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Lis Conde
The University of Melbourne
@liscondeh

Linda Corrin
The University of Melbourne
@lindacorrin

Kristine Elliott
The University of Melbourne

Gregor Kennedy
The University of Melbourne

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Abstract

Professional development programs that aim to enhance the use of educational technology in higher education have become a priority in many countries. However, educators’ pedagogical beliefs may present a barrier to the successful outcomes of these programs and are often overlooked. This paper presents a professional development approach designed to make explicit educators’ pedagogical beliefs in regards to educational technology. The outcomes of the study will provide insights into strategies to address educators’ beliefs about teaching, learning and students in general, as a launching pad for improvements in practice to occur.

About the authors

Lis Conde

Lis Conde is a Guatemalan national and a PhD candidate at the Melbourne Centre for the Study of Higher Education. Her research is focused on professional development to enhance the use of educational technology in higher education. An experienced Learning Designer, Lis specializes in the creation of educational solutions based on active learning. She has also been teaching English to adults since she was 16, and has years of immersion in the call center industry playing the role of a trainer.

Linda Corrin

Dr Linda Corrin is a Senior Lecturer in Higher Education in the Williams Centre for Learning Advancement, Faculty of Business and Economics, at the University of Melbourne. In her current role, she provides support for curriculum development, delivery and assessment to staff in the faculty. Her research interests include students’ engagement with technology, learning analytics, feedback, and learning design. Currently, she is working on several large research projects exploring how learning analytics can be used to provide meaningful and timely feedback to academics and students. Linda is member of the University of Melbourne’s Learning Analytics Research Group and co-founder of the Victorian and Tasmanian Learning Analytics Network. She is also a co-coordinator of the ASCILITE Learning Analytics Special Interest Group.

Kristine Elliott

Kristine Elliott is an Associate Professor in Higher Education within the Melbourne Centre for the Study of Higher Education, The University of Melbourne. Her role supports the University’s digital learning strategy through the development and evaluation of professional development for University staff in the use of educational technology for learning, teaching and assessment. The central theme of Kristine’s research is how contemporary and emerging technologies can be used to support and enhance the learning and teaching experiences of students in higher education. Increasingly, her research has focused on the use of learning analytics: to better understand learners’ behaviours in digital environments; and to inform learning design.

Gregor Kennedy

Gregor Kennedy is Pro Vice-Chancellor (Teaching and Learning) at the University of Melbourne and Director of the Melbourne Centre for the Study of Higher Education. Gregor is an international leader in educational technology research and development, particularly in the context of higher education. He has longstanding research interests in contemporary learning design and emerging technologies, educational technology research and evaluation, interactivity and engagement in digital learning, 3D immersive virtual environments, and the use of learning analytics in digital learning environments. He has published widely in these areas and is a regular keynote and invited presenter at local and international conferences. As Pro Vice-Chancellor (Teaching and Learning) Gregor leads the University’s strategy in teaching, learning and assessment, curriculum innovation, and the use of learning technologies and learning analytics.