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dc.contributor.authorRoder, Tabitha
dc.contributor.authorRata, Nicoletta
dc.date.accessioned2013-04-30T04:25:30Z
dc.date.available2013-04-30T04:25:30Z
dc.date.issued2012
dc.identifier.urihttps://hdl.handle.net/10652/2097
dc.description.abstractThis narrative seeks to identify practices that have enabled staff in eLearning roles to support their peers to increase the use of eLearning within a New Zealand tertiary education context. Specifically, it examines those factors that have contributed to the development of institutional capability in eLearning over a two-year funded period. Unitec New Zealand has recently implemented a transformative eLearning Development Strategy with the aim of developing the capability and capacity of Unitec academic staff in integrating learning technologies. The eLearning Strategy has seen the funding of a number of temporary roles to support and foster increased staff capability and capacity in eLearning. These roles have had the responsibility of engaging in an institute wide Community of Practice, and encouraging a local community of practice within Faculty departments. In completing this narrative we ask ourselves what factors can contribute to the development of a sustainable learning culture at Unitec with specific regard to eLearning. The authors identify how a community approach has enabled greater confidence and capability across not only an eLearning community but the wider Unitec Academic staff. In this narrative, we will explore and reflect upon the enablers and barriers experienced in the eLearning roles, the insights, and the implications arising from this model and its efficacy in meeting institutional goals . The merits of a funded time release as a prerequisite for change of teaching practice are examined, so as to inform recommendations for future initiatives that foster growth in eLearning integration without dedicated funding. Options are envisioned for the future direction of eLearning capacity development, informed by community participants, literature and the authors’ own reflections. These discussions anticipate which measures are sustainable solutions for the future, and consider other measures which could be employed to improve the statusen_NZ
dc.language.isoenen_NZ
dc.subjectelearningen_NZ
dc.subjectcapacity buildingen_NZ
dc.subjectstaff developmenten_NZ
dc.subjectcommunities of practiceen_NZ
dc.subjecttertiaryen_NZ
dc.subjectNew Zealanden_NZ
dc.titleA Community approach to staff development in eLearningen_NZ
dc.typeConference Contribution - Paper in Published Proceedingsen_NZ
dc.rights.holderTabitha Roder & Nicoletta Rata-Skudderen_NZ
dc.subject.marsden130306 Educational Technology and Computingen_NZ
dc.identifier.bibliographicCitationRoder, T., and Rata-Skudder, N. (2012). A Community approach to staff development in eLearning. Proceedings of the 1st Moodle Research Conference, Heraklion, Crete-Greece. September 14-15, 2012. 1 : 8-16.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.conference.title1st Moodle Research Conferenceen_NZ
unitec.conference.locationHeraklion, Crete-Greeceen_NZ
unitec.conference.sdate2012-09-14
unitec.conference.edate2012-09-15
unitec.peerreviewedyesen_NZ
unitec.identifier.roms54481


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