Peer review of teaching practice and resources : exploring new spaces to embrace cultural change


Autoria(s): Philip, Robyn; Wozniak, Helen
Contribuinte(s)

Atkinson , R.J.

McBeath, C.

Data(s)

2009

Resumo

The implementation of systematic peer review as a professional development activity, and as a support for educational design activities is under-utilised in many Australian higher education institutions. This case study reports on the first stages of planning and implementation of an institution-wide project to enhance teaching and learning quality at a remote and regional university, where one of the major strategies for improvement is peer review. Through a systematic process of staff engagement in peer review, within and from outside the organisation, a substantial change in flexible learning is envisaged. A mix of new and different learning spaces are to be used in the project, including blended learning spaces for academic development. This paper describes the research framework that will guide the peer review process and examines the early findings of the design-based research. Leadership, awareness raising and development of a supportive community of inquiry are seen as key components for successful implementation of peer review. In addition, unique contextual elements add to the complexity of designing for transformative change within such a relatively new organization.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/64660/

Publicador

The University of Auckland, Auckland University of Technology, and Australasian Society for Computers in Learning in Tertiary Education (ascilite)

Relação

http://eprints.qut.edu.au/64660/1/64660.pdf

http://www.ascilite.org.au/conferences/auckland09/procs/philip.pdf

Philip, Robyn & Wozniak, Helen (2009) Peer review of teaching practice and resources : exploring new spaces to embrace cultural change. In Atkinson , R.J. & McBeath, C. (Eds.) Same Places, Dfferent Saces : Proceedings Ascilite Auckland 2009, The University of Auckland, Auckland University of Technology, and Australasian Society for Computers in Learning in Tertiary Education (ascilite), Auckland, New Zealand, pp. 786-790.

Direitos

Copyright 2009 Robyn Philip and Helen Wozniak.

The authors assign to ascilite and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to ascilite to publish this document on the ascilite website and in other formats for Proceedings ascilite Auckland 2009. Any other use is prohibited without the express permission of the authors.

Fonte

Creative Industries Faculty; School of Media, Entertainment & Creative Arts

Palavras-Chave #130103 Higher Education #peer review #academic development #flexible delivery #blended learning spaces #HERN
Tipo

Conference Paper