Herding cats and losing weight:how to improve learning and teaching
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Transcript of Herding cats and losing weight:how to improve learning and teaching
Herding cats and losing weight:how to improve learning and teaching
David JonesCurriculum Design and Development Unit http://cdd.cqu.edu.auhttp://davidtjones.wordpress.com
AUQA and quality
management
Enterprise Systems and LMS
Techno-rationalism and top-down management
http://www.flickr.com/photos/esparta/482348262/
Business analysts
Staff DevelopmentCE
QConsistenc
yL&T
Grants
Teaching qualifications for academics
Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science.
http://flickr.com/photos/erikcharlton/1481121536/
Richard F. Elmore, Gregory Anrig Professor of Educational LeadershipHarvard Graduate School of Education.http://bluyonder.wordpress.com/2007/09/24/teaching-isnt-rocket-
science/
Improving teaching is much more complex than that
(Rittel & Webber, 1973)
http://www.flickr.com/photos/wxmom/2052715752/
Wicked problems
As you solve the problemyou learn more about it
There is no stopping rule
Solutions are neitherright nor wrong
There is no ultimate
test of a solutionYou can’t identifyall potential solns.
The problem can be described in many ways
Every one isessentiallyunique
http://www.flickr.com/photos/jaygooby/3885498720/
Overview
http://www.flickr.com/photos/sookie/100608625/
Who? Why
? What?
Herding cats
Losing weight
Reflective alignment
Solutions?
Overview
http://www.flickr.com/photos/sookie/100608625/
Who? Why
? What?
Herding cats
Losing weight
Reflective alignment
Solutions?
E-learning and innovation specialist
http://www.flickr.com/photos/kamshots/328310142/
http://davidtjones.wordpress.com/elearning-and-innovation/
consults effectively and broadly with key stakeholders
primary purpose is to promote strategic e-learning development
provides strategic advice and leadership in learning and teaching innovation,
In big industry new ideas are invited to rear their
heads so they can be clobbered at once.
The idea department of a big firm is a sort of lab for isolating dangerous viruses.
http://www.flickr.com/photos/p373/1655304819/
Leadership becomes faith-based, while employees who have the temerity to suggest that what seems to be happening is in fact happening are herded into Innovation Departments, where they can be ignored en masse.
This shunting aside of the realists in favor of the fabulists has different effects on different industries at different times.
(Shirky, 2009)
http://www.flickr.com/photos/sis/36957802/
Why so negative?
http://flickr.com/photos/aviatordave/7007033/
http://commons.wikimedia.org/wiki/File:Tolstoy_portrait_tolstoy.ru.jpg
The most difficult subjects
can be explained to the most slow-witted man if he has not formed any idea of them already;
but the simplest thing cannot be made clear to the
most intelligent man if he is firmly persuaded that he knows already, without a shadow of doubt, what is laid before him.
(Tolstoy, 1893)
Could be I’m a popo
http://www.flickr.com/photos/elblogazo/10675300/
Phillip Hughes
http://www.flickr.com/photos/zoonabar/3759151925/
Matches: 5
Innings: 9
Runs: 472
High score: 160
Average: 52.44
(20 years old)
Phillip Hughes
http://www.flickr.com/photos/zoonabar/3759151925/
Matches: 5
Innings: 9
Runs: 472
High score: 160
Average: 52.44
(20 years old)
one of his flaws is to play
shots while still in the air.(English, 2009)
the problem-solving mode narrows our gaze in much the same manner that a blinder over one eye narrows the field of vision and distorts one'sperception of depth.
(Cooperrider and Srivastva, 1987)
http://www.flickr.com/photos/lupinehorror/2659454214/
Doing more of what works
http://www.flickr.com/photos/jpockele/455671560/
(Hammond, 1998)
http://www.flickr.com/photos/joeshlabotnik/2515458946/
“I will try to improve my game in all aspects.”
(Cricinfo Staff, 2009)
Hughes has spent time in the nets
trying to overcome the problems
“His (Warne) advice was to always stay positive.”
http://flickr.com/photos/darkpatator/1860880739/
It’s not how bad you start,It’s how quickly you get better.
the problem-solving mode narrows our gaze in much the same manner that a blinder over one eye narrows the field of vision and distorts one'sperception of depth.
(Cooperrider and Srivastva, 1987)
http://www.flickr.com/photos/lupinehorror/2659454214/
Theory furnishes alternatives forsocial innovation ..opens vistas foraction; expansion of
"the realm of the possible."(Cooperrider and Srivastva,
1987)
Complex-adaptive systems Cognitive
neuroscience
http://www.flickr.com/photos/themadlolscientist/2543882652/
Connectivism
Management
Organisationalchange
Informationsystems
Academic staff
development
Overview
http://www.flickr.com/photos/sookie/100608625/
Who? Why
? What?
Herding cats
Losing weight
Reflective alignment
Solutions?
http://www.flickr.com/photos/back_garage/3771400792/
1 13 25 37 49 61 73 85 97 1091211331451571691811932052172292412532652772893013133253373493613733853970
100
200
300
400
500
600
http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png
Moore’s chasm
(Geoghegan, 1994)
http://www.flickr.com/photos/takomabibelot/2045125583/
Inform the position - accountabilities
Identify opportunities Communicate & publish
Continuous improvement Scholarship of
L&T
http://www.flickr.com/photos/takomabibelot/358885118/
Escape the banishment of the innovation department
http://www.flickr.com/photos/diegocupolo/3327792972/
(Lyyttinen, Mathiassen and Ropponen 1998)
1. Profile the situation, identify risks
2. Understand available approaches
3. Link chosen approach to situation in order to resolve risk
http://www.flickr.com/photos/coldcut/3363518168/
Frames…”definitions of organizational reality that serve as vehicles for understanding and action”
http://www.flickr.com/photos/carbonnyc/76468122/
Typically operate in the
background and have both facilitating and constraining effects
Common sense (the things we take for granted)is the big obstacle for innovation – Sir Ken Robinson
(Orlikowski & Gash, 1994)
(Gioia, 1986)
AUQA and quality
management
Enterprise Systems and LMS
Techno-rationalism and top-down management
http://www.flickr.com/photos/esparta/482348262/
Business analysts
Staff DevelopmentCE
QConsistenc
yL&T
Grants
Teaching qualifcations for academics
we need to today to stand out and
reclaim our position as a national innovator and leader in the Teaching & Learning space (Bowman,
2009)
http://www.flickr.com/photos/brennanmoore/2446682892/
“Quality of teaching”, CQU AUQA theme 2010
http://www.flickr.com/photos/click-photo/2242941940/
I certainly feel that whenever I put an idea up to the organisationthat it and me get either gently ignored or severely clobbered.
I am slowly learning to not bother,
sort of like Pavlov's dog.
In big industry new ideas are invited to rear their
heads so they can be clobbered at once.
The idea department of a big firm is a sort of lab for isolating dangerous viruses.
http://www.flickr.com/photos/p373/1655304819/
Overview
http://www.flickr.com/photos/sookie/100608625/
Who? Why
? What?
Herding cats
Losing weight
Reflective alignment
Solutions?
All current institutional attempts to improve L&T are
http://www.flickr.com/photos/stignygaard/450634459/
Top-down
External
Episodic Teleologica
lDiscontinuous
based on hidden assumptions
http://www.flickr.com/photos/12023825@N04/2898021822/
that fail to engage with the realities andnature of the task
http://www.flickr.com/photos/fireflythegreat/2845637227/
the result is slavish faddism,minimal real change in L&T……..
http://www.flickr.com/photos/tonythemisfit/2592267101/
http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png
Moore’s chasm
(Geoghegan, 1994)
There are alternatives
that may provide better solutions
http://www.flickr.com/photos/kurtizanka/3401297648/
http://www.flickr.com/photos/hooverine/2802881741/
http://www.flickr.com/photos/ajawin/3529598834/
We use metaphors constantly to openour eyes and sensitize us to phenomenal realities that otherwise might go unnoticed. (Cooperrider and Srivastva,
1987)
http://www.flickr.com/photos/m500/3484125623/
Overview
http://www.flickr.com/photos/sookie/100608625/
Who? Why
? What?
Herding cats
Losing weight
Reflective alignment
Solutions?
Three levels of teaching
1. What the student is.
2. What the teacher does.
3. What the student does.
http://www.flickr.com/photos/frozenchipmunk/85344374/
(Prosser & Trigwell, 1999; Biggs, 2001)
Three levels of improving teaching
1. What the teacher is.
2. What management does.
3. What the teacher does.
http://www.flickr.com/photos/frozenchipmunk/85344374/
(Jones, 2009)
Pre-massification
Herding cats
Losing weight
institution
The orders of change
1. What the teacher is.
2. What management does.
3. What the teacher does.
http://www.flickr.com/photos/frozenchipmunk/85344374/
institution
(Bartunek and Moch, 1987)
The orders of change
1. What the teacher is.
2. What management does.
3. What the teacher does.
http://www.flickr.com/photos/frozenchipmunk/85344374/
1. Tacit reinforcement ofpresent understandings
institution
(Bartunek and Moch, 1987)
The orders of change
1. What the teacher is.
2. What management does.
3. What the teacher does.
http://www.flickr.com/photos/frozenchipmunk/85344374/
1. Tacit reinforcement ofpresent understandings
2. Conscious modification
of present schematain a particular direction
institution
(Bartunek and Moch, 1987)
The orders of change
1. What the teacher is.
2. What management does.
3. What the teacher does.
http://www.flickr.com/photos/frozenchipmunk/85344374/
1. Tacit reinforcement ofpresent understandings
2. Conscious modification
of present schematain a particular direction
3. Training of people to be aware of their schemataand thereby more able tochange these as they see fit
institution
(Bartunek and Moch, 1987)
Overview
http://www.flickr.com/photos/sookie/100608625/
Who? Why
? What?
Herding cats
Losing weight
Reflective alignment
Solutions?
http://www.youtube.com/watch?v=m_MaJDK3VNE&feature=fvste3
1430 Scholar google hits: “herding cats” academic
Academic Governance: The Art of Herding Cats
The academic chairperson: Leading faculty is like herding cats
Herding cats and nailing jello: Reflections on becoming a dean
Herding cats: Or, how are online classeschanging the education paradigm?
Herding cats or luxuriating in talent?Leadership and management of universities
http://www.flickr.com/photos/australianshepherds/3593274951/
Abstraction – the participants
Goal
Graduate attributes
Moodle/LMS Minimum
standards
Blended learning
Examples
http://www.flickr.com/photos/australianshepherds/3593274951/
http://www.flickr.com/photos/australianshepherds/3593274951/
Herders
Senior management
Middle management
IT Staff
Curriculum design
HR
Quality
Faculty support staff ..
Faculty
Vice-Chancellor
Human Resources
ITD Quality Faculty Library
SM
SM
SM
SM
SM
http://www.flickr.com/photos/australianshepherds/3593274951/
Cats
Abstraction – the process
1. Identify the goal
http://www.flickr.com/photos/australianshepherds/3593274951/
2. Make sure we have the right herders and herding equipment
3. Get the cats to the goal
1. Identify the goal
2. Make sure we have the right herders and herding equipment
3. Get the cats to the goal
http://www.flickr.com/photos/jaqian/336059245/
Goal achieved
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996)
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
Limitations (Introna,
1996)
Time
CostAnalysis & Design
Maintenance
Replacement
Big up front design (BUFD) (Truex, Baskerville and Klein,
1999)
http://www.flickr.com/photos/mauricedb/2706292588/
Time
CostAnalysis & Design
Maintenance
Replacement
Big up front design (BUFD) (Truex, Baskerville and Klein,
1999)
http://www.flickr.com/photos/mauricedb/2706292588/
Herding cats
Time
CostAnalysis & Design
Maintenance
Replacement
Big up front design (BUFD) (Truex, Baskerville and Klein,
1999)
http://www.flickr.com/photos/mauricedb/2706292588/
Herding cats “Heaven”
Time
CostAnalysis & Design
Maintenance
Replacement
Big up front design (BUFD) (Truex, Baskerville and Klein,
1999)
http://www.flickr.com/photos/mauricedb/2706292588/
Herding cats “Heaven” Herding cats
Episodic change(Weick and Quinn, 1999)
Author Herding cats Losing weightWeick & Quinn (1999) Episodic change Continuous changeBrews & Hunt (1999) Planning school Learning schoolSeely Brown & Hagel (2005)
Push system Pull systems
Hutchins (1991) Supervisor reflection and intervention
Local adjustment
Truex et al (2000) Traditional design Emergent designMarch (1991) Exploitation ExplorationBoehm & Turner (2003)
Plan-driven Agile
Mintzberg (1989) Deliberate strategy Emergent StrategyKurtz & Snowden (2007)
Idealistic Naturalistic
Time
CostAnalysis & Design
Maintenance
Replacement
Big up front design (BUFD) (Truex, Baskerville and Klein,
1999)
http://www.flickr.com/photos/mauricedb/2706292588/
Herding cats “Heaven” Herding cats
Time
CostAnalysis & Design
Maintenance
Replacement
Big up front design (BUFD)
http://www.flickr.com/photos/mauricedb/2706292588/
Herding cats “Heaven” Herding cats
Stable systems drag
Assumes the aim is to develop stable systemswith primary goals of low maintenance andlong life spans
(Truex, Baskerville and Klein, 1999)
http://www.flickr.com/photos/billgarrett-newagecrap/1439594832/
Stable universities? Globalised economy
Post-industrial information age
More diversity Uncertainty about the future and other developments highlight the importance of building institutions
that are responsive to change(CRHEFP, 1997)
There can be no doubt that universities
operate in a continuously changing environment. It is how they, as an organisation, respond to the changes that determines their legitimacy and relevance going forward.
(CQU, 2005)
(Rittel & Webber, 1973)
http://www.flickr.com/photos/wxmom/2052715752/
Wicked problems
As you solve the problemyou learn more about it
There is no stopping rule
Solutions are neitherright nor wrong
There is no ultimate
test of a solutionYou can’t identifyall potential solns.
The problem can be described in many ways
Every one isessentiallyunique
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
Limitations (Introna,
1996)
The three-body problem Given
• Current position
• Mass, and• velocity
Predict where they’ll be in a day
http://www.flickr.com/photos/coda/190168058/
The three-body problem
http://www.flickr.com/photos/coda/190168058/
The solar system, and more
particularly the inner solar system, is strongly chaotic(Laskar,
1995)
Assumption of Newtonian physics
Order
http://www.flickr.com/photos/r-z/1573332373/
Dominant ideology in organizationsand management science(Snowden,
2005)
the great narrative of science shares with the great religious narratives the idea that there is order to the universe
(Postman, 1995)
Frames…”definitions of organizational reality that serve as vehicles for understanding and action”
http://www.flickr.com/photos/carbonnyc/76468122/
Typically operate in the
background and have both facilitating and constraining effects
Common sense (the things we take for granted)is the big obstacle for innovation – Sir Ken Robinson
(Orlikowski & Gash, 1994)
(Gioia, 1986)
Consistency is thelast refuge of theunimaginative
http://www.flickr.com/photos/dpms/2743090877/
- Cause and effect are only coherent in retrospect and do not repeat- Pattern management- Perspective filters- Complex adaptive systems- Probe-Sense-Respond
• Cause and effect separated over time and space
• Analytical/Reductionist• Scenarios planning• Systems thinking• Sense-Analyse-Respond
• Cause and effect relationships repeatable, perceivable and predictable
• Legitimate best practice• Standard operating procedures• Process reengineering• Sense-Categorise-Respond
- No cause and effect relationships perceivable- Stability-focused intervention- Enactment tools- Crisis management- Act-Sense-Respond
Cynefin Framework (Snowden and Boone,
2007)System and agents co-evolve
System constrains agents
No constraints
http://www.flickr.com/photos/nov03/3663469686/
Complex
Chaos
Known
Knowable
- Cause and effect are only coherent in retrospect and do not repeat- Pattern management- Perspective filters- Complex adaptive systems- Probe-Sense-Respond
• Cause and effect separated over time and space
• Analytical/Reductionist• Scenarios planning• Systems thinking• Sense-Analyse-Respond
• Cause and effect relationships repeatable, perceivable and predictable
• Legitimate best practice• Standard operating procedures• Process reengineering• Sense-Categorise-Respond
- No cause and effect relationships perceivable- Stability-focused intervention- Enactment tools- Crisis management- Act-Sense-Respond
Cynefin Framework (Snowden and Boone,
2007)System and agents co-evolve
System constrains agents
No constraints
http://www.flickr.com/photos/nov03/3663469686/
Complex
Chaos
Improving
learning &teaching
Known
Knowable
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
Limitations (Introna,
1996)
- Cause and effect are only coherent in retrospect and do not repeat- Pattern management- Perspective filters- Complex adaptive systems- Probe-Sense-Respond
• Cause and effect separated over time and space
• Analytical/Reductionist• Scenarios planning• Systems thinking• Sense-Analyse-Respond
• Cause and effect relationships repeatable, perceivable and predictable
• Legitimate best practice• Standard operating procedures• Process reengineering• Sense-Categorise-Respond
- No cause and effect relationships perceivable- Stability-focused intervention- Enactment tools- Crisis management- Act-Sense-Respond
Cynefin Framework (Snowden and Boone,
2007)System and agents co-evolve
System constrains agents
No constraints
http://www.flickr.com/photos/nov03/3663469686/
Complex
Chaos
Improving
learning &teaching
Known
Knowable
http://www.flickr.com/photos/nagillum/504973920/
There is, of course, a long tradition of research that
highlights the many ways workers resist managerialcontrol (Fleming and Spicer,
2003)
sabotage
(Mars, 1982)
careful carelessness(Prasad and Prasad, 1998)
hidden transcripts(Scott, 1985)
indirect resistance(Ong, 1987)
subjective resistance(Kondo, 1990)
http://www.flickr.com/photos/nagillum/504973920/
…more Working to
rule (Findlow, 2008)
Camouflage, conformance(Snowden,
2002)Task corruption
(White, 2006)
Amputation
Simulation
Workarounds (Pollock,
2005)
Reinvention
(Rogers, 1995)
Shadow systems (Shaw,
1997)
Hypothetical
http://www.flickr.com/photos/tinou/96393863/
Hypothetical
http://www.flickr.com/photos/tinou/96393863/
1. Investigate the causes
2. Research literature to identify best practice
3. Undertake a redesign informed by best practice
4. Evaluate the redesign, reflect
and make more changes
http://www.flickr.com/photos/tinou/96393863/
change the assessment to satisfy the institutional requirements of satisfied
students and reasonable pass ratesrather than explore an alternative
learning and teaching approach
http://www.flickr.com/photos/tinou/96393863/
change the assessment to satisfy the institutional requirements of satisfied
students and reasonable pass rates
an effective solution in the current higher education
environment that encourages the academic to prioritise other areas, such as research.
rather than explore an alternative
learning and teaching approach
(Tutty, Sheard et al, 2008)
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
Limitations (Introna,
1996)
human rationality and
methods of inquiry
(Baskerville, Travis & Truex, 1992)
http://www.flickr.com/photos/31333486@N00/1906022136/
based on the idea of modernism where
can achieve their ultimate purpose of discovering and identifying universal truths
People aren’t rational
Bounded rationality (Simon,
1991)Reliance on intuition, instinctsand simple heuristics(Jamieson & Hyland,
2006)Systematic biases influence judgment (Tversky and Kahneman,
1974
37 cognitive biases (Arnott,
2006)
Inherent limits in organisational
substantive rationality(Cecez-Kecmanovic, et al, 2002)
Innovation and change
within universitiescan never be mere rational processes(Jones and O’Shea,
2004)http://www.flickr.com/photos/joelogon/3132985694/
6 biases of managersRole
Managers take charge
Cognitive
Manager as intuitivescientists
Normative
Managers actappropriately
Self-efficacy
The illusion ofcontrol
Commitment
The trappedmanager
Expectancy
The placebo effect
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996)
Fads, fashions and band wagonsPurpose proxies
Model 1 behaviour
Technology gravity
(Birnbaum, 2000; Swanson and Ramiller, 2004)
Suboptimal stable equilibria(March, 1991)
(Introna, 1996)
http://www.flickr.com/photos/technodad/3722564852/
(Argyris et al, 1985)
(McDonald & Gibbons, 2009)
http://www.flickr.com/photos/bdjsb7/2687659827/
Model 1 Behaviour
Define goals and try to achieve them
Maximize winning and minimize losing
Minimize generating or expressing negative feelings
Be rational
(Argyris et al, 1985)
http://www.youtube.com/watch?v=3d9SjWuqa-s
http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png
Moore’s chasm
(Geoghegan, 1994)
Overview
http://www.flickr.com/photos/sookie/100608625/
Who? Why
? What?
Herding cats
Losing weight
Reflective alignment
Solutions?
How many of you are overweight?
How do you lose weight?
http://www.flickr.com/photos/golf_pictures/2187242989/
http://www.flickr.com/photos/golf_pictures/2187242989/
http://www.youtube.com/watch?v=VKs0oEIVOck
http://www.youtube.com/watch?v=VKs0oEIVOck
20% successful at long term weight loss and maintenance (Wing and Phelan,
2005)
1. High levels of physical activity
6 key strategies
2. Diet low in calories and fat
3. Eating breakfast
4. Self-monitoring of weight
5. A consistent eating pattern
6. Catching “slips” before they turn into larger regains
http://www.youtube.com/watch?v=VKs0oEIVOck
obvious from previous studies that
permanent weight loss requires behavioural changes that lead to reduced energy intake and/or increased energy expenditure(Sarlio-Lahteenkorva,
2007)
How many of you are overweight?
http://www.flickr.com/photos/golf_pictures/2187242989/
http://www.flickr.com/photos/golf_pictures/2187242989/
(Sarlio-Lahteenkorva, 2007)
Several social, behavioural, physiological and environmental factors are known to be associated with weight gain, obesity and weight loss
http://www.flickr.com/photos/golf_pictures/2187242989/
How many of you are overweight?
People aren’t rational
Bounded rationality (Simon,
1991)Reliance on intuition, instinctsand simply heuristics(Jamieson & Hyland,
2006)Systematic biases influence judgment (Tversky and Kahneman,
1974
37 cognitive biases (Arnott,
2006)
Inherent limits in organisational
substantive rationality(Cecez-Kecmanovic, et al, 2002)
Innovation and change
within universitiescan never be mere rational processes(Jones and O’Shea,
2004)http://www.flickr.com/photos/joelogon/3132985694/
Individual responsibility is often emphasized, but changing the environment rather than putting the main burden on the individualscould perhaps result in better weight maintenance
(Sarlio-Lahteenkorva, 2007)
http://www.flickr.com/photos/tonythemisfit/3166601945/
http://www.youtube.com/watch?v=VKs0oEIVOck
obvious from previous studies that
permanent weight loss requires behavioural changes that lead to reduced energy intake and/or increased energy expenditure(Sarlio-Lahteenkorva,
2007)
What is good teaching?
disagreement over the definition of good teaching
or, in some cases, the belief that teaching quality cannot be measured
(Trigwell, 2001)
http://www.flickr.com/photos/blmurch/720609503/
Teacher-centered/content-oriented
Student-centered/
learning-oriented
Impartinginformation
Transmittingstructuredknowledge
Facilitatingunderstanding
Conceptualchange/
intellectualdevelopment
Studentteacherinteraction/apprenticeship
Conceptions of teaching (Kember,
1997)
GoodBad
http://www.flickr.com/photos/foundphotoslj/466713478/
http://www.flickr.com/photos/foundphotoslj/466713478/
Conceptions of teaching and learning
Teacher-centered/content-oriented
Student-centered/
learning-oriented
Impartinginformation
Transmittingstructuredknowledge
Facilitatingunderstanding
Conceptualchange/
intellectualdevelopment
Studentteacherinteraction/apprenticeship
Genuine improvement in teachers has to beginwith a change in their thinking about T&L(Ho, et al.,
2001)
http://www.youtube.com/watch?v=VKs0oEIVOck
obvious from previous studies that
permanent weight loss requires behavioural changes that lead to reduced energy intake and/or increased energy expenditure(Sarlio-Lahteenkorva,
2007)
Student
Teachers’Strategies
Teaching/LearningContext
Model of university teaching
(Trigwell, 2001)
http://www.flickr.com/photos/dnorman/177883109/
Teachers’Planning
Teachers’Thinking
Student
Teachers’Strategies
Teaching/LearningContext
Conceptions
Model of university teaching
(Trigwell, 2001)
http://www.flickr.com/photos/dnorman/177883109/
Teachers’Planning
Teachers’Thinking
http://www.flickr.com/photos/dnorman/177883109/
Model of university teaching
Efforts to improve teaching fail because
complexity of teaching is underestimated
Does not consider the integrated
system of relationships (Leveson, 2004)
http://www.flickr.com/photos/dnorman/177883109/
Implementation of Moodle
Moodle
Student
Teachers’Strategies
Teachers’Planning
Teachers’Thinking
Teaching/LearningContext
(Katz, 2003)
experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new technologies and processes that these systems force
Time
CostAnalysis & Design
Maintenance
Replacement
Big up front design (BUFD) (Truex, Baskerville and Klein,
1999)
http://www.flickr.com/photos/mauricedb/2706292588/
http://www.flickr.com/photos/dnorman/177883109/
Staff development
StaffDev.
Student
Teachers’Strategies
Teachers’Planning
Teachers’Thinking
Teaching/LearningContext
Help academics developgeneric skills
Clash with conceptions
Query, defense, compliancetask corruption
(Ho, et al., 2001)
http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png
Moore’s chasm
(Geoghegan, 1994)
http://www.flickr.com/photos/dnorman/177883109/
Teaching qualifications
GCL&T Becomes a purpose proxy
Student
Teachers’Strategies
Teachers’Planning
Teachers’Thinking
Teaching/LearningContext
http://www.flickr.com/photos/dnorman/177883109/
What about the context?
Student
Teachers’Strategies
Teachers’Planning
Teachers’Thinking
Teaching/LearningContext
Individual responsibility is often emphasized, but changing the environment rather than putting the main burden on the individualscould perhaps result in better weight maintenance
(Sarlio-Lahteenkorva, 2007)
http://www.flickr.com/photos/tonythemisfit/3166601945/
http://www.flickr.com/photos/dnorman/177883109/
What about the context?
Student
Teachers’Strategies
Teachers’Planning
Teachers’Thinking
Teaching/LearningContextcurrent institutional policies,
including teaching and learning
quality measures and lack of resources, are compromising the way subjects are delivered.
(Tutty, Sheard et al, 2008)
In some cases academics are
discouraged from improving their teaching practice
Organisational priorities can negatively impact upon how academics approach their teaching responsibilities with the consequence that students can sense their distance from teaching
(White, 2006)
(Tutty, Sheard et al, 2008)
http://www.flickr.com/photos/dnorman/177883109/
What about the context?
Student
Teachers’Strategies
Teachers’Planning
Teachers’Thinking
Teaching/LearningContext
conceptions are regarded asbeing context-dependent
(Leveson, 2004)
Teaching intentions thus reflect a compromisebetween teachers’ conceptions of teaching andtheir academic and social contexts.(Norton et al,
2005)
http://www.flickr.com/photos/dnorman/177883109/
What about the context?
Student
Teachers’Strategies
Teachers’Planning
Teachers’Thinking
Teaching/LearningContextGood teaching arises when academics
perceive
Control over their teaching Class size not too
largeWorkloads not to high
Department values teaching
(Prosser et al, 2003)
Teacher-centered/content-oriented
Student-centered/
learning-oriented
Impartinginformation
Transmittingstructuredknowledge
Facilitatingunderstanding
Conceptualchange/
intellectualdevelopment
Studentteacherinteraction/apprenticeship
Conceptions of teaching (Kember,
1997)
http://www.flickr.com/photos/foundphotoslj/466713478/
Little or no evidence of conceptual change from either
(Norton et al, 2005)
Increasing teaching experience
OR
Formal training
Disciplinarycharacteristics
Conceptions ofteaching
Situationalfactors
Perceptions ofthe teachingenvironment
Approaches toteaching
(Richardson, 2005)
Integrated model
http://www.flickr.com/photos/hinkelstone/2435823037/
Overview
http://www.flickr.com/photos/sookie/100608625/
Who? Why
? What?
Herding cats
Losing weight
Reflective alignment
Solutions?
(Rittel & Webber, 1973)
http://www.flickr.com/photos/wxmom/2052715752/
Wicked problems
As you solve the problemyou learn more about it
There is no stopping rule
Solutions are neitherright nor wrong
There is no ultimate
test of a solutionYou can’t identifyall potential solns.
The problem can be described in many ways
Every one isessentiallyunique
http://www.flickr.com/photos/jaygooby/3885498720/
Reflective alignment
http://www.flickr.com/photos/watko/3836492881/
All aspects of theCQUni L&Tenvironment arealigned to enable andencourage
Informed by scholarship
reflective engagementwith L&T with the aimof achieving 3rd orderchange
At all levels
Management
Professional staff
Academic staff
Students
become
ENGAG
ED/IN
TEGRA
TED
Proj
ect B
ased
, com
mun
ity b
ased
, wor
k int
egra
ted
BLENDED
e-learning, face to face, print, laboratory, field work,
workplace
ENABLINGICT, HR practices, Infrastructure, Internal and External Partnerships
Authe
ntic L
earn
ing M
odel
s
Learning Environments
Systems, Practices, Partnerships
Reflective alignment
become
ENGAG
ED/IN
TEGRA
TED
Proj
ect B
ased
, com
mun
ity b
ased
, wor
k int
egra
ted
BLENDED
e-learning, face to face, print, laboratory, field work,
workplace
ENABLINGICT, HR practices, Infrastructure, Internal and External Partnerships
Authe
ntic L
earn
ing M
odel
s
Learning Environments
Systems, Practices, Partnerships
become
ENGAG
ED/IN
TEGRA
TED
Proj
ect B
ased
, com
mun
ity b
ased
, wor
k int
egra
ted
BLENDED
e-learning, face to face, print, laboratory, field work,
workplace
ENABLINGICT, HR practices, Infrastructure, Internal and External Partnerships
Authe
ntic L
earn
ing M
odel
s
Learning Environments
Systems, Practices, Partnerships
Master teachers are not born; they become. (Common, 1989)They become primarily
bydeveloping a habit of mind, a way of looking critically at the work they do
struggling to improve.
developing the courage to recognise faults, and
become
ENGAG
ED/IN
TEGRA
TED
Proj
ect B
ased
, com
mun
ity b
ased
, wor
k int
egra
ted
BLENDED
e-learning, face to face, print, laboratory, field work,
workplace
ENABLINGICT, HR practices, Infrastructure, Internal and External Partnerships
Authe
ntic L
earn
ing M
odel
s
Learning Environments
Systems, Practices, Partnerships
Master teachers are not born; they become. (Common, 1989)They become primarily
bydeveloping a habit of mind, a way of looking critically at the work they do
struggling to improve.
developing the courage to recognise faults, and
All aspects of the CQUni L&T environment
are aligned to enable and encourage
Individual responsibility is often emphasized, but changing the environment rather than putting the main burden on the individualscould perhaps result in better weight maintenance
(Sarlio-Lahteenkorva, 2007)
http://www.flickr.com/photos/tonythemisfit/3166601945/
become
ENGAG
ED/IN
TEGRA
TED
Proj
ect B
ased
, com
mun
ity b
ased
, wor
k int
egra
ted
BLENDED
e-learning, face to face, print, laboratory, field work,
workplace
ENABLINGICT, HR practices, Infrastructure, Internal and External Partnerships
Authe
ntic L
earn
ing M
odel
s
Learning Environments
Systems, Practices, Partnerships
It’s a journey, not a destination
http://www.flickr.com/photos/myklroventine/2372327933/
Structure
Process
Conceptions
Environment
Could be I’m a popo
http://www.flickr.com/photos/elblogazo/10675300/
http://www.flickr.com/photos/myklroventine/2372327933/
Structure
Process
Conceptions
Environment
http://www.youtube.com/watch?v=VKs0oEIVOck
20% successful at long term weight loss and maintenance (Wing and Phelan,
2005)
1. High levels of physical activity
6 key strategies
2. Diet low in calories and fat
3. Eating breakfast
4. Self-monitoring of weight
5. A consistent eating pattern
6. Catching “slips” before they turn into larger regains
Course and teaching evaluation
their current use does little to encourage teaching approaches in the higher categories.
(Tutty, Sheard et al, 2008)
Yet these are the current measures used to gauge quality in learning and teaching
and to allocate funding to institutions.
Well-organised subjects, with high pass rates and light to reasonable workloads, are likely to score well
with students even though they may not have encouraged or even required deep learning.
http://www.flickr.com/photos/us_army_rolling_along/3811567212/
Smile sheets
Participant reactions should be removed from evaluation models as a primary outcome of training (Holton,
1996)
“happiness indicators” indicate how wellparticipants liked the intervention without
addressing the issue of attaining change.
(Guskey, 2000)
Participants’ reactions to instructional development do not contribute to a clear picture of its real impact
(Weimer & Lenze, 1998)
http://www.flickr.com/photos/us_army_rolling_along/3811567212/
(Postareff et al, 2008)dissonance could be explained by
their inability to reflect on their own teaching in ways that challengedthe teaching approaches in their department
lack intrinsic motivation to
develop their approaches to be systematically learning-focused
e.g. Reflective problematization
(Booth and Anderberg, 2005)
“deliberate practice” emphasize the importance of helpingstudents monitor their learning so that they seek feedbackand actively evaluate their strategies and…levels of understanding
(Bransford et al, 2000; p224)
http://www.flickr.com/photos/linnybinnypix/2169240864/
http://www.flickr.com/photos/sylvar/1138341328/
Are you researcheror educator?
Promotion criteria primarilyvalue research(Zellweger, 2005)
Funded research andpublication of results has become…dominantin universities(Knapper,
2003)
http://www.flickr.com/photos/sylvar/1138341328/
More time teaching is a
negative influence on academic pay
The trend is worsening most rapidlyin institutions whose central missionfocuses on teaching and learning
(Fairweather, 2005)
The reputation of every university depends on the quality and commitment of staff for the advancement of its status, more than any other variable.
(Thomas, 2009)
http://www.flickr.com/photos/joeshlabotnik/305410323/
the Good Universities Guide, which confirmed USC as the only public university in Queensland
to obtain five stars for its quality of teaching.(Thomas, 2009)
http://www.flickr.com/photos/fdecomite/3402116037/
http://www.flickr.com/photos/myklroventine/2372327933/
Structure
Process
Conceptions
Environment
Faculty
Vice-Chancellor
Human Resources
ITD Quality Faculty Library
SM
SM
SM
SM
SM
Where’s T&L responsibility?
Faculty
Vice-Chancellor
Human Resources
ITD Quality Faculty Library
SM
SM
SM
SM
SM
Where’s T&L responsibility?
Faculty
Vice-Chancellor
Human Resources
ITD Quality Faculty Library
SM
SM
SM
SM
SM
Where’s T&L responsibility?
Faculty
Vice-Chancellor
Human Resources
ITD Quality Faculty Library
SM
SM
SM
SM
SM
Where’s T&L responsibility?
Faculty
Vice-Chancellor
Human Resources
ITD Quality Faculty Library
SM
SM
SM
SM
SM
Where’s T&L responsibility?
Faculty
Vice-Chancellor
Human Resources
ITD Quality Faculty Library
SM
SM
SM
SM
SM
Where’s T&L responsibility?
Faculty
Vice-Chancellor
Human Resources
ITD Quality Faculty Library
SM
SM
SM
SM
SM
Primary focus is L&T?
Faculty
Vice-Chancellor
Human Resources
ITD Quality Faculty Library
SM
SM
SM
SM
SM
Integration?
Convergence
http://www.flickr.com/photos/myklroventine/2372327933/
Structure
Process
Conceptions
Environment
and that a field of study is progressed through the scholarly activity of building
new ideas which are then open to the same processes of public scrutiny.
(Wood & Friedel, 1989)approach to scholarship based on
an understanding of the communal
basis of all scholarly activity
that it is open to critique and evaluation by others;
that scholarship by its very nature is a public rather than private activity;
http://www.flickr.com/photos/ajschwegler/525742850/
http://www.flickr.com/photos/swanksalot/3433263368/
The distinctive quality of continuous changeis the idea that small continuous adjustments,created simultaneously across units, can cumulate and create substantial change.(Weick & Quinn,
1999)
http://www.flickr.com/photos/rwhitlock/3168043376/
Don’t deny another’s reality
To allow ourselves to be pulled by theconcerns out there rather than beingpushed by the concepts in here(Mintzberg et al,
2003)
Replace “logic of
replacement”with “logic of
attraction”
(Weick & Quinn, 1999)
Tell people what to do
Show people how to be
http://www.flickr.com/photos/bdjsb7/2687659827/
Model 1
Define goals and try to achieve them
Maximize winning and minimize losing
Minimize generating or expressing negative feelings
Be rational
Model 2
Valid information
Free and informed choice
Internal commitment to the choice and constant monitoring of its implementation
(Argyris et al, 1985)
http://www.flickr.com/photos/jurvetson/252084585/
Safe-fail
Not fail safe
(Snowden and Boone, 2007)
http://www.flickr.com/photos/criminalintent/2744040362/
A university is defined by thequality of its academic conversations,not by the technologies that service them. (Laurillard,
2002)
http://www.flickr.com/photos/criminalintent/2744040362/
Diverse
Knowledge centered
Scholarly
Self-managed
The end
http://www.flickr.com/photos/kleiner_riese_74/3937978535/
1. What the teacher is.
2. What management does.
3. What the teacher does.
Pre-massification
Herding cats
Losing weight
institution
Reflective alignment
http://www.flickr.com/photos/watko/3836492881/
All aspects of theCQUni L&Tenvironment arealigned to enable andencourage
Informed by scholarship
reflective engagementwith L&T with the aimof achieving 3rd orderchange
At all levels
Management
Professional staff
Academic staff
Students
http://www.youtube.com/watch?v=VKs0oEIVOck
http://www.youtube.com/watch?v=m_MaJDK3VNE&feature=fvste3
become
ENGAG
ED/IN
TEGRA
TED
Proj
ect B
ased
, com
mun
ity b
ased
, wor
k int
egra
ted
BLENDED
e-learning, face to face, print, laboratory, field work,
workplace
ENABLINGICT, HR practices, Infrastructure, Internal and External Partnerships
Authe
ntic L
earn
ing M
odel
s
Learning Environments
Systems, Practices, Partnerships
http://flickr.com/photos/lwr/12364944/
Questions?
http://dilbert.com/strips/comic/2009-09-17/
http://davidtjones.wordpress.com/elearning-and-innovation/
More discussions, questions, and resources
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Arnott, D. (2006). "Cognitive biases and decision support systems development: a design science approach." Information Systems Journal 16: 55-78.
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The fat cats
http://www.flickr.com/photos/psyberartist/3649129114/
http://www.flickr.com/photos/yukariryu/122530930/
http://www.flickr.com/photos/golf_pictures/2438867522/
http://www.flickr.com/photos/yukariryu/122530953/
http://www.flickr.com/photos/psyberartist/2252932817/
http://www.flickr.com/photos/golf_pictures/3017331832/
http://www.flickr.com/photos/tuey/213514346/
http://www.flickr.com/photos/dq090702/2836742345/
http://www.flickr.com/photos/torenc/123932867/
http://www.flickr.com/photos/dq090702/2837577272/