Academic staff in Higher Education (HE) institutions face significant challenges in effectively integrating Technology Enhanced Learning (TEL), in line with national strategy, into the design and delivery of curricula to an increasingly diverse cohort of students (Kirkwood and Price, 2013; Thomas, 2014). This cohort varies considerably with different levels of prior learning, digital literacies, capabilities, access to technology and associated digital devices, expectations and motivations for engaging with a particular programme of study (Thomas, 2014).
Globally, HE institutions are relying on individuals with varying levels of expertise and experience to provide both support and leadership to academic staff in implementing TEL. These individuals tend to operate on the periphery, often seconded part time from an academic role, have multiple responsibilities and are expected to work collaboratively across the organisation. This presentation will review the professionality and professionalism of these emerging roles from both an Irish and American perspective. The authors draw on valuable insights and frameworks from Whitchurch’s (2009) work on the third space and Duncan’s (2014) peripheral professionals. Throughout the presentation, the authors revisit these emerging roles from different perspectives through multiples lenses to explore the blurring of boundaries. Finally, the authors question Duncan’s contention that the centre is actually an illusion, the periphery is ‘the best place to be’ and suggest how a university can provide the space to nurture ‘the power of the periphery’ (2014).
References:
Duncan, S., (2014). ‘Peripheral professionals? The place of teacher educators in higher education’. In B. Cunningham, (Ed.), Professional Life in Modern British Higher Education. London: Institute of Education Press, pp. 114–124.
Kirkwood, A. & Price, L., (2013). Technology-enhanced learning and teaching in higher education: what is “enhanced” and how do we know? A critical literature review. Learning, Media and Technology, 39(1), pp.6–36.
Thomas, L.,(2014). ‘Developing a curriculum for diversity: Raising awareness, increasing understanding, and changing professional practice’. In B. Cunningham, (Ed.), Professional Life in Modern British Higher Education. London: Institute of Education Press, pp. 125–146.
Whitchurch, C., (2009). The rise of the blended professional in higher education: a comparison between the United Kingdom, Australia and the United States. Higher Education, 58(3), 407–408.
Topics: TEL Leadership , Topics: TEL Policy and Strategy
