaching in Next Generation Learning Spaces. United Kingdom. Emerald. pp. 219-239
Chapter Title

A New Approach to Professional Learning for Academics Teaching in Next Generation Learning Spaces

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID5694
Book TitleThe Future of Learning and Teaching in Next Generation Learning Spaces
AuthorsDe La Harpe, Barbara and Mason, Thembi
Volume12
Page Range219-239
SeriesInternational Perspectives on Higher Education Research
Chapter Number11
Number of Pages21
Year2014
PublisherEmerald
Place of PublicationUnited Kingdom
ISBN9781783509867
ISSN1479-3628
Digital Object Identifier (DOI)https://doi.org/10.1108/S1479-362820140000012015
Web Address (URL)https://www.emerald.com/insight/content/doi/10.1108/S1479-362820140000012015/full/html
Abstract

The promise of Next Generation Learning Spaces appears to remain unfulfilled. This chapter explores why and how the design of professional learning for academics teaching in such spaces can and should be transformed. It takes a fresh look at why old professional development is failing and proposes a new way to engage academics in their own professional learning. Rather than continuing with traditional professional development that is most often, ad hoc, formal and centrally driven, comprising mandated professional development workshops and a website that may only be visited once, the chapter explores the move from 'old' professional development to 'new' professional learning. It draws on the fields of organisational theory, cognitive theory and behavioural economics. New professional learning is characterised by a 'pull' rather than a 'push' philosophy. Academic staff themselves drive their own learning, choosing what, when and how they want to learn to become better teachers. Multiple and various learning opportunities embedded in day to day work are just-in-time, self-directed, performance-driven and evaluated within an organisational system. In this way the institutional setting influences behaviour by 'nudging' habits and setting defaults resulting in academics making the 'right' decisions and doing the 'right' thing. By addressing the compelling issue of how to enhance academic staff teaching capability, this chapter can help university leaders to think beyond the professional development approaches of yesterday. Aligning with this new direction will result in enhanced learning and teaching in the future. © 2014 by Emerald Group Publishing Limited.

KeywordsChange management; Learning and teaching; Professional development; Professional learning; Staff capability; Transformative learning
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Byline AffiliationsUniversity of Southern Queensland
Royal Melbourne Institute of Technology (RMIT)
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