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Swipe right: professional learning where netflix meets tinder

Wednesday 3 July: Conference day one, 11:00am – 11:30am parallel session



Room 11 – 303-B11 Sem



Associate Professor Gayle Morris
Auckland University of Technology, New Zealand

Dr Chris Deneen
RMIT University, Australia



A capacity to ‘learn, unlearn and relearn’ is critical for individuals and organisations to survive and thrive in the changing landscape of work. These changes are well rehearsed in the literature and include pace, new digital technologies, globalisation, workforce demographics, environmental pressures and emerging forms of social interaction and organisation. Universities have responded with significant advancements in student learning experience through innovations in curriculum architecture, pedagogy, assessment and learning environments. Concepts such as personalized, curated, on demand and authentic are very much in common usage. The extent to which models of professional learning for staff have kept pace with these advancements is less clear.


Target audience

This symposium is intended for academic and professional staff in higher education with an interest, and or responsibility for professional learning, academic development and or advising in learning and teaching.


Intended outcomes for participants

Participants will have the opportunity to:

  1. Explore emerging professional learning models and approaches that might better enable academics to meet the continual demands of contemporary higher education and co-create excellence in their teaching practice.
  2. Consider how we might leverage the various boundaries that academics traverse – across disciplines, across research, teaching and leadership.
  3. Critically examine how we might replicate emerging technology-enhanced models of user engagement in services such as Netflix and Tinder within a higher education development paradigm.



Akerlind, G.S. (2005). Academic growth and development – How do university academics experience it? Higher Education, 50, 1 -32.
Boud, D. and Brew, A. (2013). Reconceptualising academic work as professional practice: implications for academic development. International Journal for Academic Development, 18, (3), 208-221.
Boud, D. & Hager, P. (2012). Re-thinking continuing professional development through changing metaphors and location in professional practices. Studies in Continuing Education, 34:1, 17-30.
Bourner, T. (2002). Assessing reflective learning. Education and Training. 45(5), 267-272.
Cross, J. (2010). They had people called professors…! Changing worlds of learning: strengthening informal learning in formal institutions? In U. Ehlers and D. Schmeckenberg, (Eds.), Changing Cultures in Higher Education, pp. 43-54). Berlin Heidelberg: Springer.
Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702-739.


Presentation topic

Symposium One

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