A vision for enhancement of learning and teaching at CQUniversity
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A vision for enhancement of learning and teaching at CQUniversity

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A short presentation I'm meant to give as part of a job interview.

A short presentation I'm meant to give as part of a job interview.

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    A vision for enhancement of learning and teaching at CQUniversity A vision for enhancement of learning and teaching at CQUniversity Presentation Transcript

    • A vision for enhancement of learning and teaching at CQUniversity
      David Jones
      http://bit.ly/CQUvision
    • What I think I know
      http://www.flickr.com/photos/kevenlaw/2260970300/
    • (Dede, 2008)
      Diversity is inherent in learning and teaching
      And hence enhancement
      http://www.gse.harvard.edu/~dedech/
    • As you solve the problemyou learn more about it
      Wicked problems
      (Rittel & Webber, 1973)
      Solutions are neitherright nor wrong
      Every one isessentiallyunique
      There is no ultimate test of a solution
      The problem can be described in many ways
      You can’t identifyall potential solns.
      There is no stopping rule
      http://www.flickr.com/photos/wxmom/2052715752/
    • (Trigwell, 2001)
      Model of university teaching
      Teaching/LearningContext
      Teachers’Thinking
      Teachers’Strategies
      Teachers’Planning
      Student
      http://www.flickr.com/photos/dnorman/177883109/
    • (Richardson, 2005)
      Disciplinarycharacteristics
      Conceptions ofteaching
      Approaches toteaching
      Situationalfactors
      Perceptions ofthe teachingenvironment
      http://www.flickr.com/photos/hinkelstone/2435823037/
    • Master teachers are not born; they become.
      (Common, 1989)
      http://www.flickr.com/photos/wwworks/2923015579/
    • Master teachers are not born; they become.
      (Common, 1989)
      They become primarily by
      developing a habit of mind, a way of looking critically at the work they do
      http://www.flickr.com/photos/wwworks/2923015579/
    • Master teachers are not born; they become.
      (Common, 1989)
      They become primarily by
      developing a habit of mind, a way of looking critically at the work they do
      developing the courage to recognise faults, and
      http://www.flickr.com/photos/wwworks/2923015579/
    • Master teachers are not born; they become.
      (Common, 1989)
      They become primarily by
      developing a habit of mind, a way of looking critically at the work they do
      developing the courage to recognise faults, and
      struggling to improve.
      http://www.flickr.com/photos/wwworks/2923015579/
    • http://www.flickr.com/photos/opoterser/4797623953/
    • Reflective alignment
      Informed by scholarship
      All aspects of the CQUni L&T environment are aligned to enable and encourage a reflective learning cycle.
      Management
      Students
      At all levels
      Academic staff
      Professional staff
      http://www.flickr.com/photos/watko/3836492881/
    • Master teachers are not born; they become.
      (Common, 1989)
      They become primarily by
      developing a habit of mind, a way of looking critically at the work they do
      developing the courage to recognise faults, and
      struggling to improve.
      http://www.flickr.com/photos/wwworks/2923015579/
    • Master teachers are not born; they become.
      (Common, 1989)
      They become primarily by
      developing a habit of mind, a way of looking critically at the work they do
      developing the courage to recognise faults, and
      struggling to improve.
      http://www.flickr.com/photos/wwworks/2923015579/
    • Reflective alignment
      Informed by scholarship
      All aspects of the CQUni L&T environment are aligned to enable and encourage a reflective learning cycle.
      Through guiding, supporting and monitoring the learning journey, we apply our knowledge and skills in a ‘can-do’ manner, encouraging students to follow their aspirations and achieve success.
      Management
      Students
      At all levels
      1. The student learning journey
      Academic staff
      Professional staff
      L&T Framework
      http://www.flickr.com/photos/watko/3836492881/
    • Reflective alignment
      Informed by scholarship
      All aspects of the CQUni L&T environment are aligned to enable and encourage a reflective learning cycle.
      teaching
      Through guiding, supporting and monitoring the learning journey, we apply our knowledge and skills in a ‘can-do’ manner, encouraging students to follow their aspirations and achieve success.
      Management
      Students
      teachers
      At all levels
      teacher
      1. The studentlearning journey
      Academic staff
      Professional staff
      L&T Framework
      http://www.flickr.com/photos/watko/3836492881/
    • Reflective alignment
      Informed by scholarship
      All aspects of the CQUni L&T environment are aligned to enable and encourage a reflective learning cycle.
      teacher
      CQUni
      1. The studentlearning journey
      Academic staff
      L&T Framework
      http://www.flickr.com/photos/watko/3836492881/
    • (Kolb, 1984)
      Concreteexperience
      ReflectiveObservation
      Activeexperimentation
      AbstractConceptualisation
      http://www.flickr.com/photos/opoterser/4797623953/
    • (Kolb, 1984)
      Concreteexperience
      Concreteexperience
      Concreteexperience
      Activeexperimentation
      ReflectiveObservation
      Activeexperimentation
      ReflectiveObservation
      AbstractConceptualisation
      AbstractConceptualisation
      http://www.flickr.com/photos/opoterser/4797623953/
    • Teachers
      Student
      Concreteexperience
      Concreteexperience
      Concreteexperience
      Concreteexperience
      Concreteexperience
      Concreteexperience
      Concreteexperience
      Concreteexperience
      Concreteexperience
      Concreteexperience
      ResearchLiterature
      Concreteexperience
      Concreteexperience
      Concreteexperience
      Concreteexperience
      Concreteexperience
      Activeexperimentation
      Activeexperimentation
      Activeexperimentation
      Activeexperimentation
      Activeexperimentation
      ReflectiveObservation
      ReflectiveObservation
      ReflectiveObservation
      ReflectiveObservation
      ReflectiveObservation
      Activeexperimentation
      Activeexperimentation
      Activeexperimentation
      Activeexperimentation
      Activeexperimentation
      ReflectiveObservation
      ReflectiveObservation
      ReflectiveObservation
      ReflectiveObservation
      ReflectiveObservation
      Organisation
      Ed Developers
      AbstractConceptualisation
      AbstractConceptualisation
      AbstractConceptualisation
      AbstractConceptualisation
      AbstractConceptualisation
      AbstractConceptualisation
      AbstractConceptualisation
      AbstractConceptualisation
      AbstractConceptualisation
      AbstractConceptualisation
      http://www.flickr.com/photos/opoterser/4797623953/
    • Teachers
      Student
      Concreteexperience
      Concreteexperience
      Concreteexperience
      Concreteexperience
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      Concreteexperience
      Concreteexperience
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      Organisation
      Ed Developers
      AbstractConceptualisation
      AbstractConceptualisation
      AbstractConceptualisation
      AbstractConceptualisation
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      http://www.flickr.com/photos/opoterser/4797623953/
    • (Kolb, 1984)
      Concreteexperience
      ReflectiveObservation
      Activeexperimentation
      AbstractConceptualisation
      http://www.flickr.com/photos/opoterser/4797623953/
    • dominant setting for academics is teaching an existing course for which they spend most of the timemaking minor modifications to material or content
      (Stark, 2000)
      http://www.flickr.com/photos/crowt59/2091640491/
    • Experience shapes
      Who you are
      What you think
      How you can see the world
      (Zull, 2002; Bartunek and Moch, 1987)
      http://www.flickr.com/photos/helloturkeytoe/4476874600/
    • Know more about experience
      (Jones, 2002)
      Beyond smile sheets
      Course barometer
      Lead indicators
      (Auto)-ethonographic research
      Sensemaker
      http://www.youtube.com/watch?v=SkRe7Xg7pk4
      http://www.flickr.com/photos/8078381@N03/2787609571/
    • Know and respond
      Embedding ed dev in teaching practice
      The “guy”
      The “Webfuse” way
      Embedding teachers in ed dev practice
      http://www.flickr.com/photos/8078381@N03/2787609571/
    • Know and respond
      L&T Framework
      3. Integrated & contextuallearning
      Embedding ed dev in teaching practice
      The “guy”
      The “Webfuse” way
      Embedding teachers in ed dev practice
      http://www.flickr.com/photos/8078381@N03/2787609571/
    • Eat your own dog food
      http://flickr.com/photos/pug/5795673/
    • Eat your own dog food
      1. Encourage contact between teachers & eddevs & mgmt
      2. Develop co-operation among staff
      3. Encourage active reflection
      4. Give prompt feedback
      Much more than time management
      5. Emphasise time on task
      L&T Framework
      6. Communicate high expectations
      3. Integrated & contextuallearning
      7. Respect diverse talents and ways of learning
      http://flickr.com/photos/pug/5795673/
    • (Kolb, 1984)
      Concreteexperience
      Experience alone is not the key to learning
      ReflectiveObservation
      Activeexperimentation
      (Boud et al, 1985)
      AbstractConceptualisation
      http://www.flickr.com/photos/opoterser/4797623953/
    • Encourage reflection
      “At risk” project
      Indicators project
      Alignment project
      Activity visualisation
      http://bit.ly/AlignP
      http://bit.ly/progbar
      http://indicatorsproject.wordpress.com
      http://www.flickr.com/photos/8078381@N03/2787609571/
    • L&T Framework
      4. Embedded and explicitgraduateattributes
    • Encourage reflection
      Post mortems
      Scholarship of L&T
      REACT process
      Quality feasiblity
      (Biggs, 1999)
      Auto-ethonographicresearch
      http://www.flickr.com/photos/8078381@N03/2787609571/
    • (Kolb, 1984)
      Concreteexperience
      ReflectiveObservation
      Activeexperimentation
      AbstractConceptualisation
      http://www.flickr.com/photos/opoterser/4797623953/
    • Some personal conceptualisations
      Academics as knowledge workers
      AutonomyMasteryPurpose
      (Pink, 2009)
      http://www.flickr.com/photos/8078381@N03/2787609571/
    • Distributive leadership
      Leadership activity is distributed through an interactive web of actors, artefacts and situation
      (Spillane et al, 2004)
      http://www.flickr.com/photos/8078381@N03/2787609571/
    • Distributive leadership
      Leadership activity is distributed through an interactive web of actors, artefacts and situation
      (Spillane et al, 2004)
      REACT/SoTL
      Social network stimulation
      Building connections
      Indicators & alignment projects
      CoP
      http://www.flickr.com/photos/8078381@N03/2787609571/
    • Distributive leadership
      Leadership activity is distributed through an interactive web of actors, artefacts and situation
      (Spillane et al, 2004)
      REACT/SoTL
      Social network stimulation
      Building connections
      Indicators & alignment projects
      CoP
      Ed Devs
      Teachers
      Master actors
      Multimedia devs
      ……
      http://www.flickr.com/photos/8078381@N03/2787609571/
    • (Kolb, 1984)
      Concreteexperience
      ReflectiveObservation
      Activeexperimentation
      AbstractConceptualisation
      http://www.flickr.com/photos/opoterser/4797623953/
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      http://www.flickr.com/photos/8078381@N03/2787609571/
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      (Snowden and Boone, 2007)
      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)
      eStudyGuide
      REACT/SoTL
      BIM
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