Supporting Learning Design as a Driver for Pedagogical Innovation Within an Integrated Model of Faculty Development

Abstract

Research on faculty development supporting pedagogical innovation has gained momentum since effective teaching and learning are deemed a central piece for the modernization of higher education. However, the field is still characterized by a low level of conceptualization, fragmented approaches, and unclear strategies on organizational level. This chapter concentrates on the DIDe-L case, a strategic program of faculty development promoted by the University of Florence and based on an integrated approach to training. Specifically, it focuses on the “e-Learning Desk,” an institutional service ensuring instructional coaching for learning design. Through the analysis of teachers' reactions and renewed practices, the authors aim at exploring what institutional and organizational conditions may prevent or facilitate pedagogical innovation and change. Results showed that the approach characterizing the service had a positive impact on teachers' growth, although institutional obstacles like lack of recognition or support still prevent teachers to fully deploy pedagogical innovations.