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首页> 外文期刊>Interactive technology and smart education >Reaching the hard places A three-year evaluation of the addition of concise online e-clips into an academic development program
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Reaching the hard places A three-year evaluation of the addition of concise online e-clips into an academic development program

机译：到达困境三年评估将简洁的在线电子剪辑添加到学术发展计划中

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Purpose - The purpose of this paper is to examine current approaches to teaching used in academic development services and consider the diversity of their learners (academic faculty). Faculty engagement with teaching issues and innovations remains a concern for the higher education sector. The academic population contains large numbers of "hard to get at" people, struggling with workload and access issues. Design/methodology/approach - An additional online resource for academic development, called In a nutshell, has been developed and trialed for three years in a variety of contexts. These resources incorporate voices into concise online presentations with links to further resources. Academic viewers can, in private, participate and make informed decisions about whether they need to learn more about a topic, or not. Findings - A measurable improvement in faculty engagement with teaching issues and innovations has been detected that can be directly and indirectly attributed to this change in academic development approach. Usage data and user feedback supports the hypothesis that In a nutshells have had an impact on adult learners. Requests by faculty to collaborate on the production of new In a nutshells also indicate engagement. Positive changes in teaching and learning performance indicators are supportive. Research limitations/implications - The study provides evidence to support the use of concise, flexible and asynchronous online approaches as components of a structured academic development program that provides mandated and non-mandated learning opportunities for university faculty. The addition of this approach can increase the reach of academic development to include those who can be traditionally hard to reach such as sessional faculty, workplace supervisors and time-poor, full-time academics. The concept has recently been extended to create concise learning support that engages and empowers new students to develop new skills. Practical implications - A streaming server and software is required. Multiple versions of the material are created to ensure accessibility. The time commitment required to invest in initial production of high-quality product is high; however, this is counter-balanced by the re-usability and outreach of the approach. Originality/value - Partial alignment of learning design and user feedback to an inclusive adult motivation framework indicates that although In a nutshells do meet most requirements of the framework, complementary activities that build the competence of faculty are needed to be linked to In a nutshells to ensure that all targeted adults are motivated to learn.
机译：目的-本文的目的是研究当前在学术发展服务中使用的教学方法，并考虑其学习者（学术教师）的多样性。教师在教学问题和创新方面的参与仍然是高等教育部门关注的问题。学术界人口众多，难以应付工作量和访问问题。设计/方法/方法-概括地说，已经开发了一个在线学术开发在线资源，并在各种情况下试用了三年。这些资源将声音整合到简洁的在线演示中，并带有指向其他资源的链接。学术观看者可以私下参与有关是否需要了解某个主题的更多知识并做出明智的决定。调查结果-发现教师在教学问题和创新方面的参与程度有了明显的提高，这可以直接和间接地归因于这种学术发展方式的变化。使用数据和用户反馈支持以下假设：简言之对成人学习者产生了影响。教师要求合作生产新产品的过程也表明参与。教与学绩效指标的积极变化是有利的。研究局限性/含义-该研究提供了证据，以支持使用简洁，灵活和异步的在线方法作为结构化学术发展计划的组成部分，该计划为大学教职员工提供了强制性和非强制性的学习机会。这种方法的添加可以增加学术发展的范围，使其包括传统上难以接触的人员，例如会期教师，工作场所主管和时间贫乏的全职学者。最近扩展了该概念，以提供简洁的学习支持，使新学生参与并赋予他们发展新技能的能力。实际意义-需要流服务器和软件。创建了多种版本的材料以确保可访问性。投资高质量产品的初始生产所需的时间投入很高；但是，这种方法的可重用性和扩展性抵消了这一点。原创性/价值-学习设计和用户反馈与包容性成人动机框架的部分一致表明，尽管总的来说确实满足框架的大多数要求，但需要将建立教师能力的补充活动与之联系起来。确保所有有针对性的成年人都有学习的动力。

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