Research on faculty development supporting pedagogical innovation has gained momentum since effective teaching and learning are deemed a central piece for the modernization of higher education. However, the field is still characterized by a low level of conceptualization, fragmented approaches, and unclear strategies on organizational level. This chapter concentrates on the DIDe-L case, a strategic program of faculty development promoted by the University of Florence and based on an integrated approach to training. Specifically, it focuses on the “e-Learning Desk,” an institutional service ensuring instructional coaching for learning design. Through the analysis of teachers’ reactions and renewed practices, the authors aim at exploring what institutional and organizational conditions may prevent or facilitate pedagogical innovation and change. Results showed that the approach characterizing the service had a positive impact on teachers’ growth, although institutional obstacles like lack of recognition or support still prevent teachers to fully deploy pedagogical innovations.

Supporting Learning Design as a Driver for Pedagogical Innovation Within an Integrated Model of Faculty Development / Maria Ranieri, Juliana Elisa Raffaghelli, Isabella Bruni. - STAMPA. - (2019), pp. 77-98. [10.4018/978-1-5225-8476-6.ch005]

Supporting Learning Design as a Driver for Pedagogical Innovation Within an Integrated Model of Faculty Development

Maria Ranieri
;
Juliana Elisa Raffaghelli;Isabella Bruni
2019

Abstract

Research on faculty development supporting pedagogical innovation has gained momentum since effective teaching and learning are deemed a central piece for the modernization of higher education. However, the field is still characterized by a low level of conceptualization, fragmented approaches, and unclear strategies on organizational level. This chapter concentrates on the DIDe-L case, a strategic program of faculty development promoted by the University of Florence and based on an integrated approach to training. Specifically, it focuses on the “e-Learning Desk,” an institutional service ensuring instructional coaching for learning design. Through the analysis of teachers’ reactions and renewed practices, the authors aim at exploring what institutional and organizational conditions may prevent or facilitate pedagogical innovation and change. Results showed that the approach characterizing the service had a positive impact on teachers’ growth, although institutional obstacles like lack of recognition or support still prevent teachers to fully deploy pedagogical innovations.
2019
9781522584766
Handbook of Research on Faculty Development for Digital Teaching and Learning
77
98
Maria Ranieri, Juliana Elisa Raffaghelli, Isabella Bruni
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Utilizza questo identificatore per citare o creare un link a questa risorsa: https://hdl.handle.net/2158/1154424
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