Page 153 - Innovative Professional Development Methods and Strategies for STEM Education

Introducing Educational Technology into the Higher Education Environment

community of the University and other interested parties. In most cases, the focus of the papers was on
how the technology-enhanced learning materials that they developed during the course of their Partners@
Work year influenced the challenges (such as low pass and retention rates) that the University faces.
Finally, the research activities of this phase culminated in a proper scientific journal article that had
to be of such quality that it could be submitted to a respected accredited journal in their discipline, or
alternatively, in relevant fields such as higher education or elearning. These articles were written as part
of a structured writing programme throughout the final six months of the programme. The article started
out as a research proposal and was developed, as data was collected and analysed into a fully fledged
article in the end. Weekly peer reviews gave much needed feedback as each lecturer was a member of a
research syndicate, as part of which they were required to critically read each others’ work and provide
constructive feedback. This important aspect of the programme, contributed to a higher level of criti-
cal academic attitude. Research professors from their own disciplines were appointed to act as mentors
throughout the period of six months, and together with the inputs from the instructional designers and
a language editor, the articles were finalised for submission.
The purpose of the research phase of the programme was, among other, to build and nurture a schol-
arly community that focus on the use of technology in teaching and learning within the institution. The
research phase also provided lecturers with the opportunity to improve their qualifications to a Masters,
Doctorate or Post Doctorate level. This became possible as a result of the extended nature of some of
the research projects.
The Closing Component

To conclude the lecturer’s year on the programme, a ‘graduation’ ceremony was held where awards were
made for exceptional quality, and certificates of achievement and competence were handed out. At this
ceremony, the next year’s group of Partners@Work lecturers were also inaugurated. All stakeholders
were invited and a celebratory cocktail party usually followed.
After the graduation, seasoned lecturers returned to their departments in a full time capacity, but still
remained active as part of the Partners@Work community and played an important role as mentors for
the new lecturers who were embarking on their own educational technology journeys. Deans and HODs
were encouraged to use the new abilities of the lecturer in question to the benefit of the entire Faculty.
Many lecturers continued their design and development work in the years following their participa-
tion in the programme. Having gained the necessary skills, knowledge and attitudes to survive using
technology to enhance their teaching practices, these lecturers tackled the next subject and developed it
in a similar manner. Others spent their time following the programme, improving the existing materi-
als, developing more technology-enhanced materials, and focusing on the empowerment of their peers.

A FRAMEWORK FOR PROFESSIONAL DEVELOPMENT
IN THE FIELD OF EDUCATIONAL TECHNOLOGY

The Partners@Work programme, as it was presented at this University of Technology, underwent a num-
ber of iterations before most of the challenges were ironed out. It is believed that the current format of

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