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Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
Introduction To Cddu
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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

Published in: Economy & Finance, Education
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  • Transcript

    1. CDDU and the CDDU FoULT Sessions: An Introduction http://cddu.cqu.edu.au
    2. Overview <ul><li>CDDU: Why? Who? What? </li></ul><ul><li>Sessions: Why? Who? What? </li></ul>http://flickr.com/photos/druclimb/282597447/ A nalysis D esign D evelopment I mplementation E valuation
    3. Overview <ul><li>CDDU: Why? Who? What? </li></ul><ul><li>Sessions: Why? Who? What? </li></ul>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 <ul><li>As you solve the problem you learn more about it </li></ul><ul><li>So there is no stopping rule </li></ul><ul><li>Solutions are neither right nor wrong </li></ul><ul><li>There is no ultimate test of a solution </li></ul><ul><li>Every trial counts - no one-off solutions </li></ul><ul><li>You can't identify all potential solutions </li></ul><ul><li>Everyone is essentially unique </li></ul><ul><li>Each can be considered a symptom of another problem </li></ul><ul><li>The problem can be described in many ways </li></ul><ul><li>The solution has no right to be wrong </li></ul>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. <ul><li>Standardization </li></ul><ul><li>Bureaucratic organisation </li></ul><ul><li>Centralised control </li></ul><ul><li>Adversarial relationships </li></ul><ul><li>Autocratic decision making </li></ul><ul><li>Compliance </li></ul><ul><li>Conformity </li></ul><ul><li>One-way communications </li></ul><ul><li>Compartmentalisation </li></ul><ul><li>Parts oriented </li></ul><ul><li>Planned obsolescence </li></ul><ul><li>CEO or boss as &quot;king&quot; </li></ul><ul><li>Customisation </li></ul><ul><li>Team-based organisation </li></ul><ul><li>Autonomy with accountability </li></ul><ul><li>Cooperative relationships </li></ul><ul><li>Shared decision making </li></ul><ul><li>Initiative </li></ul><ul><li>Diversity </li></ul><ul><li>Networking </li></ul><ul><li>Holism </li></ul><ul><li>Process oriented </li></ul><ul><li>Total quality </li></ul><ul><li>Customer as &quot;king&quot; </li></ul>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 &quot;process&quot;
    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/ &quot;Heavyweight&quot; &quot;Ad hoc&quot;
    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 &quot;squeeze&quot; 470 T1, 2008 courses
    49. http://flickr.com/photos/mrsandman/68807902/ Need to target groups of courses <ul><li>Which should we target? </li></ul><ul><li>Largest courses? </li></ul><ul><li>New courses? </li></ul><ul><li>Big &quot;CEQ&quot; courses? </li></ul>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 <ul><li>CDDU: Why? Who? What? </li></ul><ul><li>Sessions: Why? Who? What? </li></ul>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 - &quot;cool&quot; 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 <ul><li>Play with some stuff </li></ul><ul><li>Ask some questions </li></ul><ul><li>Discuss plans </li></ul>
    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?

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