"Oily Rag" or "Winged Messenger": The Role of the Developer in Multiprofessional Teams

"Oily Rag" or "Winged Messenger": The Role of the Developer in Multiprofessional Teams

Sabine Little (CILASS, Centre for Inquiry-Based Learning in the Arts and Social Sciences, University of Sheffield, United Kingdom)
Copyright: © 2009 |Pages: 17
DOI: 10.4018/978-1-59904-814-7.ch001
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Abstract

This chapter has been composed as a piece of reflective practice, and as such traces and researches the development of a new technology-rich first-year module from the point of view of one particular developer, myself. The main emphasis in my role was on advising and assisting with the development of a student learning experience that provided, above all, an inquiry-based learning environment for students to acquire the skills necessary to succeed in their ongoing degree. Technology and e-learning offered a number of interesting options for development and implementation, necessitating the further brokering of technological expertise. The chapter highlights the collaborative issues that occur in a multiprofessional team working in such a developmental environment, and explores the role of the developer and how this role might be interpreted by other staff and institutions. The chapter concludes by offering ideas for future research into what remains an emerging field of scholarship.
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Background

The context for this chapter results from a government-funded initiative to establish Centres for Excellence in Teaching and Learning (CETLs) at higher education institutions in England and Northern Ireland. In 2005, 74 such CETLs were established, all building on existing excellence within institutions, and all with a strong remit to support new learning and teaching initiatives. At the University of Sheffield, the Centre for Inquiry-Based Learning in the Arts and Social Sciences (CILASS) currently supports 19 departments within three core faculties, namely, the Faculties of Arts, Social Sciences, and Law. Two learning development and research associates (LDRAs), one specialising in information literacy and the other in networked learning, support inquiry-based learning projects within these departments, and also broker support from professional learning services within the institution, such as the library and the Learning Development and Media Unit (LDMU). In searching the literature, it appears that the terminology describing the role of an individual involved in planning, advising on, and developing academic content and pedagogy, which includes the component of technology, is by no means clear (Fraser, 2001; Oliver, 2002; Wright & Miller, 2000). For me, the role of an LDRA for networked learning originally seemed a very specific description, especially within the main remit of inquiry-based learning. There are, however, distinct overlaps with the more traditional roles of learning technologist, educational developer, educational technologist, academic developer, and further variations on the same themes. For this reason, this chapter draws on literature from all these fields to explore the issues surrounding the collaboration that leads to the implementation of innovative projects in the field of e-learning.

Complete Chapter List

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Dedication
Table of Contents
Foreword
Charles Juwah
Acknowledgment
Roisin Donnelly, Fiona McSweeney
Chapter 1
Sabine Little
This chapter has been composed as a piece of reflective practice, and as such traces and researches the development of a new technology-rich... Sample PDF
"Oily Rag" or "Winged Messenger": The Role of the Developer in Multiprofessional Teams
$37.50
Chapter 2
Rhona Sharpe, Jillian Pawlyn
This chapter reports on an implementation of blended e-learning within three modules in the School of Health and Social Care at Oxford Brookes... Sample PDF
The Role of the Tutor in Blended E-Learning: Experiences from Interprofessional Education
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Chapter 3
Diana Kelly
This chapter makes a case for the importance of preparing e-teachers by requiring them to have an experience as an e-learner. The chapter begins... Sample PDF
Modeling Best Practices in Web-Based Academic Development
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Chapter 4
Tony Cunningham, Claire McDonnell, Barry McIntyre, Theresa McKenna
This chapter explores the insights gained by a group of teachers from their lived experience as e-learners participating in a blended module on... Sample PDF
A Reflection on Teachers' Experience as E-Learners
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Chapter 5
Catherine Manathunga, Roisin Donnelly
Professional development for academic staff in higher education is receiving increasing attention. The focus has been on providing an opportunity... Sample PDF
Opening Online Academic Development Programmes to International Perspectives and Dialogue
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Chapter 6
Louise Adele Jakobsen
This chapter, written from experience in implementing e-learning in further education through various roles, identifies key issues relating to... Sample PDF
Embedding E-Learning in Further Education
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Chapter 7
Catherine Matheson, David Matheson
This chapter considers some of the major questions around access and accessibility, beginning with the most basic: just what is meant by access and... Sample PDF
Access and Accessibility in E-Learning
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Chapter 8
Morag Munro, Barry McMullin
This chapter examines some of the tensions that may exist between e-learning and accessibility in higher education, and aims to redress the balance... Sample PDF
E-Learning for All? Maximizing the Impact of Multimedia Resources for Learners with Disabilities
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Chapter 9
Ursula Wingate
This chapter proposes online preinduction courses as an innovative method for preparing students for learning in higher education. It is argued that... Sample PDF
Enhancing Students' Transition to University through Online Preinduction Courses
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Chapter 10
Pankaj Kamthan
The discipline of software engineering has been gaining increasing significance in computer science and engineering education. In this chapter, the... Sample PDF
A Methodology for Integrating Information Technology in Software Engineering Education
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Chapter 11
Gordon Joyes, Sheena Banks
The focus of this chapter is on the use of technology in the teaching and learning of research methods in masters’ and doctoral programmes in higher... Sample PDF
Using Technology in Research-Methods Teaching
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Chapter 12
Richard Walker, Walter Baets
Blended learning occupies a prominent place within higher education teaching strategies, yet there is no clear definition for what we mean by this... Sample PDF
Instructional Design for Class-Based and Computer-Mediated Learning: Creating the Right Blend for Student-Centred Learning
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Chapter 13
Ann Donohoe, Tim McMahon, Geraldine O’Neill
The primary purpose of this chapter is to explore how online communities of inquiry can be developed to facilitate students to engage in reflective... Sample PDF
Online Communities of Inquiry in Higher Education
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Chapter 14
Nick Pratt
The aim of this chapter is to explore e-learning and e-teaching from a social perspective in order to show how the use of new technologies, like... Sample PDF
Using Multipoint Audio-Conferencing with Teaching Students: Balancing Technological Potential with Practical Challenges
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Chapter 15
Timo Portimojärv, Pirjo Vuoskoski
This chapter will illustrate a combination of problem-based learning (PBL), information and communication technologies (ICT), and leadership in the... Sample PDF
The Alliance of Problem-Based Learning, Technology, and Leadership
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Chapter 16
Steve Millard
This chapter sets out a number of ways in which effective use of the online discussion board in a virtual learning environment can contribute to the... Sample PDF
The Use of Online Role Play in Preparing for Assessment
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Chapter 17
Simon Wilkinson, Heather Rai
This chapter focuses on the use of computers for online summative assessment, in particular for objectively marked items. The aim of this chapter is... Sample PDF
Mastering the Online Summative-Assessment Life Cycle
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About the Contributors