Development in education!

 

What Is Educational Development?

Educational development is a sub-discipline of higher education research and practice.

This section defines educational development and its related duties, roles and components for those new to the profession.

Specifically, it is about:

• supporting and enhancing the design and development of high quality student learning experiences
• facilitating positive change in teaching and learning in post-secondary institutions at the individual, program/department and institutional levels
• enhancing teaching and learning practices, curriculum design and learning support including the appropriate use of learning technologies
• helping institutions function as robust, evidence-based, student-centered learning communities
• promoting the scholarship of teaching, learning and research into higher education goals and practices

Educational development is about the continuous professional and personal growth of faculty members, and the ongoing evolution of teaching and learning across the entire university. It is both theory and practice, both a discipline and a profession and both with clarity and uncertainty.

It is an invisible job that many faculty members, deans, associate deans and chairs do daily – most times without knowing it labelled as such.

Educational development is a way to initiate and respond to change. It is an enhancement to the roles we already play by taking risks with new practices and communicating our discoveries to colleagues. Educational development allows us to take a proactive responsibility for onboarding and mentoring new faculty, engaging in curriculum redesign or renewal and driving forward new changes at the department and Faculty levels.

Dimensions of Educational Development

Educational development is about facilitating positive change in teaching and learning in post-secondary institutions at the individual, program/department and institutional levels. It is about helping these institutions function as robust, evidence-based, student-centered learning communities. The person undertaking educational development activities will wear many hats, fulfill many roles and be engaged in many activities. Here are just some of the dimensions of the field of educational development.

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Education Systems Should Be Based on How Students Develop:-

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Turnaround for Children, an organization focused on “creating evidence-based tools that work in high-risk settings,” recently released a report that examines a growing body of research on student development and growth: Key Findings and Implications of the Science of Learning and Development. This report grew out of the work of the Science of Learning and Development (SoLD) initiative that partnered six broad-based stakeholder organizations. These organizations joined forces with the explicit intention of analyzing research results to inform and transform educational policy and practice for maximal life outcomes for students. The initiative focuses on today’s educational structures as they affect today’s students, to ensure that they are ready for the uncertainty of tomorrow’s world.

The experience of contemporary students is very different than it was fifty years ago, and the experience base learners bring to school is also very different than previous generations. Students process stimuli from mass media on a nearly constant basis, regularly interact with others geographically and culturally distant from their local community, and have access to technology-based tools for production and consumption once available only to specialized experts.

And, what we know about how students learn and grow has also seen rapid developments over the last several decades. A flowering of research from neuroscience, psychology, early childhood, and a variety of other disciplines on the science of learning and development has begun to shed light on what is necessary for  “

Turnaround for Children, an organization focused on “creating evidence-based tools that work in high-risk settings,” recently released a report that examines a growing body of research on student development and growth. This report grew out of the work of the Science of Learning and Development (SoLD) initiative that partnered six broad-based stakeholder organizations. These organizations joined forces with the explicit intention of analyzing research results to inform and transform educational policy and practice for maximal life outcomes for students. The initiative focuses on today’s educational structures as they affect today’s students, to ensure that they are ready for the uncertainty of tomorrow’s world.

The experience of contemporary students is very different than it was fifty years ago, and the experience base learners bring to school is also very different than previous generations. Students process stimuli from mass media on a nearly constant basis, regularly interact with others geographically and culturally distant from their local community, and have access to technology-based tools for production and consumption once available only to specialized experts.

And, what we know about how students learn and grow has also seen rapid developments over the last several decades. A flowering of research from neuroscience, psychology, early childhood, and a variety of other disciplines on the science of learning and development has begun to shed light on what is necessary for students to reach our educational and societal ambitions. A number of independent research disciplines have matured into the emerging field of “Learning Science,” and school systems have yet to transition from a basis of tradition to evidence-based practice.

~by

Meenakshi Sharma