Redesigning professional development: reconceptualising teaching using social learning technologies

Abstract

This article evaluates the use of a community of practice model for redesigning a lecturer professional development course investigating the impact of mobile web 2.0 technologies in higher education. The results show a significant change in lecturer conceptions of pedagogy were achieved by this approach. Drawing on our experience of two iterations of implementing the new course model we propose a mobile social media framework for enabling pedagogical transformation as part of lecturer professional development.

Keywords

• communities of practice
• Web 2.0
• pedagogy
• heutagogy
• teaching and learning