Institute for Learning and Development

The framework presented in this Last Page offers a scaffolded, iterative approach to scholarly development in health professions education, supporting educators as they progress from foundational skills to national leadership.

ABSTRACT This paper tackles the challenge of translating rhetoric into tangible actions within the Shift the Power debate, which advocates for greater decision-making authority, funding, and leadership for Southern organisations and aims for more equitable partnerships. The Power Awareness Tool (PAT) was developed to facilitate structured conversations in organisations on prevailing power inequalities and potential solutions. The PAT operates on the premise that a genuine shift in power requires a shared understanding of the prevailing power dynamics among collaborators in the Global North and South. The paper employs a mixed-method approach to evaluate the strengths and limitations of PAT, revealing that it helps organisations understand intended and unintended power dynamics with their partners. PAT enables users to critically assess leadership dynamics, decision-making processes, and partner expectations, making it a valuable tool. However, its effectiveness depends on skilled facilitation, sustained engagement, and integration into broader organisational and systemic reforms.

ABSTRACTPriority one of the Marrakech Framework for Action (MFA) involves promoting adult learning and education (ALE) within a lifelong learning perspective. This article intends to describe how the MFA places lifelong learning into a new era of ascension that will be transformational towards ALE, sustainable development goals, the world promise of peace, and the future expansion of learning cities, by citizens of lifelong learning, across all countries.

This paper is part of the BAMC2024 Conference Proceedings (View) Full Paper View / Download the full paper in a new tab/window

The purpose of this paper is to share a means of communicating why Peer-Led Team Learning (PLTL) has provided a sense of deep connection among practitioners, including Peer Leaders, faculty and administrators. To arrive at finding the qualitative language of emotions, three discussion sessions were facilitated over the course of three days during the 11th Annual Conference of the Peer-Led Team Learning International Society (June 2023, University of Houston Downtown). Facilitators’ techniques, prompts and the necessary pivots used to question assumptions are presented. We found that despite the many variations in the institutions where PLTL is practiced, we are united in acknowledging the benefits and impact on the students and Peer Leaders involved. Our central finding is that acting as a Peer Leader in a PLTL program provides a multitude of benefits that extend beyond academic enrichment. In addition, while the outcomes of this process confirmed previous research findings about the impact of PLTL on peer leaders and students, the discussions also highlighted areas that the PLTL community is not currently focusing on and that could be further explored in a systematic way, such as the benefits of PLTL from the perspective of faculty and administrators. The authors encourage practitioners to guide facilitating such a discussion at their individual institutions.

Abstract In this work-in-progress paper, we continue investigation into the propagation of the Concept Warehouse within mechanical engineering. Educational technology is becoming an ever increasing element in classroom culture. At their best, these new technologies can allow teachers to engage in a more diverse array of instructional practices which can lead to increased interactivity and access within the classroom. However, technology tools oriented at widespread adoption and use are often conceived from a turn-key lens where professional development is largely focused on procedural competencies. Educators are given the tool, taught the logistics of how it works, and then left to their own accord to implement it within their courses, which sit within particular instructional contexts. There is little emphasis on sustainable incorporation of technologies into their instructional practices. In this paper, we focus on interactions between instructor, tool, and student within a larger ecosystems model. We are studying the propagation of the Concept Warehouse, a technology tool used to facilitate concept-based active learning within the context of a larger project. Twelve instructors from five different institutions were interviewed at various times in their adoption. In addition, the instructors participated in a community of practice to discuss and reflect upon the use of the tool within their instructional practices. For this WIP, we explore a bounded case study of two different instructors, Al and Joe, who both were central participants in the project, participating in interviews and in the community of practice. Both Al and Joe had deep pedagogical knowledge, were committed to active learning, and actively discussed their ongoing adaptation of the tool in the community of practice. However, their decisions about how to integrate the tool fundamentally differed, including the aspects of the tool they took up and the ways they made sense of their use. In analyzing these two cases, we uncovered how instructors navigate the dynamic nature of pedagogical decision making by considering their goals relative to interactions of their students with the tool.