Introduction To Cddu

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Introduction given to the 2008 FoULT participants at CQU

Introduction given to the 2008 FoULT participants at CQU

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  • 1. CDDU and the CDDU FoULT Sessions: An Introduction http://cddu.cqu.edu.au
  • 2. Overview
    • CDDU: Why? Who? What?
    • Sessions: Why? Who? What?
    http://flickr.com/photos/druclimb/282597447/ A nalysis D esign D evelopment I mplementation E valuation
  • 3. Overview
    • CDDU: Why? Who? What?
    • Sessions: Why? Who? What?
    http://flickr.com/photos/druclimb/282597447/ A nalysis D esign D evelopment I mplementation E valuation Awareness
  • 4. http://flickr.com/photos/emagic/56206868/
  • 5. 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
  • 6. 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 Appointed early 2007
  • 7. http://flickr.com/photos/ezu/61548084/ Improve perceptions - students and staff
  • 8. Improve quality and availability of courses http://flickr.com/photos/riot/71878108/
  • 9. Reduce costs http://flickr.com/photos/cimexus/739083662/ Reduce hidden costs Maximise ROI
  • 10. Efficiencies http://flickr.com/photos/benmillett/318240208/
  • 11. Who? http://flickr.com/photos/cimexus/739083662/
  • 12. 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
  • 13. Glass half empty - skeptic http://flickr.com/photos/aviatordave/7007033/
  • 14. http://flickr.com/photos/afiler/226337451/
  • 15. 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.
  • 16. http://flickr.com/photos/emagic/56206868/
  • 17. (Snowden & Boone, 2007)
  • 18. 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
  • 19. http://flickr.com/photos/sookie/31219031/
  • 20. 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)
  • 21. Organising a party
  • 22.
    • 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/
  • 23. http://flickr.com/photos/afiler/226337451/
  • 24. Teachers' conception (Trigwell, 2001)
  • 25. http://flickr.com/photos/afiler/226337451/
  • 26. A course as a BUILDING Building Course as a http://flickr.com/photos/mskadu/63171669/
  • 27. http://flickr.com/photos/stuckincustoms/512142989/
  • 28. http://flickr.com/photos/jodymiller/345590450/
  • 29. http://flickr.com/photos/kodama/49871021/
  • 30. Suburb or City Program as http://flickr.com/photos/webel/147509356/
  • 31. http://flickr.com/photos/travelphotos/14003801/
  • 32. http://flickr.com/photos/thomashawk/42615029/
  • 33. http://flickr.com/photos/javacafe/273648919/
  • 34. Academic as a Owner-builders Teaching academics as http://flickr.com/photos/4rb/387752080/
  • 35. http://flickr.com/photos/the-smiths/195705448/
  • 36. http://flickr.com/photos/dystopos/1339066254/ City Councils Faculties/CQU as
  • 37. Associated building trades CDDU as http://flickr.com/photos/jef_safi/324152992/ Desktop publishing Copy editing Multimedia design Curriculum design E-learning
  • 38. A nalysis D esign D evelopment I mplementation E valuation http://flickr.com/photos/tonivc/411231251/ Old "process"
  • 39. http://flickr.com/photos/afiler/226337451/
  • 40. Jeff Conklin (2006), Dialogue Mapping: Building Shared Understanding of Wicked Problems, Wiley
  • 41. Jeff Conklin (2006), Dialogue Mapping: Building Shared Understanding of Wicked Problems, Wiley
  • 42. http://flickr.com/photos/devnull/272059665/ "Heavyweight" "Ad hoc"
  • 43. Curriculum designer Academic & course 1 1
  • 44. Curriculum designers Academic & course 2.x 1
  • 45. Curriculum designer Courses 2.x 1089
  • 46. Curriculum designer Courses 2.x 1089 Assume 3 weeks per course
  • 47. Curriculum designer Courses 2.x 1089 28.8 years to review all
  • 48. http://flickr.com/photos/ableman/534155207/ Start of term "squeeze" 470 T1, 2008 courses
  • 49. http://flickr.com/photos/mrsandman/68807902/ Need to target groups of courses
    • Which should we target?
    • Largest courses?
    • New courses?
    • Big "CEQ" courses?
    Faculties
  • 50. http://flickr.com/photos/birtarnb/593990498/ Can't provide fish
  • 51. http://flickr.com/photos/thermodynamix/29693320/ Need to teach folk to fish
  • 52. http://flickr.com/photos/amatthews/838134437/ We're the bait shop
  • 53. http://flickr.com/photos/ginable/325235488/ Collaboration
  • 54. Overview
    • CDDU: Why? Who? What?
    • Sessions: Why? Who? What?
    http://flickr.com/photos/druclimb/282597447/ A nalysis D esign D evelopment I mplementation E valuation
  • 55. A nalysis D esign D evelopment I mplementation E valuation http://flickr.com/photos/tonivc/411231251/ As a framework
  • 56. http://flickr.com/photos/vidiot/61484953/ Implementation Wed 10:30-11:15 What do the students see? What resources/services are available for staff?
  • 57. http://flickr.com/photos/vidiot/61484953/ Analysis - general Wed up to 12:30 Issues and changes which may Influence how and what you teach
  • 58. http://flickr.com/photos/vidiot/61484953/ Analysis - specific Wed 1:15 to 4:15 Looking specifically at the course, students and constraints you will work with
  • 59. http://flickr.com/photos/vidiot/61484953/ Design - "cool" stuff Thur 9 to 10 Develop potential alternatives for your course
  • 60. http://flickr.com/photos/vidiot/61484953/ Development Wed 10 to 10:30 Develop potential alternatives for your course
  • 61. http://flickr.com/photos/vidiot/61484953/ Evaluation Wed 10:45 to 11:15 Talk about approaches to examining how well the changes went
  • 62. http://flickr.com/photos/vidiot/61484953/ General discussion and activity Wed ..to 12:30
    • Play with some stuff
    • Ask some questions
    • Discuss plans
  • 63. http://flickr.com/photos/rabih/926191599/ Flexibility with time and content
  • 64. http://flickr.com/photos/tantek/22778226/ What are you especially interesting in?