Introduction To Cddu
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Transcript of Introduction To Cddu
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CDDU and the CDDU FoULT Sessions: An Introduction
http://cddu.cqu.edu.au
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Overview
CDDU: Why? Who? What?Sessions: Why? Who? What?
Analysis
Design
Development
Implementation
Evaluation
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Overview
CDDU: Why? Who? What?Sessions: Why? Who? What?
Analysis
Design
Development
Implementation
Evaluation
Awareness
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Recommendation #8Encourage a more collegialapproach to curriculumdevelopment, which will bothstimulate and incorporatescholarship and research andphilosophical discussions aboutquality education
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C2D2
Research &Innovation
Quick wins
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The incumbent will work…in extending the teaching and learning skills and focus of academic staff, and University management andfaculty executive in the development of CQU as a leader in flexible and on line education across a distributed campus network.
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Head, E-Learning & Materials Development
Appointed early 2007
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Improve perceptions - students and staff
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Improve quality andavailability of courses
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Reduce costs
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Reduce hidden costs
Maximise ROI
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Efficiencies
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Who?
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Who are CDDU?
2 copy editors9 desktop publishers1 multimedia designer2 e-learning support staff2 and a bit curriculum designers
0 evaluation resources
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Glass half empty - skeptic
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Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science.
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Richard F. Elmore, Gregory Anrig Professor of Educational Leadership
Harvard Graduate School of Education.
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(Snowden & Boone, 2007)
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Wicked problems• As you solve the problem
you learn more about it
• So there is no stopping rule
• Solutions are neither right nor wrong
• There is no ultimate test of a solution
• Every trial counts - no one-off solutions
• You can't identify all potential solutions
• Everyone is essentially unique
• Each can be considered a symptom of another problem
• The problem can be described in many ways
• The solution has no right to be wrong
Rittel & Webber (1973), Dilemmas in a General Theory of Planning,Policy Sciences, 4:155-169
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Giving up the illusion that you can predict the future is a very liberating moment. All you can do is give yourself the capacity to respond . . . the creation of that capacity is the purpose of strategy-- Lord John Brown (Group CEO of BP)
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Organising a party
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• Standardization• Bureaucratic organisation• Centralised control• Adversarial relationships• Autocratic decision
making• Compliance
• Conformity• One-way communications• Compartmentalisation• Parts oriented• Planned obsolescence• CEO or boss as "king"
• Customisation• Team-based organisation• Autonomy with
accountability• Cooperative
relationships• Shared decision making• Initiative• Diversity• Networking• Holism• Process oriented• Total quality• Customer as "king"
Industrial age Information age(Reigeluth, 1999)
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Teachers' conception
(Trigwell, 2001)
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A course as a
BUILDINGBuilding
Course as a
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Suburb or City
Program as
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Academic as a
Owner-builders
Teaching academics as
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City CouncilsFaculties/CQU as
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Associated building tradesCDDU as
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Desktop publishing
Copy editing
Multimedia design
Curriculum design
E-learning
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Analysis
Design
Development
I mplementation
Evaluation
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Old "process"
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Jeff Conklin (2006), Dialogue Mapping: Building Shared Understandingof Wicked Problems, Wiley
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Jeff Conklin (2006), Dialogue Mapping: Building Shared Understandingof Wicked Problems, Wiley
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"Heavyweight"
"Ad hoc"
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Curriculumdesigner
Academic& course
1 1
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Curriculumdesigners
Academic& course
2.x 1
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Curriculumdesigner
Courses
2.x 1089
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Curriculumdesigner
Courses
2.x 1089Assume 3 weeks per course
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Curriculumdesigner
Courses
2.x 108928.8 years to review all
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Start of term "squeeze"
470 T1, 2008 courses
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Need to target groups of courses
Which should we target?• Largest courses?• New courses?• Big "CEQ" courses?
Faculties
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Can't provide fish
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Need to teach folk to fish
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We're the bait shop
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Collaboration
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Overview
CDDU: Why? Who? What?
Sessions: Why? Who? What?
Analysis
Design
Development
Implementation
Evaluation
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Analysis
Design
Development
Implementation
Evaluation
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As a framework
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Implementation
Wed 10:30-11:15
What do the students see?
What resources/services are available for staff?
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Analysis - general
Wed up to 12:30
Issues and changes which mayInfluence how and what you teach
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Analysis - specific
Wed 1:15 to 4:15
Looking specifically at the course,students and constraints you willwork with
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Design - "cool" stuff
Thur9 to 10
Develop potential alternativesfor your course
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Development
Wed 10 to 10:30
Develop potential alternativesfor your course
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Evaluation
Wed 10:45 to 11:15
Talk about approaches toexamining how well the changes went
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General discussion and activity
Wed ..to 12:30
• Play with some stuff• Ask some questions• Discuss plans
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Flexibility with time and content
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What are you especially interesting in?