Post on 01-Dec-2014
description
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http://www.csu.edu.au/division/landt/flexible-learning/
Order of presentations (10 minutes each) ¡ Professor Mike Keppell – an overview of the Teaching
Fellowship Scheme ¡ Dr Lucy Webster – Subject level transformation ¡ Lyn Hay – Transformation across subject/School
interface ¡ Dr Richard Taffe – Enablers and constraints – Course/
Cross-‐School re-‐design ¡ Followed by 15 minutes Q & A Facilitator -‐ Assoc Prof Merilyn Childs
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" “Flexible learning” provides opportunities to improve the student learning experience through flexibility in time, pace, place (physical, virtual, on-‐campus, off-‐campus), mode of study (print-‐based, face-‐to-‐face, blended, online), teaching approach (collaborative, independent), forms of assessment and staffing. It may utilise a wide range of media, environments, learning spaces and technologies for learning and teaching.
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" “Blended and flexible learning” is a design approach that examines the relationships between flexible learning opportunities, in order to optimise student engagement and equivalence in learning outcomes regardless of mode of study (Keppell, 2010, p. 3).
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" Funded by DVC (Academic), the Fellowship scheme
provides a .5 release from regular teaching duties over a 12 month period.
" Development of potential leaders through Distributive leadership
" Facilitate collaborative professional relationships " Proactively redesign courses and subjects " Promote and facilitate CSU Interact as a pivotal teaching
and learning hub. " Participation of all twenty-‐four schools at the university.
2008 -‐ 6 fellows; 2009 -‐ 5 fellows; 2010 -‐ 5 fellows; 2011 -‐ 6 fellows
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" An enhanced understanding of pedagogy and of their own pedagogical approach.
" An increased capacity and willingness to reflect upon their own practice.
" A willingness to think critically about received ideas and conventional approaches.
" Readiness to innovate, to accept technological change and to build effective pedagogic connections between face-‐to-‐face and online teaching strategies.
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" Renewed confidence with regard to leading and adopting change and innovation among their peers and within their own schools.
" Being empowered to negotiate perceived technological and institutional barriers to change.
" Preparedness to maximize the time/space opportunity of the Fellowship to actively engage in meaningful and relevant activities for their individual context.
Keppell, M. J., O’Dwyer, C., Lyon, B., & Childs, M. (2010). Transforming distance education curricula through distributive leadership. ALT-‐J, 18:3, 165 -‐ 178.
Transformative learning (continued)
¡ Context § Research only academic (prior to CSU);
specialist in breast cancer pathology § Teach histology & histopathology to on-
campus & DE students – many challenges! ¡ Project
§ Transforming the teaching of microscopy-based subjects at CSU
VIRTUAL MICROSCOPY
WIMBA VIRTUAL CLASSROOM
¡ Chair School L&T committee ¡ Member Faculty L&T committee ¡ Workshops (& Networking)
§ Attendance (internal & external [ACODE institute])
§ Facilitator (School, Faculty & University levels) § Mentor
¡ Publication & Conference Presentations
¡ Started “small” – resource trialled & evaluated in 2 subjects § “I did not feel so isolated as a DE student. I could login, in ‘real time’ so that
not only could I hear tutorial and lecture but ask questions and contribute which I could not do if it was just a recording” (DE).
§ “It was more engaging, less boring, it helped me learn better” (Internal).
¡ Expansion to greater range of subjects – need “buy-in” from academics § You can lead a horse to water, but…….
¡ Collaborative research with other Universities
Lyn Hay FLI Fellow 2009-‐2010
Information Studies Curriculum
§ undergraduate and postgraduate library and information management (LIM) courses become BIS/MIS with defined set of specialisations
§ teacher librarianship (TL) courses conflated § professional doctorate phase out § consideration of Honours program § need to strengthen PhD program § all SIS subjects allocated an Interact site in 2008 § ad hoc shift from traditional DE to online learning
design approach to subject development/revision
FLI Project for SIS § work with SIS academics to explore integration of Web 2.0
technologies into the curriculum § provide opportunities to explore potential application of Web 2.0
technologies § support program of collaboration & sharing regarding teaching
& learning in our School § develop learning design approach to subject development/
redesign § encourage documenting, researching & disseminating what we
learn ���
Roles of curriculum consultant, learning & ICT innovator, risk taker, sounding board, chair of LTC, facilitator, research designer, data collector, hand
holder, cheerleader = LEADING LEARNER
Pedagogical transformation § Social Networking for Information Professionals integrated suite of Facebook,
Twitter, Delicious, Flickr & Second Life with CSU Interact; immersive learning design approach; branding of subject materials/spaces
§ Collections introduced Etherpad collaborative tool to support group-‐based assessment task; collaborative learning design approach; research project on collaborative learning based on 201030/201060 student experiences
§ Information Policy Issues integrated suite of TokBox web conferencing & video email/consultations, Delicious & Twitter for resource sharing; Slideshare for student ppt presentations; collaborative learning, problem-‐based learning and authentic assessment approaches in learning design; branding of subject materials/spaces
§ Preservation of Information Resources student presentations in Second Life; collaborative learning in learning design; part of ongoing SL research project
§ Advanced Information Retrieval using Amazon Cloud Computing service to host student learning activities involving programming for information retrieval; problem-‐based, constructivist learning design
§ Building a culture of learning innovation & teaching excellence in the School
§ Seeking ways to effectively ‘connect’ with DE students & articulate learning design statements for subjects
§ Ramping up in-‐house professional development, eg. workshops, SPOLT – encourage greater sharing
§ Developing consistent school policy & guidelines for Subject Outlines
§ Encouraging SIS staff to present at faculty & university PD § Encouraging staff to seek L&T project funding, involvement
in scholarship in teaching & publishing what we do within LIS discipline & beyond (DE, HE, EdTech)
Dr Richard Taffe Murray School of Education,Teaching Fellow 2010 Multi-‐campus, single course team development for flexible learning outcomes.
Unified course, one teaching team
3 teaching teams
3 campuses
3 courses
¡ Trialling ‘blended’ approaches in teaching ¡ Incorporating distance into an on-‐campus, face-‐to-‐face delivered program
¡ Increasing the use of technologies in teaching
¡ Maintaining the integrity of the course for students and staff -‐ and accreditors
¡ Fellowship legitimises the move to more creative, transformative teaching and learning
¡ A well-‐managed Fellowship program creates communities of practice, gathers momentum
¡ Change takes time and money ¡ Transformations in pedagogy challenge deeply held beliefs – ‘practice inertia’ is a threat.