Spheres of Influence: Ventures and Visions in Educational Development*3-6 July, 2002 AbstractFrom oppositional to complimentary - meeting the challenge of incorporating educational technologies into educational developmentDi Challis, Deakin University, Australia At the same time as there have been unprecedented pressures on resources for those involved in higher education, coupled with an equally unprecedented growth in student numbers and demands, there has been a rapid growth in educational technologies. Not surprisingly, university administrators have been encouraged by this combination of circumstances to seek new ways to deliver educational development for their academic staff through the use of advanced technologies. In doing so, there is a tendency to regard using technologies as oppositional to the normative face-to-face delivery. Drawing on the scholarly literature in the field, and the experiences of the author over the past decade at an Australian university, this paper will consider the arguments put forward to support the greater use of technologies (arguments such as enhanced flexibility and improved efficiency) and set these alongside the arguments for face-to-face delivery. In doing so, the author will reflect critically on pressures on the institution to offer educational development, pressures on the individual to undertake such development and pressures on those who are charged with responsibility for its provision. Integral to this discussion will be the reality of working in this sector in 2002 and how this influences engagement with educational development opportunities. Conclusions will be drawn about how these pressures are influencing the style of educational development and, in turn, how tertiary students are being educated. Conclusions will be drawn also about when, and how, educational technologies are used most appropriately for the provision of educational development and strategies to enhance effectiveness and efficiency will be suggested. It will be argued that educational technologies have much to contribute to educational development, but are best used in ways that compliment face-to-face delivery. Key words: Objectives, outcomes and activities:
In presenting the paper it is envisaged that participants will have the opportunity to draw on and share their experience in this area. Dr Di Challis, is the Head of Research, Evaluation and Professional Development in Learning Services, Deakin University, Australia. Her work is concerned mainly with the policy and provision of academic staff development. Her research and publications focus on academic discourse, most especially the mediation of technologies on tertiary teaching, and the management of information technologies within the university sector. She is a member of the state and national executives of HERDSA and the society's treasurer. Contact: Di Challis, email: diana@deakin.edu.au |