Where are we in the world?

The 4th World Conference of the International Consortium for Educational Development (ICED) was held at UWA in July, hosted by Organisational and Staff Development Services. It brought together educational development interests in universities, colleges and institutes of higher learning from approximately 20 countries. So what issues did the conference raise of relevance to teaching and learning at UWA?

The theme of the conference, Spheres of Influence: Ventures and Visions in Educational Development aimed to recognise the various ways in which educational development acts to improve teaching and learning in higher education through:

• knowledge and skill development in workshops and seminars
• provision of consultation to individual teachers, groups, institutions and governments
• developing and influencing institutional policy on teaching and learning, and
• the promotion of scholarship and professional practice in educational development itself.

Firstly the conference reminded us that there is a world community of scholars interested in teaching and learning, in sharing what they know, and in learning from others. From a situation where 20 years ago there was very little literature on teaching and learning in higher education and little inquiry, there is now a vast body of published work and considerable research. The PhD with a dual discipline and pedagogy focus is now becoming common. Developing academics are seeking an understanding of a unique body of knowledge within their chosen discipline, but also seek a sound understanding of pedagogical processes by which they might share learning within the discipline.

Some of the challenges faced by academic staff, such as effectively engaging with students, appear universal and are not substantially overcome with sophisticated technology and expensive facilities. Staff with substantial teaching responsibilities from institutions with few resources, located in developing countries, are often relating to their students as effectively, if not more so, than staff from more affluent, better staffed and better resourced institutions in much richer nations. There are some things money can't buy.

While common themes exist around the world, it is also evident that the focus and pace with which pedagogical issues are being addressed varies from nation to nation. We can learn from each other. Problem based learning, for example, is highly developed and researched in some countries while just being introduced in others. In some countries, university teaching is still very much at the 'cottage industry' stage, while in others, broad institutional and even national systemic approaches have been adopted.

This edition of ITL brings to readers snapshots of the ICED Conference that seek to capture themes and trends from around the world. Presentation abstracts are referred to in this edition. They can be accessed at http://www.csd.uwa.edu.au/iced2002/abstract/