Learning technologies in higher education: Supporting transformative practice

This paper presents a summary of an evaluation study (2000 - 2002) on a faculty professional development initiative called the Partnership Program. The program paid for faculty release time to develop technology-enhanced instructional projects supported by an instructional development and evaluation team. The program was evaluated in the context of faculty instructional transformation and was designed to assess the program's impact on their core values, and models of teaching practices; Department's and Faculties' acceptance and support of learning technologies; the context in which they are evaluated for innovative instructional practice; and the influence of a Centre for faculty professional development on the university's learning culture. Outcomes for the study include an evaluation of and recommendations for programming for faculty professional development and support and models for peer review and evaluation of innovative instructional practices.