Bozalek, VivienneNg'ambi, DickGachago, Daniela2017-09-192017-09-192013Bozalek, V. et al. (2013). Converging institutional expertise to model teaching and learning with emerging technologies. Progressio, 35(2): 19–360256-8853http://hdl.handle.net/10566/3205There is an increasing disjuncture between the use of technologies and the impact that this has on teaching and learning practice. This challenge is compounded by the lack of institutional preparedness to support emerging practices that harness transformative potential in higher education (HE). Most staff development initiatives have tended to focus on skills acquisition, which have often not translated into pedagogical change. In the previous two years (2011 and 2012), four higher education institutions (HEIs) in Cape Town, South Africa, convened a collaborative short course on ‘Emerging Technologies for Improving Teaching and Learning’, which was targeted at 43 educators at the four HEIs over the two years it was offered. The objective of the course was to empower educators from the four HEIs with pedagogical knowledge for teaching with emerging technologies by modelling authentic practices. The course provided a unique opportunity for academics to come together in a relaxed and supportive atmosphere to learn, discuss and benefit from valuable experiences of peers and expert facilitators from the four HEIs in our region regarding the use of technologies for improved teaching and learning. This article draws on the theory- based design framework for technology enhanced learning (TEL) to reflect on the two-year inter-institutional facilitation of a course aimed at empowering educators to teach with emerging technologies through modelling practice.enThis is the author-version of the article: Bozalek, V. et al. (2013). Converging institutional expertise to model teaching and learning with emerging technologies. Progressio, 35(2): 19–36Emerging technologiesCollaborative professional developmentPedagogyModelling practiceTheory-based designArticle