New pedagogical e-spaces: Keeping pace with staff readiness

Slade, C and Readman, K (2013). New pedagogical e-spaces: Keeping pace with staff readiness. In: S. Frielick, N. Buissink-Smith, P. Wyse, J. Billot, J. Hallas and E. Whitehead, Research and Development in Higher Education: The Place of Learning and Teaching, Volume 36. 36th HERDSA Annual International Conference, Auckland, New Zealand, (433-443). 1-4 July, 2013.

Author Slade, C
Readman, K
Title of paper New pedagogical e-spaces: Keeping pace with staff readiness
Conference name 36th HERDSA Annual International Conference
Conference location Auckland, New Zealand
Conference dates 1-4 July, 2013
Proceedings title Research and Development in Higher Education: The Place of Learning and Teaching, Volume 36
Place of Publication Milperra, Australia
Publisher Higher Education Research and Development Society of Australasia
Publication Year 2013
Sub-type Fully published paper
ISBN 0908557930
ISSN 1441001X
Editor S. Frielick
N. Buissink-Smith
P. Wyse
J. Billot
J. Hallas
E. Whitehead
Start page 433
End page 443
Total pages 11
Language eng
Formatted Abstract/Summary
Higher education teaching staff faces increasing pressures to consider digital technologies as solutions to meet external and internal demands. Significant drivers within the sector include evidence of quality assurance and academic standards at the programme level. The use of ePortfolios as a tool for student learning is one option addressing these drivers. Mixed methods research from a small regional university exploring staff perceptions of the value of potential ePortfolio implementation for student learning found that external and internal drivers for improved professional graduate standards motivated early adopter staff to incorporate ePortfolios into their learning and teaching practice. Reflection on the results highlights that although interested academic staff are pedagogically motivated, the impacts of the technologies themselves mean that teachers have to first negotiate the new virtual space, understand it and keep using it, while hopefully forming a pedagogy that capitalises on the affordances of this space. The pedagogical leadership role of the academic is crucial in forming e-spaces. The TPACK framework is considered as a possible model for supporting teaching staff to conceptualise how content, pedagogy and technology interact in the context of ePortfolio use. The authors conclude that ePortfolios can be one of these pathway tools as long as implementation is driven by a pedagogical agenda and conceptual and practical support is provided to ensure academic pedagogical readiness.
Q-Index Code E1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Conference Paper
Collection: Institute for Teaching and Learning Innovation Publications
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Created: Fri, 22 Jul 2016, 13:42:58 EST by Ms Kate Rowe on behalf of Learning and Research Services (UQ Library)