Please use this identifier to cite or link to this item:
|Title:||Academic Professional development for quality experimental placements: Using National collaborative approached for creating online respository tasks||Contributor(s):||Owen, Susanne M (author); Stupans, Ieva (author); Ryan, Greg (author); McKauge, Leigh M (author); Woulfe, Jim (author)||Publication Date:||2010||Handle Link:||https://hdl.handle.net/1959.11/7919||Abstract:||Background: A commitment to quality teaching and student learning outcomes is an increasing expectation in Australian higher education institutions. In preparing for experiential placements, partnership approaches among discipline - specific academic, practitioner and professional communities are important. A key challenge is the development of academics working within professional preparatory programs and ensuring that they are continuously updated in discipline - specific aspects and also up-skilled in curriculum planning, learning and assessment approaches. Research has highlighted the ineffectiveness of professional development models involving one-off events. Alternatively, collaborative workshop activities focused on practical materials relevant to student learning and conducted over an extended timeframe and within a community of practice can promote long-term change in learning and assessment strategies. Aim: Within an Australian Learning and Teaching Council (ALTC) funded project, a key aim was to establish national collaborative professional development workshops for academics and interested others focused on devising quality learning and assessment tasks for pharmacy experiential placements and to gauge effectiveness. Method: During a fifteen-month period, a series of workshops was established within annual professional conferences. Academics and professional/registration board representatives worked together on various topics to develop learning and assessment tasks using an online template. After the workshops, follow-up occurred through assigned group leaders liaising with other group members to finalise the tasks. A quality assurance process was used by the project team prior to publication of tasks. Evaluation of the collaborative professional learning process was undertaken through written surveys involving 5 point Likert scale survey items and free response questions. Semi-structured interviews were conducted by an external interviewer, with manual collation of results and thematic analysis occurring.||Publication Type:||Conference Publication||Conference Name:||Australian Collaborative Education Network National Conference, Perth, Australia, 27th September - 1st October, 2010||Conference Details:||Australian Collaborative Education Network National Conference, Perth, Australia, 27th September - 1st October, 2010||Source of Publication:||Work Integrated Learning - Responding to Challenges: Proceedings of the 2010 ACEN National Conference, p. 360-366||Publisher:||Australian Collaborative Education Network (ACEN)||Place of Publication:||Online||Field of Research (FOR):||119999 Medical and Health Sciences not elsewhere classified||Peer Reviewed:||Yes||HERDC Category Description:||E1 Refereed Scholarly Conference Publication||Other Links:||http://www.acen.edu.au/conferences/archive/index.php#nat-conf2010||Statistics to Oct 2018:||Visitors: 224
|Appears in Collections:||Conference Publication|
Files in This Item:
checked on May 3, 2019
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.