345
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Evaluation in the time of crisis: evidencing value at a centre for teaching and learning during the Covid-19 pandemic

ORCID Icon, & ORCID Icon
Pages 135-147 | Received 31 May 2021, Accepted 13 Mar 2022, Published online: 20 Jun 2022

References

  • Bamber, V., & Stefani, L. (2016). Taking up the challenge of evidencing value in educational development: From theory to practice. International Journal for Academic Development, 21(3), 242–254. https://doi.org/10.1080/1360144X.2015.1100112
  • Beach, A., Sorcinelli, M., Austin, A., & Rivard, J. (2016). Faculty development in the age of evidence: Current practices, future imperatives. Stylus Publishing, Inc.
  • Bolander Laksov, K., & Huijser, H. (2020). 25 years of accomplishments and challenges in academic development–where to next? International Journal for Academic Development, 25(4), 293–296. https://doi.org/10.1080/1360144X.2020.1838125
  • Bolander Laksov, K., & McGrath, C. (2020). Failure as a catalyst for learning: Towards deliberate reflection in academic development work. International Journal for Academic Development, 25(1), 1–4. https://doi.org/10.1080/1360144X.2020.1717783
  • Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass. https://lccn.loc.gov/2016043328
  • Carter, S., Sturm, S., & Manalo, E. (2020). Coaxing success from failure through academic development. International Journal for Academic Development, 26(2), 190–200. https://doi.org/10.1080/1360144X.2020.1818244
  • Chalmers, D., & Gardiner, D. (2015). An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies in Educational Evaluation, 46, 81–91. https://doi.org/10.1016/j.stueduc.2015.02.002
  • Cutler, S., Kottmeyer, A., Heinen, R., Xia, Y., Zappe, S., & Litzinger, T. (2020). A holistic assessment of the responsibilities and areas of support of engineering faculty. International Journal for Academic Development, 27(1), 1–14. https://doi.org/10.1080/1360144X.2020.1855592
  • Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64–71. https://doi.org/10.1007/s11528-014-0822-x
  • Geertsema, J. (2016). Academic development, SoTL and educational research. International Journal for Academic Development, 21(2), 122–134. https://doi.org/10.1080/1360144X.2016.1175144
  • Geertsema, J., & Bolander Laksov, K. (2019). Turning challenges into opportunities:(re) vitalizing the role of academic development. International Journal for Academic Development, 24(1), 1–6. https://doi.org/10.1080/1360144X.2019.1557870
  • Geertsema, J., & van der Rijst, R. (2021). Access and success: Rethinking and widening the impact of academic development. International Journal for Academic Development, 26(1), 1–6. https://doi.org/10.1080/1360144X.2021.1876337
  • Google LLC. (2022, March 1). Analytics Academy. https://analytics.google.com/analytics/academy
  • Howard, S., Thompson, K., & Pardo, A. (2018). Opening the black box: Developing methods to see learning in contemporary learning environments. In J. Lodge, J. Horvath, & L. Corrin. (Eds) Learning analytics in the classroom: Translating learning analytics research for teachers (pp. 152–164). Routledge. https://doi.org/10.4324/9781351113038
  • Hughes, J., McKenna, C., Kneale, H. P., Winter, J., Turner, R., Spowart, L., & Muneer, R. (2016). Evaluating teaching development in higher education. https://www.advance-he.ac.uk/knowledge-hub/evaluating-teaching-development-higher-education
  • Huijser, H., Sim, K. N., & Felten, P. (2020). Change, agency, and boundary spanning in dynamic contexts. International Journal for Academic Development, 25(2), 91–93. https://doi.org/10.1080/1360144X.2020.1753919
  • Kolomitro, K., & Anstey, L. M. (2017). A survey on evaluation practices in teaching and learning centres. International Journal for Academic Development, 22(3), 186–198. https://doi.org/10.1080/1360144X.2017.1313162
  • Leitner, P., Khalil, M., & Ebner, M. (2017). Learning analytics in higher education—a literature review. In A. Peña-Ayala (Ed.), Learning analytics: Fundaments, applications, and trends (pp. 1–23). https://doi.org/10.1007/978-3-319-52977-6_1
  • Linder, K. E., & Felten, P. (2015). Understanding the work of academic development. International Journal for Academic Development, 20(1), 1–3. https://doi.org/10.1080/1360144X.2014.998875
  • Lisewski, B. (2020). Teaching and Learning Regimes: An educational developer’s perspective within a university’s top-down education policy and its practice architectures. International Journal for Academic Development, 26(2), 176–189. https://doi.org/10.1080/1360144X.2020.1831505
  • Lodge, J., & Lewis, M. (2012). Pigeon pecks and mouse clicks: Putting the learning back into learning analytics. Future Challenges, sustainable futures. Proceedings Australasian Society for Computers in Learning in Tertiary Education Wellington 2012, 560–564. https://minerva-access.unimelb.edu.au/items/80b11c19-c60f-5dc3-9467-cba1dc0f2ba0
  • Lukarov, V., Chatti, M. A., & Schroeder, U. (2015, September). Learning analytics evaluation-beyond usability. DeLFI Workshops, 123–131. http://ceur-ws.org/Vol-1443/paper25.pdf
  • Mandinach, E. B. (2012). A perfect time for data use: Using data-driven decision making to inform practice. Educational Psychologist, 47(2), 71–85. https://doi.org/10.1080/00461520.2012.667064
  • Marin, L. F. (2021). Active and independent learning in blended learning: an analysis of student characteristics, trace data, and academic performance. [ Doctoral thesis, University of Alberta]. ERA Educational Research Database. https://doi.org/10.7939/r3-shf6-nq23
  • Miller-Young, J., & Poth, C. N. (2021). ‘Complexifying’ our approach to evaluating educational development outcomes: Bridging theoretical innovations with frontline practice. International Journal for Academic Development, 1–14. https://doi.org/10.1080/1360144X.2021.1887876
  • Moya, B., Turra, H., & Chalmers, D. (2019). Developing and implementing a robust and flexible framework for the evaluation and impact of educational development in higher education in Chile. International Journal for Academic Development, 24(2), 163–177. https://doi.org/10.1080/1360144X.2018.1555757
  • Pollard, A. (2005). Reflective teaching (2nd ed.). Continuum.
  • Reimann, P., Markauskaite, L., & Bannert, M. (2014). e‐Research and learning theory: What do sequence and process mining methods contribute?. British Journal of Educational Technology, 45(3), 528–540. https://doi.org/10.1111/bjet.12146
  • Reimann, P., Markauskaite, L., & Bannert, M. (2014). E‐research and learning theory: What do sequence and process mining methods contribute?. British Journal of Educational Technology, 45(3), 528–540. https://doi.org/10.1111/bjet.12146
  • Reinholz, D. L., Stone-Johnstone, A., & Shah, N. (2020). Walking the walk: Using classroom analytics to support instructors to address implicit bias in teaching. International Journal for Academic Development, 25(3), 259–272. https://doi.org/10.1080/1360144X.2019.1692211
  • Siemens, G., & Gašević, D. (2012). Guest editorial: Learning and knowledge analytics. Educational Technology & Society, 15(3), 1–2. http://www.jstor.org/stable/jeductechsoci.15.3.1
  • Siemens, G. (2013). Learning analytics: The emergence of a discipline. The American Behavioral Scientist, 57(10), 1380–1400. https://doi.org/10.1177/0002764213498851
  • Sorcinelli, M., Austin, A., Eddy, P. L., & Beach, A. L. (2006). Creating the future of faculty development: Learning from the past, understanding the present. Anker Publishing Company.
  • Spowart, L., Winter, J., Turner, R., Muneer, R., McKenna, C., & Kneale, P. (2017). Evidencing the impact of teaching-related CPD: Beyond the ‘happy sheets’. International Journal for Academic Development, 22(4), 360–372. https://doi.org/10.1080/1360144X.2017.1340294
  • Sutherland, K., & Hall, M. (2018). The ‘impact’ of academic development. International Journal for Academic Development, 23(2), 69–71. https://doi.org/10.1080/1360144X.2018.1451595
  • Timmermans, J. A. (2014). Identifying threshold concepts in the careers of educational developers. International Journal for Academic Development, 19(4), 305–317. https://doi.org/10.1080/1360144X.2014.895731
  • Timmermans, J. A., & Meyer, J. H. F. (2019). A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’(ITCK) in their practice. International Journal for Academic Development, 24(4), 354–368. https://doi.org/10.1080/1360144X.2017.1388241
  • Wu, J. Y., Liao, C. H., Cheng, T., & Nian, M. W. (2021). Using data analytics to investigate attendees’ behaviors and psychological states in a virtual academic conference. Educational Technology & Society, 24(1), 75–91. https://www.jstor.org/stable/26977858
  • Zou, T., & Felten, P. (2019). Being and becoming in academic development: Enduring questions, new contexts. International Journal for Academic Development, 24(4), 301–304. https://doi.org/10.1080/1360144X.2019.1658879

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.