Critical Reflections on Building a Community of Practice about ICT-enabled Learning and Teaching at CSU Dr Philip Uys Char...
How would one go about supporting the growth of a university-wide Community of Practice (CoP) about ICT-enabled Learning a...
<ul><li>The three dimensions of a CoP are the domain (body of knowledge), community (relationships) and practice (professi...
<ul><li>CSU is committed to ICT-enabled learning and teaching within a flexible and blended learning framework </li></ul>I...
J
Para-analysis (Buchan, 2009 , in press) Para-analysis
Learner engagement & interactivity
<ul><li>LTS dedicated to extend the support, functionality and range of appropriate ICTs </li></ul><ul><li>Successful chan...
Institution wide
<ul><li>CoP f2f strategies: CSUED 2006, 2008, 2009; extensive professional development, corridor conversations, brown-bag ...
http://interact.csu.edu.au/
<ul><li>2009: Blended learning in an institution-wide CoP - t hree specific strategies were introduced in 2009 </li></ul><...
www.yammer.com
www.yammer.com
Open area
Showcase
<ul><li>social presence (f2f interactions + Yammer) </li></ul><ul><li>organisational culture (need to be encouraging) </li...
Adrian Bromage (2006)   <ul><li>Mutual education </li></ul><ul><li>Collegiate approach </li></ul><ul><li>High quality evid...
Future This CoP can provide rich learning experiences, collaborative professional practice possibilities and synergies.  W...
How can one further enhance and support this Community of Practice (CoP) about ICT-enabled Learning and Teaching? Question...
Thank You Dr Philip Uys Charles Sturt University, Australia Director, Strategic Learning and Teaching Innovation  Division...
Wenger, E., McDermott, R., and Snyder, W. 2002.  Cultivating communities of practice: a guide to managing knowledge . Harv...
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Critical Reflections on Building a Community of Practice about ICT-enabled Learning and Teaching at CSU

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Critical Reflections on Building a Community of Practice about ICT-enabled Learning and Teaching at CSU

  1. 2. Critical Reflections on Building a Community of Practice about ICT-enabled Learning and Teaching at CSU Dr Philip Uys Charles Sturt University, Australia Director, Strategic Learning and Teaching Innovation Division of Learning and Teaching Services <puys@csu.edu.au> 27 th November 2009 http://www.wix.com/blue100/Fli-Dialogue
  2. 3. How would one go about supporting the growth of a university-wide Community of Practice (CoP) about ICT-enabled Learning and Teaching? Question
  3. 4. <ul><li>The three dimensions of a CoP are the domain (body of knowledge), community (relationships) and practice (professional activity) </li></ul><ul><li>The domain of this CoP is information and communication technology (ICT)-enabled learning and teaching at CSU. The professional practice of this CoP is learning and teaching with ICTs and supporting such teaching with extensive professional development, educational design, and the provision of ICTs. </li></ul><ul><li>Community of Practice (CoP) re ICT-enabled learning and teaching at CSU existed before 2007 informally, and operated mostly within schools/faculties </li></ul><ul><li>Collaboration strategies then: brown-bag meetings and committees within schools and faculties </li></ul>Introduction
  4. 5. <ul><li>CSU is committed to ICT-enabled learning and teaching within a flexible and blended learning framework </li></ul>Introduction
  5. 6. J
  6. 7. Para-analysis (Buchan, 2009 , in press) Para-analysis
  7. 8. Learner engagement & interactivity
  8. 9. <ul><li>LTS dedicated to extend the support, functionality and range of appropriate ICTs </li></ul><ul><li>Successful change management for technological transformation requires integrated top-down and bottom-up strategies like the further growth of a CoP around ICT-enabled learning and teaching. </li></ul>Introduction
  9. 10. Institution wide
  10. 11. <ul><li>CoP f2f strategies: CSUED 2006, 2008, 2009; extensive professional development, corridor conversations, brown-bag meetings in schools/faculties </li></ul><ul><li>CoP electronic strategies: wide communications; the development of a CSU Interact project site &quot;about ICT integration&quot; which grew to 539 members </li></ul>Institution wide
  11. 12. http://interact.csu.edu.au/
  12. 13. <ul><li>2009: Blended learning in an institution-wide CoP - t hree specific strategies were introduced in 2009 </li></ul><ul><li>1. u niversity-wide video-conference forums to facilitate face-to-face experiences (around 50 participants) The theme of the first Forum in June was “Evaluating learning with ICT, and Evaluation ICT use in learning and assessment”; the theme of the second forum in August was &quot;Imaginative online content“ and the third forum in November was “ePortfolios”; about 12 video-conference facilities were used </li></ul><ul><li>2. micro-blogging to support CSU wide “corridor”-type conversations : Yammer site that now has 205 members </li></ul><ul><li>3. re-building a learning design showcase of learning and teaching with ICTs. Stories in wiki and then transferred to website. Presentations at the AuSakai09 and CSUED09 conferences will further be considered for the showcase, as well as learning designs that already exist in faculty showcases. </li></ul>Blended learning in a CoP
  13. 14. www.yammer.com
  14. 15. www.yammer.com
  15. 16. Open area
  16. 17. Showcase
  17. 18. <ul><li>social presence (f2f interactions + Yammer) </li></ul><ul><li>organisational culture (need to be encouraging) </li></ul><ul><li>The Sakai open source system links CSU with the international Sakai technical and user community which is critical for being up to date with Sakai developments, for more efficient computer code developments and professional development and for contributing back to the community. Linking the CSU CoP internationally! </li></ul>Presence and culture
  18. 19. Adrian Bromage (2006) <ul><li>Mutual education </li></ul><ul><li>Collegiate approach </li></ul><ul><li>High quality evidence </li></ul><ul><li>Spirit of open debate </li></ul>Unique aspects of change in educational organisations Presence and culture
  19. 20. Future This CoP can provide rich learning experiences, collaborative professional practice possibilities and synergies. We aim to continue to support the growth of this CoP through the provision and blending of appropriate technologies, providing encouragement to participants and linking University activities.
  20. 21. How can one further enhance and support this Community of Practice (CoP) about ICT-enabled Learning and Teaching? Question The biggest temptation is to settle for too little Thomas Merton
  21. 22. Thank You Dr Philip Uys Charles Sturt University, Australia Director, Strategic Learning and Teaching Innovation Division of Learning and Teaching Services <puys@csu.edu.au> http://www.wix.com/blue100/Fli-Dialogue
  22. 23. Wenger, E., McDermott, R., and Snyder, W. 2002. Cultivating communities of practice: a guide to managing knowledge . Harvard Business School Press, Boston Bromage, A. (2006). The Management of Planned Change: An interdisciplinary perspective . In Hunt, L., Bromage, A. and Tomkinson, B. (Eds.). (2006). The Realities of Change in Higher Education: Interventions to Promote Learning and Teaching. London: Routledge.
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