4+Research+process

=Introduction= To guide the research process in this project, we will use an “action learning framework” (Revans, 1982) for professional development. The theory reflects a constructivist epistemology emphasising group collaboration in the creation of further knowledge and understanding. This theory will be used to assist in the design of each lecturers’ learning intervention. The approach typically involves a small group of colleagues solving workplace problems utilising their own processes of sharing, reflection and facilitation (Zuber-Skerritt, 1993). It is an inquiry –based approach for professional learning that focuses on the personal concerns or interests of the participants. A workshop model will be used in the implementation of this project, to encourage a group learning process in which ideas and experiences around the use of podcasting in teaching and learning will be discussed and refined throughout all the phases in an ongoing cyclical process. = = =Project plan=

Phase one: Exploration
A group based professional development framework for lecturers involved in this project will be developed and implemented which includes workshops organised to:
 * Introduce lecturers to podcasting
 * Equip lecturers with the technical skills required for podcasting
 * Identify lecturers and students teaching and learning challenges which should form the basis for the use of technology
 * Orientate lecturers to educational affordances of podcasting by exposing them to pedagogical considerations when implementing podcasting, factors to be considered when designing podcasting for teaching and learning; and good practice examples from other universities.

Phase two: Enactment
Based on the lecturers and students teaching and learning challenges, the lecturers will design a learning intervention supported by podcasting to be implemented throughout the academic year. Action learning meetings where project members work collaboratively, reflect and share ideas and experiences on a regular basis will be organised. A wiki will be created also to assist in this process. This sharing will enable project members to learn from each other’s experiences and use others ideas in improving their interventions.

Phase three: Evaluation and Reflection

 * The evaluation will focus on:
 * The professional development process
 * The impact of the interventions for teaching and learning
 * Sharing of the project finding in conferences, during the CPUT teaching ith technology day, writing of a handbook (with case studies)
 * Writing of journal articles to share insights gathered in the project
 * Results will be used to improve the second phase of mainstreaming podcasting in teaching and learning at CPUT.

Phase Four: Dissemination
= = =References= Herrington, J. et al. 2008.New technologies, new pedagogies : Mobile technologies and new ways of teaching and learning, Proceedings of Ascilite 2008 Melbourne, http://uws.academia.edu/IanOlney/Papers/789059/New_technologies_new_pedagogies_Mobile_technologies_and_new_ways_of_teaching_and_learning Revans, R. W. 1982. The origins and growth of action learning. London: Chartwell-Bratt. Zuber-Skerritt, O. 1993. Improving learning and teaching through action learning and action research. Higher Education and Development, 12 (1), 45-58.

=Research tools=

Initial student survey: survey to establish initial students' access, use and perceptions on podcasting