Informal Learning about Teaching in Higher Education in a Teaching Group Context

Eva Heinrich

What is it about

This session will discuss whether the context of teaching groups can and should be used to facilitate engagement with informal learning about teaching.  Informal learning stems from conscious attempts to learn based on experiences and includes individual and group reflection (Foley, 2004). ‘About teaching’ refers to the professional development of academics in regard to their teaching abilities and knowledge. The concept of teaching groups is based on the belonging of individual academics to a group that is concerned with the delivery of a qualification or subject area.

Why is it important

The higher education sector has recognised the need for academics to engage with their professional development in teaching (Young, 2006) and has developed a range of measures and movements, namely formal, non-formal and informal development opportunities, teaching awards, SOTL and communities of practice. The problem is that all of these only attract a minority of academics. While there is no shortage of opportunities to engage with teaching and professional development in teaching the majority of academics chooses not to participate. Considering that teaching is one of the two core responsibilities of most academics this lack of engagement poses a concern.

The value of informal learning is widely recognised (Cheetham & Chivers, 2005; Coffield, 2000). Informal learning can occur in parallel with the teaching practice of academics and could be an valuable development pathway. This is not to be seen as taking away from the benefits of formal and non-formal development opportunities, as facilitated by formal study and staff development programmes, but as a complementary and less investigated area.

In their research academics participate in national and international collaborations. They are part of global communities. Yet, if it comes to teaching, academics, by large, work within their local contexts of departments or teaching groups. The teaching performance of individual academics will reflect on all members of the teaching group. Individual academics might therefore have an interest in lifting teaching performance within their groups and the group context could provide the right environment for achieving this. Groups, as seen in communities of practice, can have a motivating and enriching effect on individuals.

How the session will be run

This session will be run in style of a focus group. The moderator will pose a series of questions that will be discussed in the group. The questions will explore:

-       Participants understanding of ‘teaching groups’;

-       Informal learning in teaching groups;

-       Ways of engaging all members of a teaching group;

-       Factors that influence a teaching group.

References

Cheetham, G., & Chivers, G. (2005). Professions, Competence and Informal Learning. Cheltenham: Edward Elgar Publishing, Inc.

Coffield, F. (2000). Introduction: The structure below the surface: reassessing the significance of informal learning. In F. Coffield (Ed.), The necessity of informal learning (pp. 1-11). Bristol: The Policy Press.

Foley, G. (2004). The state of adult education and learning. In G. Foley (Ed.), Dimensions of adult learning: adult education and training in a global era (pp. 3-18). Crows Nest: Allen & Unwin.

Young, P. (2006). Out of balance: lecturers' perceptions of differential status and rewards in relation to teaching and research. Teaching in Higher Education, 11(2), 191-202.

Dr Eva Heinrich is a senior lecturer in computer science at Massey University in Palmerston North. Her research interests are in e-learning and higher education. Recent project and current projects are on ePortfolios (http://science.massey.ac.nz/eportfolios/default.asp) and support for marking and management of assignments (http://etools.massey.ac.nz/, http://lightworkmarking.org/).