CDDU: Why, Who and What
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CDDU: Why, Who and What

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An overview presentation given to the CQU Library on 15 Feb

An overview presentation given to the CQU Library on 15 Feb

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CDDU: Why, Who and What CDDU: Why, Who and What Presentation Transcript

  • CDDU: Why, Who and What 1. Tell the library what it is we do 2. Find out where the library might help us 3. Find out where the library might need our help
  • http://flickr.com/photos/tantek/22778226/ What else do you want to know? What else do you want to see?
  • Overview
    • Why? Who? What?
    http://flickr.com/photos/druclimb/282597447/ A D D I E Assumptions Services Projects Research & Innovation Quick wins Challenges
  • http://flickr.com/photos/emagic/56206868/
  • Recommendation #8 Encourage a more collegial approach to curriculum development, which will both stimulate and incorporate scholarship and research and philosophical discussions about quality education http://flickr.com/photos/sfllaw/302647234/ C2D2 Research & Innovation Quick wins
  • The incumbent will work…in extending the teaching and learning skills and focus of academic staff, and University management and faculty executive in the development of CQU as a leader in flexible and on line education across a distributed campus network. http://flickr.com/photos/b-tal/224225357/ Head, E-Learning & Materials Development
  • http://flickr.com/photos/ezu/61548084/ Improve perceptions - students and staff
  • Improve quality and availability of courses http://flickr.com/photos/riot/71878108/
  • Reduce costs http://flickr.com/photos/cimexus/739083662/ Reduce hidden costs Maximise ROI
  • Efficiencies http://flickr.com/photos/benmillett/318240208/
  • Who? http://flickr.com/photos/cimexus/739083662/
  • Who are CDDU? 2 copy editors 9 desktop publishers 1 multimedia designer 2 e-learning support staff 2 and a bit curriculum designers 0 evaluation resources 6
  • http://flickr.com/photos/afiler/226337451/
  • Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science. http://flickr.com/photos/erikcharlton/1481121536/ Richard F. Elmore, Gregory Anrig Professor of Educational Leadership Harvard Graduate School of Education.
  • http://flickr.com/photos/emagic/56206868/
  • (Snowden & Boone, 2007)
  • Wicked problems
    • As you solve the problem you learn more about it
    • So there is no stopping rule
    • Solutions are neither right nor wrong
    • There is no ultimate test of a solution
    • Every trial counts - no one-off solutions
    • You can't identify all potential solutions
    • Everyone is essentially unique
    • Each can be considered a symptom of another problem
    • The problem can be described in many ways
    • The solution has no right to be wrong
    Rittel & Webber (1973), Dilemmas in a General Theory of Planning, Policy Sciences, 4:155-169
  • http://flickr.com/photos/bb_matt/306544780/ Giving up the illusion that you can predict the future is a very liberating moment. All you can do is give yourself the capacity to respond . . . the creation of that capacity is the purpose of strategy -- Lord John Brown (Group CEO of BP)
  • Organising a party
    • Standardization
    • Bureaucratic organisation
    • Centralised control
    • Adversarial relationships
    • Autocratic decision making
    • Compliance
    • Conformity
    • One-way communications
    • Compartmentalisation
    • Parts oriented
    • Planned obsolescence
    • CEO or boss as "king"
    • Customisation
    • Team-based organisation
    • Autonomy with accountability
    • Cooperative relationships
    • Shared decision making
    • Initiative
    • Diversity
    • Networking
    • Holism
    • Process oriented
    • Total quality
    • Customer as "king"
    Industrial age Information age (Reigeluth, 1999) http://flickr.com/photos/dramaqueennorma/191063346/
  • http://flickr.com/photos/afiler/226337451/
  • A course as a BUILDING Building Course as a http://flickr.com/photos/mskadu/63171669/
  • http://flickr.com/photos/stuckincustoms/512142989/
  • http://flickr.com/photos/jodymiller/345590450/
  • http://flickr.com/photos/kodama/49871021/
  • Suburb or City Program as http://flickr.com/photos/webel/147509356/
  • http://flickr.com/photos/travelphotos/14003801/
  • http://flickr.com/photos/thomashawk/42615029/
  • http://flickr.com/photos/javacafe/273648919/
  • Academic as a Owner-builders Teaching academics as http://flickr.com/photos/4rb/387752080/
  • http://flickr.com/photos/the-smiths/195705448/
  • http://flickr.com/photos/dystopos/1339066254/ City Councils Faculties/CQU as
  • Associated building trades CDDU as http://flickr.com/photos/jef_safi/324152992/ Desktop publishing Copy editing Multimedia design Curriculum design E-learning
  • http://flickr.com/photos/ilomoeverything/196671597/ Challenges & constraints
  • Curriculum designer Academic & course 1 1
  • Curriculum designers Academic & course 2.x 1
  • Curriculum designer Courses 2.x 1089
  • Curriculum designer Courses 2.x 1089 Assume 3 weeks per course
  • Curriculum designer Courses 2.x 1089 28.8 years to review all
  • http://flickr.com/photos/bestrated1/81504924/ Scaleable Teach to fish Diversity and collaboration Target courses Reuse, re-design and mainstream
  • http://flickr.com/photos/mrsandman/68807902/ Need to target groups of courses
    • Which should we target?
    • Largest courses?
    • New courses?
    • Big "CEQ" courses?
    Faculties
  • http://flickr.com/photos/birtarnb/593990498/ Can't provide fish
  • http://flickr.com/photos/thermodynamix/29693320/ Need to teach folk to fish
  • http://flickr.com/photos/amatthews/838134437/ We're the bait shop
  • http://flickr.com/photos/ginable/325235488/ Collaboration
  • http://flickr.com/photos/pbo31/209504598/
  • A collection of academics from different disciplines Representing either courses or programs
  • Are assisted by CDDU
  • Draw on experts on Information technology
  • Draw on experts on Information technology International students
  • Draw on experts on Information technology International students ????
  • http://flickr.com/photos/chrisjfry/323461344/ Diversity
  • http://flickr.com/photos/chrisjfry/323461344/ Diversity Business innovation often results from the breakthroughs of "cross-functional teams" (Weld and Trainer, 2007) This suggests that there may be considerable room for exploring ways of using the preferred methods identified in one Field of Education in another field (Scott, 2005)
  • Resources & knowledge for future use Changes in systems & processes Reuse, re-design and mainstream Quick Wins
  • http://flickr.com/photos/tantek/22778226/ What expertise does the library have that will help?
  • Overview
    • Why? Who? What?
    http://flickr.com/photos/druclimb/282597447/ A D D I E Assumptions Services Projects Research & Innovation Quick wins Challenges
  • A nalysis D esign D evelopment I mplementation E valuation http://flickr.com/photos/tonivc/411231251/ Old "process"
  • http://flickr.com/photos/afiler/226337451/
  • Jeff Conklin (2006), Dialogue Mapping: Building Shared Understanding of Wicked Problems, Wiley
  • Jeff Conklin (2006), Dialogue Mapping: Building Shared Understanding of Wicked Problems, Wiley
  • http://flickr.com/photos/devnull/272059665/ "Heavyweight" "Ad hoc"
  • http://tpck.org/ TPCK "Heavyweight"
  • Industrial age: Compartmentalisation
  • PCK (Schulman, 1987)
  • http://tpck.org/ TPCK (Mishra and Koehler, 2006)
  • http://tpck.org/ TPCK (Mishra and Koehler, 2006) Given opportunities to thoughtfully engage around the design of an online course, faculty .. showed tremendous growth in their sensitivity to the complex interactions between content, pedagogy and technology Design-based research
  • Wicked problems
    • As you solve the problem you learn more about it
    • So there is no stopping rule
    • Solutions are neither right nor wrong
    • There is no ultimate test of a solution
    • Every trial counts - no one-off solutions
    • You can't identify all potential solutions
    • Everyone is essentially unique
    • Each can be considered a symptom of another problem
    • The problem can be described in many ways
    • The solution has no right to be wrong
    Rittel & Webber (1973), Dilemmas in a General Theory of Planning, Policy Sciences, 4:155-169
  • A nalysis D esign D evelopment I mplementation E valuation http://flickr.com/photos/tonivc/411231251/ As a framework
  • http://flickr.com/photos/afiler/226337451/
  • Teachers' conception (Trigwell, 2001)
  • http://flickr.com/photos/ylorson/317083023/ Constructive alignment Outcomes Materials Activities Assessment (Biggs, 2006)
  • 7 Principles
    • Encourage contact between students and faculty
    • Develop reciprocity and cooperation among students
    • Encourage active learning
    • Give prompt feedback
    • Emphasize time on task
    • Communicate high expectations
    • Respect diverse talents and ways of learning
    http://www.tltgroup.org/ProFacDev/n_Seven/chickering_and_gamson.htm
  • Historical analysis
    • Provision of data and evaluation results
      • Staff MyCQU
      • Data warehouse
    • Course and Teaching evaluation results
    • CEQ
    • Student technology access
  • http://flickr.com/photos/tantek/22778226/ What data or insights from the library can help the analysis phase?
  • http://flickr.com/photos/jalex_photo/397581862/ Research & Innovation What is coming?
  • http://flickr.com/photos/dramaqueennorma/191063346/ Horizon 2008 Report Grassroots video Collaboration webs Mobile broadband Data mashups Collective intelligence Social operating systems
  • A nalysis D esign D evelopment I mplementation E valuation http://flickr.com/photos/tonivc/411231251/ As a framework
  • http://flickr.com/photos/13146042@N05/1356085687/ Universal design
  • http://flickr.com/photos/slimcoincidence/406910873/ Educational determinism
  • Blackboard or Webfuse http://flickr.com/photos/automania/126698126/
  • Blackboard
  • Webfuse
  • The computer is really an infrastructure, even though today we treat it as the end object. Infrastructures should be invisible…. (Norman, 1998)
  • A nalysis D esign D evelopment I mplementation E valuation http://flickr.com/photos/tonivc/411231251/ As a framework
  • http://flickr.com/photos/devnull/272059665/ "Heavyweight" "Ad hoc"
  • Before After
  • Before
  • After
  • Just the presentation is changing (for now)
  • Learning guide trial
    • Can we do this?
    • Should we do this?
    • 21 AHE & 1 FBI course
  • A nalysis D esign D evelopment I mplementation E valuation http://flickr.com/photos/tonivc/411231251/ As a framework
    • "help" on Blackboard
    • [email_address]
  • http://flickr.com/photos/afiler/226337451/
  • (Seely Brown & Hagel, 2005) Next frontier of innovation Positive-sum rewards Zero-sum rewards Rapid, incremental innovation Few major re-engineering efforts Focus on innovation Focus on efficiency Open participation Restricted participation People centric Resource centric Loosely coupled Tightly coupled Modular Procedural Decentralised control Centralised control Emergent design Top-down design Demand uncertain Demand anticipated Pull Push
  • http://flickr.com/photos/darkpatator/1860880739/ It's not how bad you start, It's how quickly you get better
  • http://flickr.com/photos/devnull/272059665/ "Heavyweight" "Ad hoc"
  • Blank slate
  • Links to DE study material Course resources online?
  • Links to DE study material Better discussion boards
  • Links to DE study material Better discussion boards Online assignment submission Online lectures
  • http://flickr.com/photos/jalex_photo/397581862/ Research & Innovation What is coming?
  • CQU's Second Life Island http://cddu.cqu.edu.au/index.php/Web3D_Exchange_Project
  • Machinima
  • http://flickr.com/photos/pathfinderlinden/199857832/ PLE's and Web 2.0 DEST project - ~$500K Personal Learning Environments help learners take control
  • (Knowles, 1978; Candy 1991) http://flickr.com/photos/ztephen/155835502/ If institutions were to genuinely promote lifelong learning opportunities, systems that support learner autonomy and self-regulation are essential. Personal Learning Environments (Lubensky, 2006) a Personal Learning Environment is a facility for an individual to access, aggregate, configure and manipulate digital artefacts of their ongoing learning experiences.
  • Must use university resource http://flickr.com/photos/patrick_q/108525914/
  •  
  •  
  • On-going trend that University supplied technology is soon provided externally http://flickr.com/photos/puja/125464480/
  •  
  •  
  • http://flickr.com/photos/stabilo-boss/93136022/ Web 2.0 - the technical driver Web 2.0 course sites Web 2.0 organisational sites
  • http://webfuse.cqu.edu.au/Courses/EDED11448/ Web 2.0 course sites
  •  
  •  
  • http://cddu.cqu.edu.au
    • Web 2.0 org site
    • Wiki
    • Blogs
    • Social bookmarking
    • Google video, YouTube, slideshare…
  • We've cut IT staff by 20%, and we're providing a whole lot more in terms of IT services http://flickr.com/photos/cimexus/739083662/ http://www.informationweek.com/news/showArticle.jhtml?articleID=202601956&pgno=1&queryText= Ken Harris CIO, Shaklee
  • A nalysis D esign D evelopment I mplementation E valuation http://flickr.com/photos/tonivc/411231251/ As a framework
  • http://flickr.com/photos/mischiru/489556007/ Ask the students
    • Anonymous discussion forum
    • 463 T2, 2007 FLEX students
    • 700+ comments
    • Online and print learning materials
    • What did you like or find useful?
    • What caused you problems?
    • What would you like to see?
  • http://flickr.com/photos/mischiru/489556007/ What would the top responses be?
  • 21 Everything ready 66 Clarity & consistency 25 Exams released 27 OASM 30 Discussion boards 33 Print 53 Assignment feedback 55 Study guides 86 Response from staff 106 Online lectures (audio/video) Mentions Comment
  • http://flickr.com/photos/tantek/22778226/ What else can we tell you? What can you tell us?
    • Biggs, J. (1996). "Enhancing teaching through constructive alignment." Higher Education . 32(3): 347-364
    • Booth, A. (2007). "In search of the information literacy training 'half-life'". Health Information and Libraries Journal . 24(2): 145-149
    • Candy, P. (1991). Self-direction for lifelong learning: A comphrensive guide to theory and practice, Jossey Bass.
    • Gregor, S. and D. Jones (2007). "The anatomy of a design theory." Journal of the Association for Information Systems 8(5): 312-335
    • Jones, D. and S. Gregor (2006). The formulation of an Information Systems Design Theory for E-Learning . 1st International Conference on Design Science Research in Information Systems and Technology, Claremont, CA.
    • Knowles, M. S. (1978). The adult learner: A neglected species. Houston, Gulf Publishing.
    • Mishra, P. and M. Koehler (2006). "Technological pedagogical content knowledge: A framework for teacher knowledge." Teachers College Record 108 (6): 1017-1054
    • Norman, D. (1998). The Invisible Computer: Why Good Products can Fail, the Personal Computer is so Complex, and Information Appliances are the Solution , The MIT Press.
    • Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? Instructional-design theories and models: A new paradigm of instructional theory . C. Reigeluth (ed). Mahwah, New Jersey, Lawrence Erlbaum Associates.
    • Schulman, L. S. (1987). Knowledge and teaching: foundations for a new reform. Harvard Educational Review , 57(1):1-22
    • Scott, G. (2005). Accessing the student voice: Using CEQuery to identify what retains students and promotes engagement in productive learning in Australian higher education, DEST.
    • Seely-Brown J. and J. Hagel (2005). "From push to pull: The next frontier of innovation." The McKinsey Quarterly
    • Snowden, D. and M. Boone (2007). "A Leader's Framework for Decision Making". Harvard Business Review
    • Keith Trigwell, Judging University Teaching, The International Journal for Academic Development, 6(1):65-73