Formazione & insegnamento
ISSN: 2279-7505 | Published: 2019-04-30
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/3431
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/3431/3275
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/3431/3275
Alternate URL (this mirror): https://formazione-insegnamento.eu/2019-17/1/3431-improving-teaching-and-learning-in-higher-education-org
Title: Improving Teaching and Learning in Higher Education Organizational Change and the Role of Change Agent
Abstract: The Teaching4Learning@Unipd model, created within the Paduan academic context, is focused both on a faculty development program for improving teaching and learning and on fostering organizational development, based on reflections promoted in individual teachers and within the system relative to their own teaching/learning perspectives, as well as to their own culture and values. The Teaching4Learning @ Unipd model has several different features, among which there is the Change Agents (CA) which is configured as a privileged path, for those instructors who are willing to act as mid-managers and therefore as link among colleagues with the aim of supporting, facilitating and promoting improvement and change in teaching/learning processes. The paper presents the final results of the training path experienced by the CAs, in relation to their reflections collected after each session and to the administration of the final questionnaire which allowed to detect the strengths and weaknesses of the path, to demonstrate the level of perceivable effectiveness of the practices, the change of the teaching/learning perspectives, but also the aspects on which the participants believe they can act as CAs.
Keywords:
Title: Migliorare la didattica universitaria: Il cambiamento organizzativo e il ruolo del Change Agent
Abstract: Il modello Teaching4Learning@Unipd, realizzato all'interno del contesto accademico patavino, è focalizzato, sia su un programma di faculty development per il rinnovamento della didattica, sia sulla promozione dello sviluppo organizzativo. Il modello Teaching4Learning@Unipd ha al suo interno diverse caratterizzazioni, tra le quali vi è quella dei Change Agents (CA), che si configura come un percorso 'privilegiato', per quei docenti che si sono resi disponibili ad agire come mid-manager e quindi come anello di congiunzione tra colleghi e tra questi e il dipartimento di appartenenza, sempre con la finalità, di sostenere, facilitare e promuovere miglioramento e cambiamento nei processi di insegnamento/apprendimento. Il contributo qui presentato riporta proprio i risultati finali del percorso formativo vissuto dai CA, relativamente alle loro riflessioni raccolte dopo ogni sessione e alla somministrazione del questionario finale che ha consentito di rilevare i punti di forza e di debolezza del percorso, di cogliere il livello di spendibilità percepito delle partiche sperimentate, il cambiamento delle prospettive di insegnamento/apprendimento dei docenti, ma anche gli aspetti su cui i partecipanti ritengono di poter agire come CA.
Keywords:
Title: Améliorer l'enseignement universitaire: le changement organisationnel et le rôle de l'agent de changement
Abstract: Le modèle d'enseignement4learning @ UNIPD, créé dans le contexte académique de Patavino, est axé, à la fois sur un programme de développement du corps professoral pour le renouvellement de l'enseignement et sur la promotion du développement organisationnel.Le modèle d'enseignement4learning @ UNIPD a des caractérisations différentes, parmi lesquelles il y a celle des agents du changement (CA), qui est configuré comme un chemin «privilégié», pour les enseignants qui se sont rendus disponibles pour agir comme un gestionnaire à mi-gestionnaire et donc comme un lien entre les collègues et entre ceux-ci et le ministère de l'appartenance, toujours à l'objectif, pour soutenir, faciliter et favoriser l'amélioration des processus dans les processus d'enseignement / apprentissage.La contribution présentée ici rapporte précisément les résultats finaux du cours de formation suivi par le CAS, concernant leurs réflexions collectées après chaque session et l'administration du questionnaire final qui a permis de détecter les forces et les faiblesses de la voie, pour saisir le niveau de spectabilité perçue des aspects expérimentés, le changement de CA d'enseignant / d'apprentissage des enseignants, mais aussi des aspects sur les participants, les participants peuvent agir. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Mejorar la enseñanza universitaria: cambio organizacional y el papel del agente de cambio
Abstract: El modelo Teaching4learning@UNIPD, creado dentro del contexto académico de Patavino, se centra, tanto en un programa de desarrollo de la facultad para la renovación de la enseñanza como en la promoción del desarrollo organizacional.El modelo Teaching4Learning@UNIPD tiene diferentes caracterizaciones, entre las cuales está la de los agentes de cambio (CA), que se configura como una ruta 'privilegiada' para aquellos maestros que se han puesto a disposición para actuar como gerente medio y, por lo tanto, como un vínculo entre las colegas y entre estos y el departamento de pertenencia, siempre con el propósito, apoyar, facilitar y promover la mejora en los procesos en procesos de la enseñanza/aprendizaje.La contribución presentada aquí informa precisamente los resultados finales del curso de capacitación experimentado por el CAS, en relación con sus reflexiones recopiladas después de cada sesión y la administración del cuestionario final que permitió detectar las fortalezas y debilidades de la ruta, para comprender el nivel de espectabilidad de la espectabilidad de las partículas experimentadas, el cambio de las perspectivas de enseñanza/aprendizaje de los maestros, pero también los aspectos que los participantes creen que pueden actuar como Ca. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Melhorar o ensino universitário: mudança organizacional e o papel do agente de mudança
Abstract: O modelo de ensino de ensino@unipd, criado no contexto acadêmico de Patavino, está focado, tanto em um programa de desenvolvimento de professores para a renovação do ensino quanto na promoção do desenvolvimento organizacional.O Modelo de Ensidion4Learning@UNIPD possui caracterizações diferentes, entre as quais existe o dos agentes de mudança (CA), que é configurado como um caminho 'privilegiado', para os professores que se disponibilizaram para atuar como um gerente intermediário e, portanto, como um vínculo entre os colegas e entre eles e o departamento de pertencer, sempre com o objetivo, apoiar, facilitar.The contribution presented here reports precisely the final results of the training course experienced by the CAs, relating to their reflections collected after each session and the administration of the final questionnaire that allowed to detect the strengths and weaknesses of the path, to grasp the level of spectability perceived of the experimented particles, the change of the teaching/learning prospects of the teachers, but also the aspects on which the participants believe they can act as Ca. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Adams S.R. & Mix E.K. (2014). Taking the lead in faculty development: Teacher educators changing the culture of university faculty development through collaboration, AILACTE, 11: 37–56
Anderson, D.L. (2016). Organization development. The process of leading organizational change. Thousand Oaks, CA: SAGE.
Bamford, D., & Forrester, P. (2003). Managing planned and emergent change within an operations management environment. International Journal of Operations & Production Management, 23(5), 546-564. doi: 10.1108/01443570310471857
Beckhard, R. (1969). Organization development: strategies and models. Reading, MA: Adison-Wesley.
Bierema, L. L. (2010). Implementing a critical approach to organization development. Malabar, FL: Krieger.
Bierema, L. (2014) Organization development: An action research approach. San Diego, CA: Bridgepoint Education, Inc.
Bolisani, E., & Bratianu, C. (2018). Emergent knowledge startegies. Strategic thinking in knowledge menagement. Cham, Swiss: Springer International Publishing.
Cox, M. D. (2004). Introduction to faculty learning communities. New Directions for Teaching and Learning, 97(97), 5–23. http://doi.org/10.1002/tl129
Cox, M. D. (2013). The impact of communities of practice in support of early-career academics. International Journal for Academic Development, 1324(September), 1–13. http://doi.org/10.1080/1360144X.2011599600
Daly, C. J. (2011). Faculty learning communities: Addressing the professional development needs of faculty and the learning needs of students. Currents in Teaching and Learning, 4(1), 3–16
European Commission (2011). Supporting growth and jobs – an agenda for the modernisation of Europe’s higher education systems. Retrieved from http://ec.europa.eu/education/library/policy/modernisation_en.pdf
European Commission (2013). Report to the European Commission on improving the quality of teaching and learning in Europe’s higher education institutions. Luxembourg: Publications Office of the European Union.
Fedeli, M., & Taylor, E.W. (2016). Exploring the impact of a teacher study group in an Italian university. Formazione & Insegnamento, XIV (3), 2279- 7505. Fedeli, M. (2018a). Promoting faculty development at university of Padova: . In V. Grion & A. Serbati (eds.) Assessment of Learning or Assessment for Learning? Towards a Culture of Sustainable Assessment in Higher education (pp. 121126). Lecce: Fedeli, M., (2018b). The student voice in higher education and the implications of promoting faculty development. In V. Boffo, & M. Fedeli (eds.), Employability and competences. InMigliorare la didattica universitaria 281 novative curricula for new professions (pp.25-37). Firenze: Firenze University Press.
Fedeli, M. & Edward, W., Taylor (2019). : Promoting faculty development and organizational development and change. European Learning & Teaching Forum 2019. Towards successful learning: Common ground and controversies. Cracovia. PL, https://eua.eu/events/24-2019-european-learning-teaching-forum.html ISSN 2593 7448. Fedeli, M. & Tino, C. (in press). La formazione iniziale del docente universitario. : metodi, pratiche e risultati dell’esperienza patavina. Nuova Secondaria.
Grion, V. (2016). Assessment for learning all’università: uno strumento per modernizzare la formazione. In M. Fedeli, V. Grion, & D. Frison (a cura di), Coinvolgere per apprendere. Metodi e tecniche partecipative per la formazione (pp.289-318). Lecce:
Grion, V., & Tino, C. (2018). Verso una “valutazione sostenibile” all’università: percezioni di efficacia dei processi di dare e ricevere feedback fra pari. Lifelong Lifewide Learning, 14(31), 38-55
Hodgson, D., May, S., & Marks Maran, D. (2008). Promoting the development of a supportive learning environment through action research from the ‘middle out’. Educational action research, 16(4), 531-544
Olson, E.E., & Eoyang, G.H. (2001). Facilitating organization change: lessons from complexity science. San Francisco: Jossey-Bass/Pfeiffer.
Pratt, D.D., Smulders, D. & Associates. (2016). Five perspectives of teaching. Mapping a plurality of the good. Malabar, Florida: Krieger Publishing Company.
Prince, M. (2004). Does active Learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the profession. San Francisco: Jossey-Bass.
Seale, J. (2009). Doing student voice work in higher education: an exploration of the value of participatory methods. British Educational Research Journal, 36(6), 995-1015
Tormey, R., Liddy, M., Maguire, H., & McCloat, A. (2008). Working in the action/research nexus for education for sustainable development: Two case studies from Ireland. International Journal of Sustainability in Higher Education, 9(4), 428-440
Wieman, C. (2017). Improving how universities teach science. Lessons from the science education Initiative. Cambridge, Massachusetts & London, England: Harvard University Press. Monica Fedeli 282