FoULT: Learning and Teaching @ CQUni - Feb 2010

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Presentation to new academic staff around learning & teaching at CQUni

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
  • Pass out the handoutADVISE TO FIX ERROR FOR REQUESTING FILES
  • 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. http://tinyurl.com/c9baxq - Thinking Creatively about Online Education (Conference Paper)http://davidtjones.wordpress.com/publications/online-courses-and-collaborative-learning-underlying-philosophies-and-practices/ (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

Transcript

  • 1. Learning and Teaching @ CQUni
    Damien Clarkhttp://cddu.cqu.edu.au/
    Based on slides by David Jones
    http://davidtjones.wordpress.com/
  • 2. Session Introduction
    CDDU Introduction
    Gaining assistance @ CQUni
    Teachers’ Thinking and Assumptions
    Reflective Teaching
    7 Principles
    http://www.flickr.com/photos/jurvetson/3277667570/
  • 3. CDDU Introduction
    Who we are
    What we do
    What we have done
    How to contact us
    http://www.flickr.com/photos/aidan_jones/1234618279/
  • 4. Who we are – Design Team
    Curriculum Designers (x5)
    Curriculum Design Officers (x2)
    Nona Muldoon
    Damien Clark
    Colin Beer
    Julie Fleming
    Robyn Donovan
    RolleyTickner
    Lisa Reynolds
  • 5. Who we are – Development team
    Dianne Crockford
    Tracey Bennett
    Curriculum Design Assistants (x3.2)
    Denise Morgan
    Joanne Meyer
  • 6. What we do
    Curriculum Design – renewal and advice
    Learning and Teaching Research
    eLearning Innovation
    Study material print production
    http://www.flickr.com/photos/aidan_jones/1234618279/
  • 7. What have we done
    Examples
    Auditing Course (ACCT19064)
    Modernise Print Study Guide
    Transition to Moodle
    http://www.flickr.com/photos/aidan_jones/1234618279/
  • 8. Auditing (ACCT19064)
    Case Studies as Machinima
    A sample
    http://www.flickr.com/photos/aidan_jones/1234618279/
  • 9. Auditing (ACCT19064)
    Course Design Improvements
    1. Online communication tools for consistent student/staff contact
    2. Audit teams work collaboratively on audit papers
    3. Roleplay as auditors
    4. Weekly feedback on audit tasks
    5. Roleplay set out timeframes/deadlines
    6. Roleplay communicates high expectations for each role
    7. Individual & Group activities for self-directed & reciprocal learning
    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.
  • 10. Auditing (ACCT19064)
  • 11. Modernise Print Study Materials
    HRMT20006
    Human Resources Management in the Asia Pacific
    HRMT19023
    Human Resources Management Compentencies
    http://www.flickr.com/photos/0olong/479270001/
  • 12. Print Production Process
    Get latest copies from CDU
    cdd.cqu.edu.au
    Try best to meet submission deadlines
    Submit updated materials to PMU
    http://www.flickr.com/photos/neilt/79065838/
  • 13. Moodle LMS Implementation
    Collaborative Project
    Training programs
    One-on-one assistance
    http://www.flickr.com/photos/kimballs/2754830833/
  • 14. Examples from Pilot
    We have assisted academics to go from this…
  • 15. Examples from Pilot
    To this
    Or
  • 16. Examples from Pilot
    and from this…
  • 17. Examples from Pilot
    To this
  • 18. Finding Info on L&T @ CQUni
    A-Z Functional Directory
    Learning.cqu.edu.au
    Policy.cqu.edu.au
    Library.cqu.edu.au
    http://www.flickr.com/photos/james_lumb/3921969141/
  • 19. Teachers’ Thinking
    Did you know?
    Pattern matchers
    http://flickr.com/photos/tmartin/32010732/
  • 20.
  • 21. Considering all the facts/predictions presented, what implication does it have for your learning and teaching over the next 5-10 years?
    http://www.flickr.com/photos/kanaka/112972434/
  • 22. Teachers’ Thinking
    Did you know?
    Pattern matchers
    http://flickr.com/photos/tmartin/32010732/
  • 23. “We are pattern processing intelligences, not information processing intelligences.” (Dave Snowden)
    http://www.flickr.com/photos/landerholm/3336205945/
  • 24. If all you have ever used is a hammer, than every problem looks like a nail.
    http://en.wiktionary.org/wiki/if_all_you_have_is_a_hammer,_everything_looks_like_a_nail
    When solving problems, we choose the tools we are familiar with.
    http://www.flickr.com/photos/foxtongue/2114252956/
  • 25. Do you agree with this proposition?
    Can you relate to your life experiences?
    How does this connect with your learning & teaching?
    http://www.flickr.com/photos/foxtongue/2114252956/
  • 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?
    They will be unable to write!
    http://flickr.com/photos/sydneya/130164091/
  • 27. Teacher’s Conference 1703
    http://flickr.com/photos/sydneya/130164091/
  • 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?
    http://flickr.com/photos/sydneya/130164091/
  • 29. Principal's Association 1815
    http://flickr.com/photos/sydneya/130164091/
  • 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.
    http://flickr.com/photos/sydneya/130164091/
  • 31. National Association of Teachers - 1907
    http://flickr.com/photos/sydneya/130164091/
  • 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.
    http://flickr.com/photos/sydneya/130164091/
  • 33. The Rural American Teacher - 1928
    http://flickr.com/photos/sydneya/130164091/
  • 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.
    http://flickr.com/photos/sydneya/130164091/
  • 35. PTA Gazette - 1941
    http://flickr.com/photos/sydneya/130164091/
  • 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.
    http://flickr.com/photos/sydneya/130164091/
  • 37. Federal Teachers - 1950
    http://flickr.com/photos/sydneya/130164091/
  • 38. Moving on…
    GROUNDHOG DAY
    Wakes up to the same day over & over
    http://www.flickr.com/photos/scottobear/3270421734/
  • 39. How does Phil’s (Bill Murray) quest to win over Rita (Andie MacDowell) connect with your learning and teaching?
    http://www.flickr.com/photos/scottobear/3270421734/
  • 40. Reflective Practice
    “The definition of insanity is doing the same thing over and over again and expecting different results”
    http://bit.ly/4MEJw1
    http://www.flickr.com/photos/cuppini/2757884114/
  • 41. Reflective Practice
    “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)
  • 42. Reflective Practice
    Can mean:
    Small
    Incremental
    Changes
    http://www.flickr.com/photos/minchki/4061225640/
  • 43. Reflective Practice
    Examples:
    Change to more suitable classroom
    Adjust an assessment
    Tweak a learning activity
    Continuous Improvement
    http://www.flickr.com/photos/minchki/4061225640/
  • 44. Teachers’ Strategies
    7 principles for good practice in undergraduate education
    Implementation ideas
    http://flickr.com/photos/gareandkitty/471688180/
  • 45. The 7 Principles for Good Practice in Undergraduate Education (7PGPUE)
    7PGPUE is just one approach
    http://coursedesign.wordpress.com/
    Its well supported by literature
    Its simple
    Its adopted by CQUni
    http://www.flickr.com/photos/sami73/23553038/
  • 46. The 7PGPUE
    CQU’s Management Plan for L&T
    http://policy.cqu.edu.au/Policy/policy.jsp?policyid=999
    “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.”
    http://flickr.com/photos/john/15327066/
  • 47. The 7PGPUE
    1. Encourages contact between students and staff
    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' intellectual commitment and encourages them to think abouttheir own values and future plans.
    http://flickr.com/photos/john/15327066/
  • 48. Weekly Email contact
    Introduction
    Anecdotes and food for thought
    How are you going?
    Weekly Course Feedback
    How are you feeling each week?
    http://davidtjones.wordpress.com/?attachment_id=525
    http://flickr.com/photos/major_clanger/4850772/
  • 49. Reflect on past & current practices
    What do you do?
    What have others done?
    that
    1. Encourages contact between students and staff
    Form pairs and share
    Summarise for the group
    http://www.flickr.com/photos/kanaka/112972434/
  • 50. The 7PGPUE
    2. Develops Reciprocity and Cooperation Among Students
    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's own ideas and responding to others' reactions sharpens thinking and deepens understanding
    http://flickr.com/photos/john/15327066/
  • 51. The “Radical” Model
    No lectures
    Students in sub-groups
    Compulsory use of mailing list
    Weekly group presentations + critiques
    http://tinyurl.com/c9baxq
    http://davidtjones.wordpress.com/publications/online-courses-and-collaborative-learning-underlying-philosophies-and-practices/
    http://flickr.com/photos/major_clanger/4850772/
  • 52. Reflect on past & current practices
    What do you do?
    What have others done?
    that
    2. Develops Reciprocity and Cooperation Among Students
    Form pairs and share
    Summarise for the group
    http://www.flickr.com/photos/kanaka/112972434/
  • 53. The 7PGPUE
    3. Encourages Active Learning
    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.
    http://flickr.com/photos/john/15327066/
  • 54. System Emergencies
    Break student computers
    Get them to fix it
    http://davidtjones.wordpress.com/publications/teaching-systems-administration-ii/
    http://flickr.com/photos/major_clanger/4850772/
  • 55. Reflect on past & current practices
    What do you do?
    What have others done?
    that
    3. Encourages Active Learning
    Form pairs and share
    Summarise for the group
    http://www.flickr.com/photos/kanaka/112972434/
  • 56. The 7 Principles
    4. Gives Prompt Feedback
    Knowing what you know and don'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.
    http://flickr.com/photos/john/15327066/
  • 57. Ask the students
    Anonymous discussion forum
    • 463 T2, 2007 FLEX students
    • 58. 700+ comments
    Online and print learning materials
    • What did you like or find useful?
    • 59. What caused you problems?
    • 60. What would you like to see?
    http://flickr.com/photos/mischiru/489556007/
  • 61. What would the top responses be?
    http://flickr.com/photos/mischiru/489556007/
  • 62. http://flickr.com/photos/mischiru/489556007/
  • 63. http://cddu.cqu.edu.au/
    Click on “Community”
    http://davidtjones.wordpress.com/2008/07/12/what-do-students-find-useful/
    http://flickr.com/photos/mischiru/489556007/
  • 64. Online assignment submission
    72 assignments: 3 days
    http://davidtjones.wordpress.com/publications/online-assignment-submission-an-evolutionary-tale/
    Online quizzes for formative assessment
    http://flickr.com/photos/major_clanger/4850772/
  • 65. Reflect on past & current practices
    What do you do?
    What have others done?
    that
    4. Gives Prompt Feedback
    Form pairs and share
    Summarise for the group
    http://www.flickr.com/photos/kanaka/112972434/
  • 66. The 7 Principles
    5. Emphasizes Time on Task
    Time plus energy equals learning. There is no substitute for time on task. Learning to use one'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.
    http://flickr.com/photos/john/15327066/
  • 67. Weekly summary
    http://webfuse.cqu.edu.au/Courses/2006/T2/COIS20025/Study_Schedule/
    2min Moodle
    Rubrics and example solutions
    http://webfuse.cqu.edu.au/Courses/2006/T2/COIS20025/Assessment/Item_3/
    http://flickr.com/photos/major_clanger/4850772/
  • 68. Reflect on past & current practices
    What do you do?
    What have others done?
    that
    5. Emphasizes Time on Task
    Form pairs and share
    Summarise for the group
    http://www.flickr.com/photos/kanaka/112972434/
  • 69. The 7 Principles
    6. Communicates High Expectations
    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.
    http://flickr.com/photos/john/15327066/
  • 70. You will all get HDs
    Have high expectations for myself
    Use examples of good work
    http://flickr.com/photos/major_clanger/4850772/
  • 71. Reflect on past & current practices
    What do you do?
    What have others done?
    that
    6. Communicates High Expectations
    Form pairs and share
    Summarise for the group
    http://www.flickr.com/photos/kanaka/112972434/
  • 72. The 7 Principles
    7. Respects Diverse Talents and Ways of Learning
    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.
    http://flickr.com/photos/john/15327066/
  • 73. Learning Styles
    http://bit.ly/cfFJi7
    Active/Reflective
    Sequential/Global
    Sensing/Intuitive
    Visual/Verbal
    Online lectures for DE students
    Animations of operating systems
    http://tinyurl.com/btn2w3
    http://davidtjones.wordpress.com/?attachment_id=493
    http://flickr.com/photos/major_clanger/4850772/
  • 74. Reflect on past & current practices
    What do you do?
    What have others done?
    that
    7. Respects Diverse Talents and Ways of Learning
    Form pairs and share
    Summarise for the group
    http://www.flickr.com/photos/kanaka/112972434/
  • 75. Apply 7PGPUE
    Analyse archetypal CQUni Course
    7PGPUE
    Split into two groups
    Identify flaws/weaknesses
    Develop an improvement
    Present to FEC
    http://www.flickr.com/photos/jakescreations/98960350/
    http://www.flickr.com/photos/doctor_keats/263653629/
  • 76. Analyse archetypal CQUni Course
    Using 7PGPUE as a lense
    - 2x1 hour lectures per week
    - 1x1 hour tutorial
    - study guide
    - 2 assignments
    • 1 exam
    • 77. discussion forum(< 25% flex students ever posted in a forum*)
    * Based on BB usage statistics – 2007 & 2008
    Make whatever assumptions are necessary
    http://www.flickr.com/photos/jakescreations/98960350/
    http://www.flickr.com/photos/doctor_keats/263653629/
  • 78. CQUni Context
    Students - what they see
    Course Profile System
    Student portal
    Course Resources Online (CRO)
    Course sites
    Library Catalogue
    Video streaming
    CQUniCentral
    http://www.flickr.com/photos/markhillary/2309802471/
  • 79. http://mycqu.cqu.edu.au
  • 80.
  • 81.
  • 82.
  • 83.
  • 84.
  • 85.
  • 86.
  • 87.
  • 88.
  • 89.
  • 90.
  • 91.
  • 92.
  • 93.
  • 94.
  • 95.
  • 96.
  • 97. CQUni Context
    Staff
    CQUni Learning Management System(s) (LMS)
    Course Profile System
    Course Resources Online (CRO)
    Video Streaming
    http://flickr.com/photos/vickiwolkinsphotography/221418406/
  • 98. CQUni Learning Management Systems
    Blackboard
    Webfuse
    Moodle
    Term 1, 2010
    Contact ITD Helpdesk for support:
    helpdesk@cqu.edu.au
    9233
    http://www.flickr.com/photos/microcline/2527048500/
  • 99. Course Profile System
    Version control
    Workflow
    Contact your school/group administration officer
    http://www.flickr.com/photos/jsyk/2982312360/
  • 100. Library Course Resources Online (CRO)
    Copyright
    Central Repository
    Contact Cathy Dennis:
    c.dennis@cqu.edu.au
    9168
    http://www.flickr.com/photos/sifter/370775225/
  • 101. Video Streaming
    ISL Lectures
    Recorded and hosted on LMS
    Contact ITD Helpdesk:
    helpdesk@cqu.edu.au
    9233
    http://www.flickr.com/photos/asphericlens/3318353265/