1. “It was very good at demystifying the experience” (quote from participant, July 2013) Janet Gregory, ALT Conference Nottingham, September 2013

2. Finding your feet

3. Implications Design: demonstrate pedagogical model - student centred, interactive with technical embedded Deliver: provide opportunity to gain skills through experience of online learning and the student role Locate: enable learning within context and community; reflection on practice Importance of effective professional development

4. Challenges for academics  any changes in teaching entail an experience of risk-taking requiring changes in personal beliefs rather than simply the addition of new skills (Crebbin, 1997)  online teaching is, for many, a move into the unfamiliar entailing risk-taking and a challenge to existing beliefs (McQuiggan, 2012)

5. Swinburne – capability development  Conducted five “e-moderating” courses  Adapted to Swinburne  Participants  Majority are teaching staff  Majority have little online experience  Participation is voluntary  11 interviews Professor Gilly Salmon, 2011

6. Interview themes  Increased confidence “confidence comes from having understanding”  Active application “I wouldn’t have run the online course this year if I hadn’t donethe e-moderating course”  Value of being a student “it was really eye opening for me to get the other view … to look at if from that perspective”  Working with colleagues “we all know each other now … so we now have a really good synergy” Swinburne participants, 2013

7. Understanding design and delivery “You could really use this…to enhance or to have more opportunities to interact with the students” “How will I approach my teaching differently…through the use of activities…we changed…from an almost teacher focus to a student centric focus” “If you don’t understand how to engage students and where that may develop in designing your learning approaches, you are not going to be able to do much online” “If we all did this in face to face teaching we would be a very good teacher” Swinburne participants, 2013

8. Implications Design: demonstrate pedagogical model - student centred, interactive with technical embedded Deliver: provide opportunity to gain skills through experience of online learning and the student role Locate: enable learning within context and community; reflection on practice Importance of effective professional development

9. Thank You References:  Crebbin, W. (1997). Defining quality teaching in higher education. Teaching in Higher Education, 2(1), 21-33.  McQuiggan, C. A. (2012). Faculty development for online teaching as a catalyst for change. Journal of Asynchronous Learning Networks, 16(2), 27-61.  Salmon, G. (2011). E-moderating: The key to teaching and learning online, 3rd ed. New York, NY: Routledge. Contact: jgregory@swin.edu.au