Theory into practice

Designing moodle training for change management

Margot A. McNeill, Lucy S. Arthur, Yvonne A. Breyer, Elaine Huber, Amanda J. Parker

Research output: Contribution to journalArticle

3 Citations (Scopus)
32 Downloads (Pure)

Abstract

Encouraging academics to use educational technologies to enhance learning and teaching requires building their sense of competence, relatedness and autonomy. This paper describes how self-determination theory was used as the basis of a professional learning program to support a university-wide rollout of a new Learning Management System (LMS). Rather than merely moving from one LMS to another, the move was seen as an opportunity to transform teaching within the online environment and build capability of academic teaching staff to use the new tools sustainably and efficiently in a context of growing numbers of increasingly diverse students. Engaging teaching staff in the professional learning program to foster a sense of autonomy was seen as essential to achieving these aims. The processes used in developing the professional learning program are described, along with indicators of success that are emerging from the initiative.

Original languageEnglish
Pages (from-to)58-64
Number of pages7
JournalAsian Social Science
Volume8
Issue number14
DOIs
Publication statusPublished - 2012

Bibliographical note

Copyright the Author(s). Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the author/s.

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