Enhancing Teachers' Capacities for Effective Online Teaching and Learning
http://www.ascilite.org.au/ajet/ajet21/segrave.html
Segrave, S. Holt, D. & Farmer, J. (2005) The power of the 6 three model for enhancing academic teachers’ capacities for effective online teaching and learning: Benefits, initiatives and future directions. Australasian Journal of Educational Technology, 21(1), 118-135.
Well, for a start, they need to understand maths better because 6three is 216 and is not the same as 6 x 3 = 18 which what they mean. If you’re going to be funky, at least by kind of correct! I’d like to see someone come up with a 216 part model, but they don’t. They do get to 84 in one part! Anyway……
What they are describing are the difficulties in getting all academics proficient with online learning environments as well as having good teaching practices. Thinking to my university undergraduate days, even without technology or anything being online, there were still lecturers with good teaching practices and bad teaching practices. One would give us the notes and then spend the time demonstrating, giving examples and problem solving both practically and theoretically; another would give us the notes then spend the lessons writing the exact same notes out in long hand on the board.
In a broad sense, the authors have incorporated this into their model. It is good to see the use of exemplars as that did occur at CQUni and I believe it was quite motivational for many academics. I still believe, however, that there are those academics out there who don’t place such emphasis or value on good teaching practices. Hopefully, they are becoming fewer. It is valuable as they say, to incorporate the design principles in the APD as well as in their end result of courses. I guess they are (as they should be) using good teaching practices to teach about online learning!
The six professional capacities seem quite logical, it not rather obvious, but it is good to see them set out like that in a clear manner. In a way, they do quite reflect the 7 principles for good practice.
They do note the Grad Cert at Deakin too, and I know it is at CQUni, but how good are the participation rates? What happens to those who have already done the program but the new LMS is implemented afterwards? Is there a reward or punishment scheme for staff who don’t comply? Of course there wouldn’t really be punishment, but courses may not be able to be offered until up to scratch…
Overall, their conclusion is absolutely accurate. Promotion of staff, university wide initiatives, good support from faculties and Deans, more than just IT training. I think CQUni did, and continues to do, really well with Moodle.
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