Objectives
The new framework will be piloted on specific new/existing flexible learning programmes from each of the three HEI’s and case studies will record the process of engagement with the practitioner tutors through the full lifecycle process of module development and delivery.
What was done
The following case studies were developed from the experience of each of the REAP partner Institutes.
MIC
The case study describes the impact of the two REAP professional development short courses on programme teams including practitioner tutors, in creating a community of practice (Peacock & DePlacido 2018) around best practice in blended and online teaching and learning.
“A Community of Practice approach to building capacity for teaching on blended programmes”
UL
One of the REAP project audit (WP1) recommendations related to the importance of providing educational technologist support to a new practitioner/external tutor during the module development and delivery. This case study documents the experience of supporting an external tutor and gives an overview of the type of work required by an Educational Technologist to support a new or inexperienced external practitioner tutor in preparing and delivering an online or blended module.
“A case study in providing Educational Technologist support to a UL external practitioner tutor”
TUS
This Case Study describes the process undertaken to engage full-time Industry Practitioners at TUS, in the development and delivery of a fully online part-time postgraduate diploma for work-based learners. The report documents the engagement process, the timelines associated with each stage, the issues encountered and recommendations on how this process can be improved.
“Engaging full-time Industry Practitioner Tutors in the development and delivery of an online part-time postgraduate diploma for work-based learners”.
The case study complements a paper delivered on the topic at the EADTU conference in Bari, Italy on 4 November 2021 by the REAP project.
“Industry Practitioners as Lecturers – Industry engagement in delivering online education in TUS”.
As part of the REAP project analysis of current practices within TUS for engaging practitioner tutors, one of the gaps identified was the lack of a systemised induction process for tutors. The REAP project subsequently initiated the development of a pilot induction session and associated documentation. This report describes the development process and outcomes for the pilot induction session.
“The development process for the pilot induction session for Practitioner Tutors in the Flexible Learning department TUS.”