A vision for enhancement of learning and teaching at CQUniversity

  • 687 views
Uploaded on

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.

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads

Views

Total Views
687
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
5
Comments
0
Likes
1

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. A vision for enhancement of learning and teaching at CQUniversity
    David Jones
    http://bit.ly/CQUvision
  • 2. What I think I know
    http://www.flickr.com/photos/kevenlaw/2260970300/
  • 3. (Dede, 2008)
    Diversity is inherent in learning and teaching
    And hence enhancement
    http://www.gse.harvard.edu/~dedech/
  • 4. 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/
  • 5. (Trigwell, 2001)
    Model of university teaching
    Teaching/LearningContext
    Teachers’Thinking
    Teachers’Strategies
    Teachers’Planning
    Student
    http://www.flickr.com/photos/dnorman/177883109/
  • 6. (Richardson, 2005)
    Disciplinarycharacteristics
    Conceptions ofteaching
    Approaches toteaching
    Situationalfactors
    Perceptions ofthe teachingenvironment
    http://www.flickr.com/photos/hinkelstone/2435823037/
  • 7. Master teachers are not born; they become.
    (Common, 1989)
    http://www.flickr.com/photos/wwworks/2923015579/
  • 8. 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/
  • 9. 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/
  • 10. 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/
  • 11. http://www.flickr.com/photos/opoterser/4797623953/
  • 12. 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/
  • 13. 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/
  • 14. 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/
  • 15. 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/
  • 16. 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/
  • 17. 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/
  • 18. (Kolb, 1984)
    Concreteexperience
    ReflectiveObservation
    Activeexperimentation
    AbstractConceptualisation
    http://www.flickr.com/photos/opoterser/4797623953/
  • 19. (Kolb, 1984)
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Activeexperimentation
    ReflectiveObservation
    Activeexperimentation
    ReflectiveObservation
    AbstractConceptualisation
    AbstractConceptualisation
    http://www.flickr.com/photos/opoterser/4797623953/
  • 20. 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/
  • 21. Teachers
    Student
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    ResearchLiterature
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Concreteexperience
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    Activeexperimentation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    ReflectiveObservation
    Organisation
    Ed Developers
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    AbstractConceptualisation
    http://www.flickr.com/photos/opoterser/4797623953/
  • 22. (Kolb, 1984)
    Concreteexperience
    ReflectiveObservation
    Activeexperimentation
    AbstractConceptualisation
    http://www.flickr.com/photos/opoterser/4797623953/
  • 23. 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/
  • 24. 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/
  • 25. 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/
  • 26. 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/
  • 27. 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/
  • 28. Eat your own dog food
    http://flickr.com/photos/pug/5795673/
  • 29. 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/
  • 30. (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/
  • 31. 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/
  • 32. L&T Framework
    4. Embedded and explicitgraduateattributes
  • 33.
  • 34.
  • 35.
  • 36.
  • 37.
  • 38. Encourage reflection
    Post mortems
    Scholarship of L&T
    REACT process
    Quality feasiblity
    (Biggs, 1999)
    Auto-ethonographicresearch
    http://www.flickr.com/photos/8078381@N03/2787609571/
  • 39. (Kolb, 1984)
    Concreteexperience
    ReflectiveObservation
    Activeexperimentation
    AbstractConceptualisation
    http://www.flickr.com/photos/opoterser/4797623953/
  • 40. Some personal conceptualisations
    Academics as knowledge workers
    AutonomyMasteryPurpose
    (Pink, 2009)
    http://www.flickr.com/photos/8078381@N03/2787609571/
  • 41. 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/
  • 42. 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/
  • 43. 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/
  • 44. (Kolb, 1984)
    Concreteexperience
    ReflectiveObservation
    Activeexperimentation
    AbstractConceptualisation
    http://www.flickr.com/photos/opoterser/4797623953/
  • 45. Active experimentation
    Safe-fail rather than fail-safe
    (Snowden and Boone, 2007)
    http://www.flickr.com/photos/8078381@N03/2787609571/
  • 46. 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)
    http://www.flickr.com/photos/8078381@N03/2787609571/
  • 47. 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)
    eStudyGuide
    REACT/SoTL
    BIM
    http://www.flickr.com/photos/8078381@N03/2787609571/
  • 48. http://www.flickr.com/photos/32920110@N07/3484895197/
  • 49. 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/
  • 50. 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/