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Insights into Professional Learning for Intensive Block Model: Lessons from a Participatory Evaluation for Capacity Building

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Title: Insights into Professional Learning for Intensive Block Model: Lessons from a Participatory Evaluation for Capacity Building
Language: English
Authors: Gayani Samarawickrema, Kaye Cleary, Sally Gauci
Source: Journal of University Teaching and Learning Practice. 2024 21(2).
Availability: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Capacity Building, Participatory Research, Program Evaluation, Professional Development, Models, Educational Innovation, Curriculum Development
ISSN: 1449-9789
1449-9789
Abstract: We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled with BM as the heart of professional learning so academics would encounter BM as students. The program modelled BM principles, reinforced by meta-conversations to provide students with a reflective, immersive experience. Through a participatory evaluation, professional learning facilitators' individual reflections were distilled to generate collaborative insights into academics' capacity building for BM. Their lessons inform strategies to cultivate institution-wide capability-building including their own professional growth. Lessons shape the study recommendations. Recommendations originate from effectively engaging time-poor, diverse cohorts. (1) In recognition of the ease with which students can fall behind, embedding strategies to manage their time and stress helps to maintain a realistic study pace. (2) Authentic assessments provide students with useful products for their teaching. (3) Peer-feedback and examples of students' work exposes them to how their colleagues present their work and illustrates good BM practices. (4) Modelling BM principles must be reinforced by meta-conversations to provide students with a reflective, immersive experience of the pedagogical principals. We observed that well planned efficiencies for students often provide consequent efficiencies for staff. These insights are captured in a model for scalable institutional-based professional learning practice. Capability growth flourishes at the intersection of action, reflection and evaluation. Professional collegial conversations are the catalyst for developing context-relevant professional learning.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1413754
Database: ERIC
FullText Links:
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  Data: Insights into Professional Learning for Intensive Block Model: Lessons from a Participatory Evaluation for Capacity Building
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  Data: <searchLink fieldCode="AR" term="%22Gayani+Samarawickrema%22">Gayani Samarawickrema</searchLink><br /><searchLink fieldCode="AR" term="%22Kaye+Cleary%22">Kaye Cleary</searchLink><br /><searchLink fieldCode="AR" term="%22Sally+Gauci%22">Sally Gauci</searchLink>
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  Data: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
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  Data: We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled with BM as the heart of professional learning so academics would encounter BM as students. The program modelled BM principles, reinforced by meta-conversations to provide students with a reflective, immersive experience. Through a participatory evaluation, professional learning facilitators' individual reflections were distilled to generate collaborative insights into academics' capacity building for BM. Their lessons inform strategies to cultivate institution-wide capability-building including their own professional growth. Lessons shape the study recommendations. Recommendations originate from effectively engaging time-poor, diverse cohorts. (1) In recognition of the ease with which students can fall behind, embedding strategies to manage their time and stress helps to maintain a realistic study pace. (2) Authentic assessments provide students with useful products for their teaching. (3) Peer-feedback and examples of students' work exposes them to how their colleagues present their work and illustrates good BM practices. (4) Modelling BM principles must be reinforced by meta-conversations to provide students with a reflective, immersive experience of the pedagogical principals. We observed that well planned efficiencies for students often provide consequent efficiencies for staff. These insights are captured in a model for scalable institutional-based professional learning practice. Capability growth flourishes at the intersection of action, reflection and evaluation. Professional collegial conversations are the catalyst for developing context-relevant professional learning.
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      – SubjectFull: Capacity Building
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      – SubjectFull: Participatory Research
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Professional Development
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      – SubjectFull: Curriculum Development
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      – TitleFull: Insights into Professional Learning for Intensive Block Model: Lessons from a Participatory Evaluation for Capacity Building
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