Which PD is right for me?

The professional development in learning and teaching that suits you will depend on your current experience, skills, knowledge, needs and time available.

ACU HR suggests:

  • Closing any gaps first - Select professional development activities that will help develop any competencies operating below the target level in the current role, then
  • Professional development - Select professional development that will help you enhance performance in the current role to remain engaged, challenged & keep your skills refreshed.

The ACU Teaching Criteria and Standards Framework provides you with clear criteria that will support your pursuit of excellence in teaching. In planning your professional development it is worth exploring the following pages:

Academics new to ACU

For academics new to ACU we particularly recommend:

  • Introduction to teaching and learning (ILAT), even if you're not new to teaching this PD gives an introduction to LEO and to finding relevant ACU learning and teaching policies and information.
  • LEO workshops - these workshops will support you in building your skills and knowledge in using in ACU's learning management system, "LEO" (learning environment online).

Where are you on the continuum?

Self-assess your knowledge, competence and confidence and be guided to what professional development may suit you. You may be 'proficient' in one area, but 'emerging' in another.

Select each level below to explore the relevant professional development

Emerging

Knowledge of learning and teaching:

  • Sound knowledge of the discipline, but is new to learning and teaching at ACU
  • May have concerns about the amount of time blended learning units will take to develop and implement
  • Not sure of the weaknesses/strengths of different technologies

Suggested professional development:

Technology skills:

  • Anxious about their abilities in using technology in learning and teaching
  • Low confidence in using technology in teaching and learning
  • Wants ‘just in time’ assistance
  • Wants to see examples that work and are easy
  • Approaches colleagues for advice and support

Suggested professional development:

Developing

Knowledge of learning and teaching:

  • Basic knowledge of constructive alignment of the curriculum at the course level and how this relates to the unit and assessment design
  • Some knowledge of effective design and planning of learning activities
  • Creates effective learning environment in unit study mode
  • Self evaluation leading to changes in teaching practice and student outcomes
  • Is able to judge what technological tools suit different learning outcomes

Suggested professional development:

Technology skills:

  • Building confidence in their abilities in using technology in learning and teaching
  • Has implemented some technology in their teaching and learning
  • Wants ‘just in time’ assistance
  • Wants to see examples that work and are easy
  • Approaches colleagues for advice and support

Suggested professional development:

Proficient

Knowledge of learning and teaching:

  • Applies the principles of constructive alignment in order to link unit learning outcomes, assessment tasks, learning activities and content at the course and unit level
  • Designs and plans effective learning activities
  • Initiative and innovation in supporting students and the creation of engaging learning environments
  • Mentoring and peer review of colleagues in teaching
  • Feels comfortable exploring new learning designs
  • Designs and plans effective learning activities
  • Mentoring and peer review of colleagues in teaching
  • Develop units based on good-practice design principles, with an emphasis on selecting and using technologies for activity-based learning design.

Suggested professional development:

Technology skills:

  • Has gained confidence in their abilities in technology
  • May train others informally in technology/is seen as a ‘go to’ person
  • Has implemented blended learning in several units
  • Feels comfortable learning new tools
  • Asks questions about new possibilities, tools and technologies

Suggested professional development:

Leader in L&T

Knowledge of learning and teaching:

  • Leadership in curriculum design, development and delivery
  • Will have units and courses that others reference as exemplars
  • Scholarly, evidence-based approaches to learning and teaching design, development and delivery
  • Leads strategies for supporting students and developing engaging learning environments
  • Successful achievement in roles such as mentor, peer reviewer, chair of committees
  • Is active in blended learning communities of practice
  • Mentoring others in using technologies to enhanced learning and teaching
  • May be involved in groups focused on innovation in TEL

Suggested professional development:

Technology skills:

  • May have units that other academics reference as exemplars
  • Has a vision of where they might want to take their teaching next
  • May be involved in groups focused on innovation in TEL

Suggested professional development:

  • Independent and self-directed when finding appropriate PD

Types of knowledge teachers need

Mishra & Koehler (2006) developed a framework to categorise the types of knowledge teachers need (see diagram).

The professional development opportunities offered by the Teaching and Learning Centre will develop your Pedagogical Knowledge (PK), Technological knowledge (TK) and Technological pedagogical knowledge (TPK).

Your Faculty and School's professional development will cover these aspects too and also pedagogical content knowledge (PCK); that is knowledge about best practice in teaching your discipline.

Explore the following definitions to understand these further.

If you prefer videos, watch TPACK in 2 minutes (Candace 2013) or read more about TPACK.

Reproduced by permission of the publisher, © 2012 by tpack.org

References

TPACK, including: Mishra & Koehler (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.