A vision for enhancement of learning and teaching at CQUniversity<br />David Jones<br />http://bit.ly/CQUvision<br />
What I think I know<br />http://www.flickr.com/photos/kevenlaw/2260970300/<br />
(Dede, 2008)<br />Diversity is inherent in learning and teaching<br />And hence enhancement<br />http://www.gse.harvard.ed...
As you solve the problemyou learn more about it<br />Wicked problems<br />(Rittel & Webber, 1973)<br />Solutions are neith...
(Trigwell, 2001)<br />Model of university teaching<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Stra...
(Richardson, 2005)<br />Disciplinarycharacteristics<br />Conceptions ofteaching<br />Approaches toteaching<br />Situationa...
Master teachers are not born; they become. <br />(Common, 1989)<br />http://www.flickr.com/photos/wwworks/2923015579/<br />
Master teachers are not born; they become. <br />(Common, 1989)<br />They become primarily by<br />developing a habit of m...
Master teachers are not born; they become. <br />(Common, 1989)<br />They become primarily by<br />developing a habit of m...
Master teachers are not born; they become. <br />(Common, 1989)<br />They become primarily by<br />developing a habit of m...
http://www.flickr.com/photos/opoterser/4797623953/<br />
Reflective alignment<br />Informed by scholarship<br />All aspects of the CQUni L&T environment are aligned to enable and ...
Master teachers are not born; they become. <br />(Common, 1989)<br />They become primarily by<br />developing a habit of m...
Master teachers are not born; they become. <br />(Common, 1989)<br />They become primarily by<br />developing a habit of m...
Reflective alignment<br />Informed by scholarship<br />All aspects of the CQUni L&T environment are aligned to enable and ...
Reflective alignment<br />Informed by scholarship<br />All aspects of the CQUni L&T environment are aligned to enable and ...
Reflective alignment<br />Informed by scholarship<br />All aspects of the CQUni L&T environment are aligned to enable and ...
(Kolb, 1984)<br />Concreteexperience<br />ReflectiveObservation<br />Activeexperimentation<br />AbstractConceptualisation<...
(Kolb, 1984)<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Activeexperimentation<br />Refle...
Teachers<br />Student<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br /...
Teachers<br />Student<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br /...
(Kolb, 1984)<br />Concreteexperience<br />ReflectiveObservation<br />Activeexperimentation<br />AbstractConceptualisation<...
dominant setting for academics is teaching an existing course for which they spend most of the timemaking minor modificati...
Experience shapes<br />Who you are<br />What you think<br />How you can see the world<br />(Zull, 2002; Bartunek and Moch,...
Know more about experience<br />(Jones, 2002)<br />Beyond smile sheets<br />Course barometer<br />Lead indicators<br />(Au...
Know and respond<br />Embedding ed dev in teaching practice<br />The “guy”<br />The “Webfuse” way<br />Embedding teachers ...
Know and respond<br />L&T Framework<br />3. Integrated & contextuallearning<br />Embedding ed dev in teaching practice<br ...
Eat  your own dog food<br />http://flickr.com/photos/pug/5795673/<br />
Eat  your own dog food<br />1. Encourage contact between teachers & eddevs & mgmt<br />2. Develop co-operation among staff...
(Kolb, 1984)<br />Concreteexperience<br />Experience alone is not the key to learning<br />ReflectiveObservation<br />Acti...
Encourage reflection<br />“At risk” project<br />Indicators project<br />Alignment project<br />Activity visualisation<br ...
L&T Framework<br />4. Embedded and explicitgraduateattributes<br />
Encourage reflection<br />Post mortems<br />Scholarship of L&T<br />REACT process<br />Quality feasiblity<br />(Biggs, 199...
(Kolb, 1984)<br />Concreteexperience<br />ReflectiveObservation<br />Activeexperimentation<br />AbstractConceptualisation<...
Some personal conceptualisations<br />Academics as knowledge workers<br />AutonomyMasteryPurpose<br />(Pink, 2009)<br />ht...
Distributive leadership<br />Leadership activity is distributed through an interactive web of actors, artefacts and situat...
Distributive leadership<br />Leadership activity is distributed through an interactive web of actors, artefacts and situat...
Distributive leadership<br />Leadership activity is distributed through an interactive web of actors, artefacts and situat...
(Kolb, 1984)<br />Concreteexperience<br />ReflectiveObservation<br />Activeexperimentation<br />AbstractConceptualisation<...
Active experimentation<br />Safe-fail rather than fail-safe<br />(Snowden and Boone, 2007)<br />http://www.flickr.com/phot...
Active experimentation<br />Safe-fail rather than fail-safe<br />(Snowden and Boone, 2007)<br />The distinctive quality of...
Active experimentation<br />Safe-fail rather than fail-safe<br />(Snowden and Boone, 2007)<br />The distinctive quality of...
http://www.flickr.com/photos/32920110@N07/3484895197/<br />
Bartunek, J., & Moch, M. (1987). First-order, second-order and third-order change and organization development interventio...
Snowden, D., & Boone, M. (2007). A leader's framework for decision making. Harvard Business Review, 85(11), 68-76.<br />Sp...
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A vision for enhancement of learning and teaching at CQUniversity

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A vision for enhancement of learning and teaching at CQUniversity

  1. 1. A vision for enhancement of learning and teaching at CQUniversity<br />David Jones<br />http://bit.ly/CQUvision<br />
  2. 2. What I think I know<br />http://www.flickr.com/photos/kevenlaw/2260970300/<br />
  3. 3. (Dede, 2008)<br />Diversity is inherent in learning and teaching<br />And hence enhancement<br />http://www.gse.harvard.edu/~dedech/<br />
  4. 4. As you solve the problemyou learn more about it<br />Wicked problems<br />(Rittel & Webber, 1973)<br />Solutions are neitherright nor wrong<br />Every one isessentiallyunique<br />There is no ultimate test of a solution<br />The problem can be described in many ways<br />You can’t identifyall potential solns.<br />There is no stopping rule<br />http://www.flickr.com/photos/wxmom/2052715752/<br />
  5. 5. (Trigwell, 2001)<br />Model of university teaching<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Planning<br />Student<br />http://www.flickr.com/photos/dnorman/177883109/<br />
  6. 6. (Richardson, 2005)<br />Disciplinarycharacteristics<br />Conceptions ofteaching<br />Approaches toteaching<br />Situationalfactors<br />Perceptions ofthe teachingenvironment<br />http://www.flickr.com/photos/hinkelstone/2435823037/<br />
  7. 7. Master teachers are not born; they become. <br />(Common, 1989)<br />http://www.flickr.com/photos/wwworks/2923015579/<br />
  8. 8. Master teachers are not born; they become. <br />(Common, 1989)<br />They become primarily by<br />developing a habit of mind, a way of looking critically at the work they do <br />http://www.flickr.com/photos/wwworks/2923015579/<br />
  9. 9. Master teachers are not born; they become. <br />(Common, 1989)<br />They become primarily by<br />developing a habit of mind, a way of looking critically at the work they do <br />developing the courage to recognise faults, and<br />http://www.flickr.com/photos/wwworks/2923015579/<br />
  10. 10. Master teachers are not born; they become. <br />(Common, 1989)<br />They become primarily by<br />developing a habit of mind, a way of looking critically at the work they do <br />developing the courage to recognise faults, and<br />struggling to improve.<br />http://www.flickr.com/photos/wwworks/2923015579/<br />
  11. 11. http://www.flickr.com/photos/opoterser/4797623953/<br />
  12. 12. Reflective alignment<br />Informed by scholarship<br />All aspects of the CQUni L&T environment are aligned to enable and encourage a reflective learning cycle.<br />Management<br />Students<br />At all levels<br />Academic staff<br />Professional staff<br />http://www.flickr.com/photos/watko/3836492881/<br />
  13. 13. Master teachers are not born; they become. <br />(Common, 1989)<br />They become primarily by<br />developing a habit of mind, a way of looking critically at the work they do <br />developing the courage to recognise faults, and<br />struggling to improve.<br />http://www.flickr.com/photos/wwworks/2923015579/<br />
  14. 14. Master teachers are not born; they become. <br />(Common, 1989)<br />They become primarily by<br />developing a habit of mind, a way of looking critically at the work they do <br />developing the courage to recognise faults, and<br />struggling to improve.<br />http://www.flickr.com/photos/wwworks/2923015579/<br />
  15. 15. Reflective alignment<br />Informed by scholarship<br />All aspects of the CQUni L&T environment are aligned to enable and encourage a reflective learning cycle.<br />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.<br />Management<br />Students<br />At all levels<br />1. The student learning journey<br />Academic staff<br />Professional staff<br />L&T Framework<br />http://www.flickr.com/photos/watko/3836492881/<br />
  16. 16. Reflective alignment<br />Informed by scholarship<br />All aspects of the CQUni L&T environment are aligned to enable and encourage a reflective learning cycle.<br />teaching<br />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.<br />Management<br />Students<br />teachers<br />At all levels<br />teacher<br />1. The studentlearning journey<br />Academic staff<br />Professional staff<br />L&T Framework<br />http://www.flickr.com/photos/watko/3836492881/<br />
  17. 17. Reflective alignment<br />Informed by scholarship<br />All aspects of the CQUni L&T environment are aligned to enable and encourage a reflective learning cycle.<br />teacher<br />CQUni<br />1. The studentlearning journey<br />Academic staff<br />L&T Framework<br />http://www.flickr.com/photos/watko/3836492881/<br />
  18. 18. (Kolb, 1984)<br />Concreteexperience<br />ReflectiveObservation<br />Activeexperimentation<br />AbstractConceptualisation<br />http://www.flickr.com/photos/opoterser/4797623953/<br />
  19. 19. (Kolb, 1984)<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Activeexperimentation<br />ReflectiveObservation<br />Activeexperimentation<br />ReflectiveObservation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />http://www.flickr.com/photos/opoterser/4797623953/<br />
  20. 20. Teachers<br />Student<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />ResearchLiterature<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Activeexperimentation<br />Activeexperimentation<br />Activeexperimentation<br />Activeexperimentation<br />Activeexperimentation<br />ReflectiveObservation<br />ReflectiveObservation<br />ReflectiveObservation<br />ReflectiveObservation<br />ReflectiveObservation<br />Activeexperimentation<br />Activeexperimentation<br />Activeexperimentation<br />Activeexperimentation<br />Activeexperimentation<br />ReflectiveObservation<br />ReflectiveObservation<br />ReflectiveObservation<br />ReflectiveObservation<br />ReflectiveObservation<br />Organisation<br />Ed Developers<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />http://www.flickr.com/photos/opoterser/4797623953/<br />
  21. 21. Teachers<br />Student<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br />Concreteexperience<br 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/>AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />AbstractConceptualisation<br />http://www.flickr.com/photos/opoterser/4797623953/<br />
  22. 22. (Kolb, 1984)<br />Concreteexperience<br />ReflectiveObservation<br />Activeexperimentation<br />AbstractConceptualisation<br />http://www.flickr.com/photos/opoterser/4797623953/<br />
  23. 23. dominant setting for academics is teaching an existing course for which they spend most of the timemaking minor modifications to material or content<br />(Stark, 2000)<br />http://www.flickr.com/photos/crowt59/2091640491/<br />
  24. 24. Experience shapes<br />Who you are<br />What you think<br />How you can see the world<br />(Zull, 2002; Bartunek and Moch, 1987)<br />http://www.flickr.com/photos/helloturkeytoe/4476874600/<br />
  25. 25. Know more about experience<br />(Jones, 2002)<br />Beyond smile sheets<br />Course barometer<br />Lead indicators<br />(Auto)-ethonographic research<br />Sensemaker<br />http://www.youtube.com/watch?v=SkRe7Xg7pk4<br />http://www.flickr.com/photos/8078381@N03/2787609571/<br />
  26. 26. Know and respond<br />Embedding ed dev in teaching practice<br />The “guy”<br />The “Webfuse” way<br />Embedding teachers in ed dev practice<br />http://www.flickr.com/photos/8078381@N03/2787609571/<br />
  27. 27. Know and respond<br />L&T Framework<br />3. Integrated & contextuallearning<br />Embedding ed dev in teaching practice<br />The “guy”<br />The “Webfuse” way<br />Embedding teachers in ed dev practice<br />http://www.flickr.com/photos/8078381@N03/2787609571/<br />
  28. 28. Eat your own dog food<br />http://flickr.com/photos/pug/5795673/<br />
  29. 29. Eat your own dog food<br />1. Encourage contact between teachers & eddevs & mgmt<br />2. Develop co-operation among staff<br />3. Encourage active reflection<br />4. Give prompt feedback<br />Much more than time management<br />5. Emphasise time on task<br />L&T Framework<br />6. Communicate high expectations<br />3. Integrated & contextuallearning<br />7. Respect diverse talents and ways of learning<br />http://flickr.com/photos/pug/5795673/<br />
  30. 30. (Kolb, 1984)<br />Concreteexperience<br />Experience alone is not the key to learning<br />ReflectiveObservation<br />Activeexperimentation<br />(Boud et al, 1985)<br />AbstractConceptualisation<br />http://www.flickr.com/photos/opoterser/4797623953/<br />
  31. 31. Encourage reflection<br />“At risk” project<br />Indicators project<br />Alignment project<br />Activity visualisation<br />http://bit.ly/AlignP<br />http://bit.ly/progbar<br />http://indicatorsproject.wordpress.com<br />http://www.flickr.com/photos/8078381@N03/2787609571/<br />
  32. 32. L&T Framework<br />4. Embedded and explicitgraduateattributes<br />
  33. 33.
  34. 34.
  35. 35.
  36. 36.
  37. 37.
  38. 38. Encourage reflection<br />Post mortems<br />Scholarship of L&T<br />REACT process<br />Quality feasiblity<br />(Biggs, 1999)<br />Auto-ethonographicresearch<br />http://www.flickr.com/photos/8078381@N03/2787609571/<br />
  39. 39. (Kolb, 1984)<br />Concreteexperience<br />ReflectiveObservation<br />Activeexperimentation<br />AbstractConceptualisation<br />http://www.flickr.com/photos/opoterser/4797623953/<br />
  40. 40. Some personal conceptualisations<br />Academics as knowledge workers<br />AutonomyMasteryPurpose<br />(Pink, 2009)<br />http://www.flickr.com/photos/8078381@N03/2787609571/<br />
  41. 41. Distributive leadership<br />Leadership activity is distributed through an interactive web of actors, artefacts and situation<br />(Spillane et al, 2004)<br />http://www.flickr.com/photos/8078381@N03/2787609571/<br />
  42. 42. Distributive leadership<br />Leadership activity is distributed through an interactive web of actors, artefacts and situation<br />(Spillane et al, 2004)<br />REACT/SoTL<br />Social network stimulation<br />Building connections<br />Indicators & alignment projects<br />CoP<br />http://www.flickr.com/photos/8078381@N03/2787609571/<br />
  43. 43. Distributive leadership<br />Leadership activity is distributed through an interactive web of actors, artefacts and situation<br />(Spillane et al, 2004)<br />REACT/SoTL<br />Social network stimulation<br />Building connections<br />Indicators & alignment projects<br />CoP<br />Ed Devs<br />Teachers<br />Master actors<br />Multimedia devs<br />……<br />http://www.flickr.com/photos/8078381@N03/2787609571/<br />
  44. 44. (Kolb, 1984)<br />Concreteexperience<br />ReflectiveObservation<br />Activeexperimentation<br />AbstractConceptualisation<br />http://www.flickr.com/photos/opoterser/4797623953/<br />
  45. 45. Active experimentation<br />Safe-fail rather than fail-safe<br />(Snowden and Boone, 2007)<br />http://www.flickr.com/photos/8078381@N03/2787609571/<br />
  46. 46. Active experimentation<br />Safe-fail rather than fail-safe<br />(Snowden and Boone, 2007)<br />The distinctive quality of continuous changeis the idea that small continuous adjustments,created simultaneously across units, can cumulate and create substantial change.<br />(Weick & Quinn, 1999)<br />http://www.flickr.com/photos/8078381@N03/2787609571/<br />
  47. 47. Active experimentation<br />Safe-fail rather than fail-safe<br />(Snowden and Boone, 2007)<br />The distinctive quality of continuous changeis the idea that small continuous adjustments,created simultaneously across units, can cumulate and create substantial change.<br />(Weick & Quinn, 1999)<br />eStudyGuide<br />REACT/SoTL<br />BIM<br />http://www.flickr.com/photos/8078381@N03/2787609571/<br />
  48. 48. http://www.flickr.com/photos/32920110@N07/3484895197/<br />
  49. 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.<br />Jones, D. (2002). Student Feedback, Anonymity, Observable Change and Course Barometers. Paper presented at EdMedia’2002, Denver, Colorado.<br />Kolb, D. A. (1984). Experiential learning experience as a source of learning and development. New Jersey: Prentice Hall.<br />Birnbaum, R. (2000). Management Fads in Higher Education: Where They Come From, What They Do, Why They Fail. San Francisco: Jossey-Bass.<br />Mintzberg, H. (1989). Mintzberg on Management, Inside our Strange World of Organisations. New York: Free Press.<br />Biggs, J. (1999). Teaching for quality learning at university. Buckingham: Open University Press.<br />Pink, D. (2009). Drive: The surprising truth about what motivates us: Riverhead Hardcover.<br />Boud, D., Keogh, R., & Walker, D. (1985). Reflection: turning experience into learning. Abingdon: Routledge.<br />Richardson, J. (2005). Students' approaches to learning and teachers' approaches to teaching in higher education. Educational Psychology, 25(6), 673-680.<br />Common, D. (1989). Master teachers in higher education: A matter of settings. The Review of Higher Education, 12(4), 375-387.<br />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.<br />Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155-169.<br />http://www.flickr.com/photos/annarbor/4350627292/<br />
  50. 50. Snowden, D., & Boone, M. (2007). A leader's framework for decision making. Harvard Business Review, 85(11), 68-76.<br />Spillane, J., Halverson, R., & Diamond, J. (2004). Towards a theory of leadership practice: a distributed perspective. Journal of Curriculum Studies, 36(1), 3-34.<br />Trigwell, K. (2001). Judging university teaching. The International Journal for Academic Development, 6(1), 65-73.<br />Zull, J. (2002). The art of changing the brain. Stirling, Virginia: Stylus Publishing.<br />http://www.flickr.com/photos/annarbor/4350627292/<br />
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