TY - CHAP
T1 - Arranging and rearranging practice in digital spaces
T2 - professional learning amongst teacher educators
AU - Bristol, Laurette S M
AU - Childs, Merilyn
PY - 2017
Y1 - 2017
N2 - The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A "practice architectures" perspective was adopted. The study found that "designing and redesigning" was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and "tech savvy" the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. "Ambitious teacher practices" are permanently required.
AB - The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A "practice architectures" perspective was adopted. The study found that "designing and redesigning" was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and "tech savvy" the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. "Ambitious teacher practices" are permanently required.
UR - http://www.scopus.com/inward/record.url?scp=85016082211&partnerID=8YFLogxK
U2 - 10.4018/978-1-5225-0877-9.ch010
DO - 10.4018/978-1-5225-0877-9.ch010
M3 - Chapter
AN - SCOPUS:85016082211
SN - 9781522508779
T3 - Advances in educational technologies and instructional design
SP - 191
EP - 209
BT - Handbook of research on building, growing, and sustaining quality e-learning programs
A2 - Shelton, Kaye
A2 - Pedersen, Karen
PB - IGI Global
CY - Hershey, PA
ER -