The organisation will be a ancillary/support/service-learning department, programme, or institute embedded in a higher education college or university. As far as possible, the department/programme/institute should be integrated with all other learning and teaching departments and maintain a close and positive relationship and alignment with faculty, teaching staff, unions, students, and student services and bodies. It will provide ancillary support services similar to service-learning with its main priority being to enable and facilitate all students, faculty, and teaching staff to acquire and develop their online academic practices, e.g. learning, teaching, researching, communicating, collaborating, as well as recording, creating, and developing online learning and teaching research resources and services.
I think it is preferable to start the department/programme/institute on a small scale with a limited number of practitioners in a pilot project, so that appropriate resources, activities, methods, strategies, techniques, syllabi, and curricula can be developed in context and in alignment with participants’ needs on an on-going basis. Some of the activities and tasks will generate learning artefacts such as screen recordings, forum discussions, personal profiles, etc. that can be re-purposed and re-used (with their authors’ permission) as learning resources for subsequent participants. For example, before participating in a synchronous online collaborative activity, novice participants can watch screen recordings of previous similar activities and reflect on their observations to raise their awareness of particular salient aspects of this type of activity with regard to using online platforms and tools for academic practice.
- Programme Aims and Objectives
- Organisational Structure and Context
- Programme Participants
- The Cognitive Apprenticeship Model
- Example Activities/Tasks
- Programme Delivery and Integration
- Evaluation and Assessment
- Participant Support: Necessary and Sufficient Conditions for Psychological Change
- The Programme as an Agent of Change