TY - CHAP
T1 - Arranging and rearranging practice in digital spaces
T2 - professional learning amongst teacher educators
AU - Bristol, Laurette S. M.
AU - Childs, Merilyn
N1 - Previously published in 2017 in 'Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs' edited by Kaye Shelton and Karen Pedersen, pages 191-209. Hershey, PA: Information Science Reference (an imprint of IGI Global). DOI: 10.4018/978-1-5225-0877-9.ch010
PY - 2018/3/2
Y1 - 2018/3/2
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=85046840119&partnerID=8YFLogxK
U2 - 10.4018/978-1-5225-5472-1.ch031
DO - 10.4018/978-1-5225-5472-1.ch031
M3 - Chapter
AN - SCOPUS:85046840119
SN - 1522554726
SN - 9781522554721
VL - 2
SP - 567
EP - 585
BT - Online course management
PB - IGI Global Publishing
ER -