A vision for enhancement of learning and teaching at CQUniversity

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/

(Common, 1989)
They become primarily by
developing a habit of mind, a way of looking critically at the work they do

(Common, 1989)
developing the courage to recognise faults, and

(Common, 1989)
struggling to improve.

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/

(Common, 1989)
struggling to improve.

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

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

teacher
CQUni
1. The studentlearning journey
Academic staff
L&T Framework

(Kolb, 1984)
Concreteexperience
ReflectiveObservation
Activeexperimentation
AbstractConceptualisation

(Kolb, 1984)
Concreteexperience
Concreteexperience
Concreteexperience

Teachers
Student
Concreteexperience
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ResearchLiterature
Concreteexperience
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Organisation
Ed Developers

Teachers
Student
Concreteexperience
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Organisation
Ed Developers

(Kolb, 1984)
Concreteexperience

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

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

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
(Boud et al, 1985)

Encourage reflection
“At risk” project
Indicators project
Alignment project
Activity visualisation
http://bit.ly/AlignP
http://bit.ly/progbar
http://indicatorsproject.wordpress.com

L&T Framework
4. Embedded and explicitgraduateattributes

Encourage reflection
Post mortems
Scholarship of L&T
REACT process
Quality feasiblity
(Biggs, 1999)
Auto-ethonographicresearch

(Kolb, 1984)
Concreteexperience

Some personal conceptualisations
Academics as knowledge workers
AutonomyMasteryPurpose
(Pink, 2009)

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

REACT/SoTL
Social network stimulation
Building connections
Indicators & alignment projects
CoP
Ed Devs
Teachers
Master actors
Multimedia devs
……

(Kolb, 1984)
Concreteexperience

Active experimentation
Safe-fail rather than fail-safe
(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)

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

Bartunek, J., & Moch, M. (1987). First-order, second-order and third-order change and organization development interventions: Acognitive approach. The Journal of Applied Behavoral Science, 23(4), 483-500.
Jones, D. (2002). Student Feedback, Anonymity, Observable Change and Course Barometers. Paper presented at EdMedia’2002, Denver, Colorado.
Kolb, D. A. (1984). Experiential learning experience as a source of learning and development. New Jersey: Prentice Hall.
Birnbaum, R. (2000). Management Fads in Higher Education: Where They Come From, What They Do, Why They Fail. San Francisco: Jossey-Bass.
Mintzberg, H. (1989). Mintzberg on Management, Inside our Strange World of Organisations. New York: Free Press.
Biggs, J. (1999). Teaching for quality learning at university. Buckingham: Open University Press.
Pink, D. (2009). Drive: The surprising truth about what motivates us: Riverhead Hardcover.
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: turning experience into learning. Abingdon: Routledge.
Richardson, J. (2005). Students' approaches to learning and teachers' approaches to teaching in higher education. Educational Psychology, 25(6), 673-680.
Common, D. (1989). Master teachers in higher education: A matter of settings. The Review of Higher Education, 12(4), 375-387.
Dede, C. (2008). Theoretical perspectives influencing the use of information technology in teaching and learning. In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 43-59). New York: Springer.
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155-169.
http://www.flickr.com/photos/annarbor/4350627292/

Snowden, D., & Boone, M. (2007). A leader's framework for decision making. Harvard Business Review, 85(11), 68-76.
Spillane, J., Halverson, R., & Diamond, J. (2004). Towards a theory of leadership practice: a distributed perspective. Journal of Curriculum Studies, 36(1), 3-34.
Trigwell, K. (2001). Judging university teaching. The International Journal for Academic Development, 6(1), 65-73.
Zull, J. (2002). The art of changing the brain. Stirling, Virginia: Stylus Publishing.
http://www.flickr.com/photos/annarbor/4350627292/

A vision for enhancement of learning and teaching at CQUniversity

by David Jones on Jul 25, 2010

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