An example of Internet-based continuing professional development: perspectives on course design and participation

An example of Internet-based continuing professional development: perspectives on course design... The Internet is, as yet, relatively little explored or understood as a space for formal, continuing professional development (CPD) activity. This paper provides an overview of the pedagogic and technical models which were developed for an Internet-based course for library and information staff in 1997-8, and highlights some key themes arising from participant feedback. The course was offered by NetLinkS, a training and awareness project funded by the UK Higher Education Funding Councils' Electronic Libraries programme. The design of the course was underpinned by constructivist educational principles and an integrated approach to learner support was taken in the design and sequencing of activities, the use of information resources, approaches to tutoring, and technological design, facilities and help. The paper highlights some challenges experienced by participants in engaging in this approach to CPD and suggests some implications for the support of independent, collaborative networked learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education for Information IOS Press

An example of Internet-based continuing professional development: perspectives on course design and participation

Education for Information, Volume 17 (1) – Jan 1, 1999

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Publisher
IOS Press
Copyright
Copyright © 1999 by IOS Press, Inc
ISSN
0167-8329
eISSN
1875-8649
Publisher site
See Article on Publisher Site

Abstract

The Internet is, as yet, relatively little explored or understood as a space for formal, continuing professional development (CPD) activity. This paper provides an overview of the pedagogic and technical models which were developed for an Internet-based course for library and information staff in 1997-8, and highlights some key themes arising from participant feedback. The course was offered by NetLinkS, a training and awareness project funded by the UK Higher Education Funding Councils' Electronic Libraries programme. The design of the course was underpinned by constructivist educational principles and an integrated approach to learner support was taken in the design and sequencing of activities, the use of information resources, approaches to tutoring, and technological design, facilities and help. The paper highlights some challenges experienced by participants in engaging in this approach to CPD and suggests some implications for the support of independent, collaborative networked learning.

Journal

Education for InformationIOS Press

Published: Jan 1, 1999

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