FoULT: Learning and Teaching @ CQUni - Feb 2010


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Presentation to new academic staff around learning & teaching at CQUni

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  • Introduce CDDU – who we are, what we do, examples of outputAssistance – directory for locating information on L&TTeachers’ thinking – big picture view of modern education. Factors: technology, rapid change, global education, and implications for our teachingDiscuss what it is to be a reflective teacher and why its so importantReflect on the 7 principles for good practice in undergraduate educationTake a look at the CQUni context for students and teachers - technology
  • Modest sized teamDesign TeamCDO – provide support to CDs (such as technical assistance)
  • CDA – work on materials production3.2 as Joanne is 1 day a week
  • Engage in Program Development & ReviewCurriculum MappingGraduate AttributesDesigning learning objectivesDesigning AssessmentsLearning TechnologiesMethodologies (Constructive Alignment, Reflective Alignment)
  • Play next slide
  • Play Auditing Machinima 1_hi-001Skip to 3:45 to see group meeting.
  • Student results reflect a positive change to the courseHits: accesses to course website
  • Hand around the print study guides
  • Small development teamWell-oiled process
  • For the Moodle Project…Using the work of the MoodlePiloters as examples
  • Or for those currently using webfuse
  • What does this mean for T&L?Change is occuring exponentiallyGlobalisation of educationWorkers regularly re-skillTechnologyInformation is no longer scarce, its increasingly abundant
  • Play Snowden Audio
  • We aren’t rational, we are pattern matchersTend to retain patterns.Bounded by personal experience.So the teaching tools/approaches we use are often based on our personal experiences.
  • Do you agree with this proposition?Can you relate to this line of thinking?Are there instances of choices you have made that were influenced by your past experiences?
  • Examples of pattern entrainment relating to education & technology
  • Examples of pattern entrainment
  • Examples of pattern entrainment
  • Examples of pattern entrainment
  • Examples of pattern entrainment
  • Examples of pattern entrainment
  • Bill Murray and Andie MacDowellBill’s character visits a small town to do a weather reportEach morning, he wakes up to the same day over and overLove interest, chasing through the film.Play trailer
  • After each failure to win over Rita, what does Phil do?Give a hint – french poetryA toast to the ground hog – I always drink to world peaceWhat should we drink to? – I like to say a prayer and drink to world peaceI studied 19th century french poetry – what a waste of timeWee Madaam – you speak french!!!
  • Reflect on your delivery of your courseIdentify a few different areas that you can improve onTry again
  • Scheduled office hoursStudent social functionsInformal discussions after class
  • the radical model dispenses with lectures entirely. Uproar by students – only voice over lecturesInstead, students are formed into groups, and learn by interacting amongst themselves and using the vast amount of existing Web-based resources, with the instructor providing guidance as and when required. - Thinking Creatively about Online Education (Conference Paper) (Conference Paper)
  • This is where the fun is.
  • Auditing is another example.Students play role of auditors in a firm.Fake virus signatureStudents develop scanner rules to detect – only malicious virus, not legitimate transmissions
  • Learning Styles ResearchCarleton CollegeReflective learners – need time to think before sharingSeveral major implications are apparent for addressing diverse ways of learning: Most of your students learn differently than you do.Each of your students learns differently from your other students.No one teaching method will effectively reach all of your students.You cannot address all of your students' learning styles all of the time.
  • < 13% of all students ever posted in a forum
  • FoULT: Learning and Teaching @ CQUni - Feb 2010

    1. 1. Learning and Teaching @ CQUni<br />Damien Clark<br />Based on slides by David Jones<br /><br />
    2. 2. Session Introduction<br />CDDU Introduction<br />Gaining assistance @ CQUni<br />Teachers’ Thinking and Assumptions<br />Reflective Teaching<br />7 Principles<br /><br />
    3. 3. CDDU Introduction<br />Who we are<br />What we do<br />What we have done<br />How to contact us<br /><br />
    4. 4. Who we are – Design Team<br />Curriculum Designers (x5)<br />Curriculum Design Officers (x2)<br />Nona Muldoon<br />Damien Clark<br />Colin Beer<br />Julie Fleming<br />Robyn Donovan<br />RolleyTickner<br />Lisa Reynolds<br />
    5. 5. Who we are – Development team<br />Dianne Crockford<br />Tracey Bennett<br />Curriculum Design Assistants (x3.2)<br />Denise Morgan<br />Joanne Meyer<br />
    6. 6. What we do<br />Curriculum Design – renewal and advice<br />Learning and Teaching Research<br />eLearning Innovation<br />Study material print production<br /><br />
    7. 7. What have we done<br />Examples<br />Auditing Course (ACCT19064)<br />Modernise Print Study Guide<br />Transition to Moodle<br /><br />
    8. 8. Auditing (ACCT19064)<br />Case Studies as Machinima<br />A sample<br /><br />
    9. 9. Auditing (ACCT19064)<br />Course Design Improvements<br />1. Online communication tools for consistent student/staff contact<br />2. Audit teams work collaboratively on audit papers<br />3. Roleplay as auditors<br />4. Weekly feedback on audit tasks<br />5. Roleplay set out timeframes/deadlines<br />6. Roleplay communicates high expectations for each role<br />7. Individual & Group activities for self-directed & reciprocal learning<br />Muldoon, N & Kofoed, J, 2009, ‘Cognitive apprenticeship in accounting education: Preparing students for the profession’, Proceedings of the 31st HERDSA Annual Conference, Charles Darwin University, Darwin, NT Australia, 6-9 July.<br />
    10. 10. Auditing (ACCT19064)<br />
    11. 11. Modernise Print Study Materials<br />HRMT20006 <br />Human Resources Management in the Asia Pacific<br />HRMT19023<br />Human Resources Management Compentencies<br /><br />
    12. 12. Print Production Process<br />Get latest copies from CDU<br /><br />Try best to meet submission deadlines<br />Submit updated materials to PMU<br /><br />
    13. 13. Moodle LMS Implementation<br />Collaborative Project<br />Training programs<br />One-on-one assistance<br /><br />
    14. 14. Examples from Pilot<br />We have assisted academics to go from this…<br />
    15. 15. Examples from Pilot<br />To this<br />Or<br />
    16. 16. Examples from Pilot<br />and from this…<br />
    17. 17. Examples from Pilot<br />To this<br />
    18. 18. Finding Info on L&T @ CQUni<br />A-Z Functional Directory<br /><br /><br /><br /><br />
    19. 19. Teachers’ Thinking<br />Did you know?<br />Pattern matchers<br /><br />
    20. 20.
    21. 21. Considering all the facts/predictions presented, what implication does it have for your learning and teaching over the next 5-10 years?<br /><br />
    22. 22. Teachers’ Thinking<br />Did you know?<br />Pattern matchers<br /><br />
    23. 23. “We are pattern processing intelligences, not information processing intelligences.” (Dave Snowden)<br /><br />
    24. 24. If all you have ever used is a hammer, than every problem looks like a nail.<br />,_everything_looks_like_a_nail<br />When solving problems, we choose the tools we are familiar with.<br /><br />
    25. 25. Do you agree with this proposition?<br />Can you relate to your life experiences?<br />How does this connect with your learning & teaching?<br /><br />
    26. 26. Students today can’t prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when the slate is dropped and it breaks?<br />They will be unable to write!<br /><br />
    27. 27. Teacher’s Conference 1703<br /><br />
    28. 28. Students today depend on paper too much. They don’t know how to write on a slate without getting chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?<br /><br />
    29. 29. Principal&apos;s Association 1815<br /><br />
    30. 30. Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.<br /><br />
    31. 31. National Association of Teachers - 1907<br /><br />
    32. 32. Students today depend upon store bought ink. They don’t know how to make their own. When they run out of ink they will be unable to write words or ciphers until their next trip to the settlement. This is a sad commentary on modern education.<br /><br />
    33. 33. The Rural American Teacher - 1928<br /><br />
    34. 34. Students today depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world which is not so extravagant.<br /><br />
    35. 35. PTA Gazette - 1941<br /><br />
    36. 36. Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries.<br /><br />
    37. 37. Federal Teachers - 1950<br /><br />
    38. 38. Moving on…<br />GROUNDHOG DAY<br />Wakes up to the same day over & over<br /><br />
    39. 39. How does Phil’s (Bill Murray) quest to win over Rita (Andie MacDowell) connect with your learning and teaching?<br /><br />
    40. 40. Reflective Practice<br />“The definition of insanity is doing the same thing over and over again and expecting different results”<br /><br /><br />
    41. 41. Reflective Practice<br />“Susan and Robert graduated [as teachers] 20 years ago. Susan now is a teacher with 20 years’ experience; Robert is a teacher with one year’s experience repeated 19 times. Susan is a reflective teacher: each significant experience, particularly of failure, has been a learning experience, so she gets better and better. Robert is a reactive teacher. He goes through the same motions year after year … The kind of thinking displayed by Susan, but not by Robert, is known as ‘reflective practice’.” (Biggs, J., Tang, C. 2007)<br />
    42. 42. Reflective Practice<br />Can mean:<br />Small<br />Incremental<br />Changes<br /><br />
    43. 43. Reflective Practice<br />Examples:<br />Change to more suitable classroom<br />Adjust an assessment<br />Tweak a learning activity<br />Continuous Improvement<br /><br />
    44. 44. Teachers’ Strategies<br />7 principles for good practice in undergraduate education<br />Implementation ideas<br /><br />
    45. 45. The 7 Principles for Good Practice in Undergraduate Education (7PGPUE)<br />7PGPUE is just one approach<br /><br />Its well supported by literature<br />Its simple<br />Its adopted by CQUni<br /><br />
    46. 46. The 7PGPUE<br />CQU’s Management Plan for L&T<br /><br />“Implementation of the Plan will be guided by the Seven Principles for Good Practice in Undergraduate Education endorsed by Academic Board. Chickering, A.W., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.”<br /><br />
    47. 47. The 7PGPUE<br />1. Encourages contact between students and staff <br />Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students&apos; intellectual commitment and encourages them to think abouttheir own values and future plans. <br /><br />
    48. 48. Weekly Email contact<br />Introduction<br />Anecdotes and food for thought<br />How are you going?<br />Weekly Course Feedback<br />How are you feeling each week?<br /><br /><br />
    49. 49. Reflect on past & current practices<br />What do you do?<br />What have others done?<br />that<br />1. Encourages contact between students and staff <br />Form pairs and share<br />Summarise for the group<br /><br />
    50. 50. The 7PGPUE<br />2. Develops Reciprocity and Cooperation Among Students<br />Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one&apos;s own ideas and responding to others&apos; reactions sharpens thinking and deepens understanding<br /><br />
    51. 51. The “Radical” Model<br />No lectures<br />Students in sub-groups<br />Compulsory use of mailing list<br />Weekly group presentations + critiques<br /><br /><br /><br />
    52. 52. Reflect on past & current practices<br />What do you do?<br />What have others done?<br />that<br />2. Develops Reciprocity and Cooperation Among Students<br />Form pairs and share<br />Summarise for the group<br /><br />
    53. 53. The 7PGPUE<br />3. Encourages Active Learning<br />Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves. <br /><br />
    54. 54. System Emergencies<br />Break student computers<br />Get them to fix it<br /><br /><br />
    55. 55. Reflect on past & current practices<br />What do you do?<br />What have others done?<br />that<br />3. Encourages Active Learning<br />Form pairs and share<br />Summarise for the group<br /><br />
    56. 56. The 7 Principles<br />4. Gives Prompt Feedback<br />Knowing what you know and don&apos;t know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves. <br /><br />
    57. 57. Ask the students<br />Anonymous discussion forum<br /><ul><li> 463 T2, 2007 FLEX students
    58. 58. 700+ comments</li></ul>Online and print learning materials<br /><ul><li> What did you like or find useful?
    59. 59. What caused you problems?
    60. 60. What would you like to see?</li></ul><br />
    61. 61. What would the top responses be?<br /><br />
    62. 62.<br />
    63. 63.<br />Click on “Community”<br /><br /><br />
    64. 64. Online assignment submission<br />72 assignments: 3 days<br /><br />Online quizzes for formative assessment<br /><br />
    65. 65. Reflect on past & current practices<br />What do you do?<br />What have others done?<br />that<br />4. Gives Prompt Feedback<br />Form pairs and share<br />Summarise for the group<br /><br />
    66. 66. The 7 Principles<br />5. Emphasizes Time on Task<br />Time plus energy equals learning. There is no substitute for time on task. Learning to use one&apos;s time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all. <br /><br />
    67. 67. Weekly summary<br /><br />2min Moodle<br />Rubrics and example solutions<br /><br /><br />
    68. 68. Reflect on past & current practices<br />What do you do?<br />What have others done?<br />that<br />5. Emphasizes Time on Task<br />Form pairs and share<br />Summarise for the group<br /><br />
    69. 69. The 7 Principles<br />6. Communicates High Expectations<br />Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts. <br /><br />
    70. 70. You will all get HDs<br />Have high expectations for myself<br />Use examples of good work<br /><br />
    71. 71. Reflect on past & current practices<br />What do you do?<br />What have others done?<br />that<br />6. Communicates High Expectations<br />Form pairs and share<br />Summarise for the group<br /><br />
    72. 72. The 7 Principles<br />7. Respects Diverse Talents and Ways of Learning<br />There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily. <br /><br />
    73. 73. Learning Styles<br /><br />Active/Reflective<br />Sequential/Global<br />Sensing/Intuitive<br />Visual/Verbal<br />Online lectures for DE students<br />Animations of operating systems<br /><br /><br /><br />
    74. 74. Reflect on past & current practices<br />What do you do?<br />What have others done?<br />that<br />7. Respects Diverse Talents and Ways of Learning<br />Form pairs and share<br />Summarise for the group<br /><br />
    75. 75. Apply 7PGPUE<br />Analyse archetypal CQUni Course<br />7PGPUE<br />Split into two groups<br />Identify flaws/weaknesses<br />Develop an improvement<br />Present to FEC<br /><br /><br />
    76. 76. Analyse archetypal CQUni Course<br />Using 7PGPUE as a lense <br />- 2x1 hour lectures per week<br />- 1x1 hour tutorial<br />- study guide<br />- 2 assignments<br /><ul><li>1 exam
    77. 77. discussion forum(< 25% flex students ever posted in a forum*)</li></ul>* Based on BB usage statistics – 2007 & 2008<br />Make whatever assumptions are necessary<br /><br /><br />
    78. 78. CQUni Context<br />Students - what they see<br />Course Profile System<br />Student portal<br />Course Resources Online (CRO)<br />Course sites<br />Library Catalogue<br />Video streaming<br />CQUniCentral<br /><br />
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    97. 97. CQUni Context<br />Staff<br />CQUni Learning Management System(s) (LMS)<br />Course Profile System<br />Course Resources Online (CRO)<br />Video Streaming<br /><br />
    98. 98. CQUni Learning Management Systems<br />Blackboard<br />Webfuse<br />Moodle<br />Term 1, 2010<br />Contact ITD Helpdesk for support:<br /><br />9233<br /><br />
    99. 99. Course Profile System<br />Version control<br />Workflow<br />Contact your school/group administration officer<br /><br />
    100. 100. Library Course Resources Online (CRO)<br />Copyright<br />Central Repository<br />Contact Cathy Dennis:<br /><br />9168<br /><br />
    101. 101. Video Streaming<br />ISL Lectures<br />Recorded and hosted on LMS<br />Contact ITD Helpdesk:<br /><br />9233<br /><br />