An exploration into pedagogic frailty: Transitioning from face-to-face to online

Irina Niculescu, Roger Rees, Darren Gash

Abstract


Pedagogic frailty and concept mapping can simultaneously encourage personal and organisational change by supporting critical reflection and resilience. These ideas are nascent within higher education institutions and currently, at the University of Surrey, are only developed through face-to-face sessions. This revealed the need for a scalable intervention which engages academics with the discourse on introspective and professional development practices. In response, we have created the design for a blended programme of online foundation for concept mapping leading to face-to-face workshops to explore the pedagogic frailty model. This paper will discuss some significant challenges arising from transitioning self-reflective practices from face-to-face to online spaces. In the process, we will consider ways in which learning design can take the learner context into account. 

https://doi.org/10.34105/j.kmel.2017.09.024 

Full Text:

PDF

Refbacks

  • There are currently no refbacks.


This work is licensed under a Creative Commons Attribution 4.0 License.

Laboratory for Knowledge Management & E-Learning, The University of Hong Kong