Some short-term futures for L&T @ CQU

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Introduction to CD&DU and some of the work it might be doing over the short term future based on what it's already donw.

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Some short-term futures for L&T @ CQU

  1. 1. Some short-term futures for learning @ CQU http://webclass.cqu.edu.au/
  2. 2. Aims <ul><li>Introduce CD&DU and what we do </li></ul><ul><li>Demonstrate what we've done </li></ul><ul><li>Start a discussion about the future </li></ul>http://webclass.cqu.edu.au/ [email_address]
  3. 3. <ul><li>&quot;This ‘telephone’ has too many shortcomings to be seriously considered as a means of communication. The device is inherently of no value to us.” </li></ul><ul><li>-- Western Union internal memo, 1876. </li></ul>
  4. 4. <ul><li>I think there is a world market for maybe five computers </li></ul><ul><li>-- Thomas Watson, chairman of IBM 1943 </li></ul>
  5. 5. <ul><li>There is no reason anyone would want a computer in their home. </li></ul><ul><li>-- Ken Olsen, president, chairman and founder of Digital Equipment Corp., 1977 </li></ul>
  6. 6. What does CD&DU do? <ul><li>Our ordinary conceptual system, in terms of which we both think and act, is fundamentally metaphorical in nature. (Lakoff & Johnson, 1980) </li></ul>
  7. 7. Need for metaphor <ul><li>…all communication requires agreement on metaphorical underpinnings; otherwise, people talk in a skewed fashion, misunderstanding basic concepts or reference or being baffled by them </li></ul><ul><li>(Marcus, 2002) </li></ul>
  8. 8. Our metaphor <ul><li>L&T @ CQU as the design, construction and maintenance of buildings </li></ul>
  9. 9. http://flickr.com/photos/mskadu/63171669/ A course as a BUILDING
  10. 10. http://flickr.com/photos/stuckincustoms/512142989/
  11. 11. http://flickr.com/photos/jodymiller/345590450/
  12. 12. http://flickr.com/photos/kodama/49871021/
  13. 13. http://flickr.com/photos/webel/147509356/ Program as a SUBURB or CITY
  14. 14. http://flickr.com/photos/travelphotos/14003801/
  15. 15. http://flickr.com/photos/thomashawk/42615029/
  16. 16. http://flickr.com/photos/javacafe/273648919/
  17. 17. http://flickr.com/photos/4rb/387752080/ Academic as a OWNER-BUILDER
  18. 18. http://flickr.com/photos/the-smiths/195705448/
  19. 19. http://flickr.com/photos/jef_safi/324152992/ CD&DU as the ASSOCIATED BUILDING TRADES
  20. 20. http://flickr.com/photos/nkonyastuff/60021719/
  21. 21. http://flickr.com/photos/anitakhart/299231060/
  22. 22. http://flickr.com/photos/simonpow/283511998/
  23. 23. http://flickr.com/photos/violentz/622622086/
  24. 24. Sue Williams NUTR19001 Nutrition
  25. 25. Context <ul><li>Started in February </li></ul><ul><li>Problems </li></ul><ul><ul><li>Equity issues, outdated content </li></ul></ul><ul><ul><li>Emphasis on transmissive teaching </li></ul></ul><ul><ul><li>High marking workload </li></ul></ul># Campus 279 Total 65 Rockhampton 45 Mackay 121 Flexible Learning 48 Bundaberg
  26. 26. CD&DU Services <ul><li>Architect </li></ul><ul><ul><li>Constructive alignment (Biggs, 2003) </li></ul></ul><ul><li>Interior decorator </li></ul><ul><ul><li>Print and e-learning look </li></ul></ul><ul><li>Building trades </li></ul><ul><ul><li>Print and E-learning implementation </li></ul></ul><ul><li>Building inspection </li></ul><ul><ul><li>Copy editing </li></ul></ul><ul><ul><li>Testing </li></ul></ul>
  27. 27. Constructive Alignment Intended Learning Outcomes
  28. 28. Constructive Alignment Learning & Teaching Activities Intended Learning Outcomes Designed to achieve
  29. 29. Constructive Alignment Learning & Teaching Activities Intended Learning Outcomes Assessment Methods Designed to achieve
  30. 30. Constructive Alignment Participate in a collaborative enquiry to define and describe key nutrition terms using a range of reliable sources Assessment Methods Learning & Teaching Activities
  31. 31. Constructive Alignment <ul><li>Develop a course wiki </li></ul><ul><li>Locate reliable sources </li></ul><ul><li>Develop wiki pages for assigned terms </li></ul><ul><li>Contribute to group wiki </li></ul>Participate in a collaborative enquiry to define and describe key nutrition terms using a range of reliable sources Assessment Methods
  32. 32. Constructive Alignment <ul><li>Develop a course wiki </li></ul><ul><li>Locate reliable sources </li></ul><ul><li>Develop wiki pages for assigned terms </li></ul><ul><li>Contribute to group wiki </li></ul>Participate in a collaborative enquiry to define and describe key nutrition terms using a range of reliable sources <ul><li>Assessment </li></ul><ul><li>Individual and group assessment on Wiki </li></ul>
  33. 33. Constructive Alignment <ul><li>Develop a course wiki </li></ul><ul><li>Locate reliable sources </li></ul><ul><li>Develop wiki pages for assigned terms </li></ul><ul><li>Contribute to group wiki </li></ul>Participate in a collaborative enquiry to define and describe key nutrition terms using a range of reliable sources <ul><li>Assessment </li></ul><ul><li>Individual and group assessment on Wiki </li></ul>Rationale: Course wiki aims to promote collaboration amongst group members by developing a learning resource for all students
  34. 34. Constructive Alignment <ul><li>Develop a course wiki </li></ul><ul><li>Locate reliable sources </li></ul><ul><li>Develop wiki pages for assigned terms </li></ul><ul><li>Contribute to group wiki </li></ul>Participate in a collaborative enquiry to define and describe key nutrition terms using a range of reliable sources <ul><li>Assessment </li></ul><ul><li>Individual and group assessment on Wiki </li></ul>&quot;What an awsome way to understand complex definitions in a simple way&quot;
  35. 35. CD&DU Services <ul><li>Architect </li></ul><ul><ul><li>Constructive alignment (Biggs, 2003) </li></ul></ul><ul><li>Interior decorator </li></ul><ul><ul><li>Print and e-learning look </li></ul></ul><ul><li>Building trades </li></ul><ul><ul><li>Print and E-learning implementation </li></ul></ul><ul><li>Building inspection </li></ul><ul><ul><li>Copy editing </li></ul></ul><ul><ul><li>Testing </li></ul></ul>
  36. 38. http://webclass.cqu.edu.au/ExampleModule.pdf
  37. 41. Why &quot;orange&quot;?
  38. 42. CD&DU Services <ul><li>Architect </li></ul><ul><ul><li>Constructive alignment </li></ul></ul><ul><li>Interior decorator </li></ul><ul><ul><li>Print and e-learning look </li></ul></ul><ul><li>Building trades </li></ul><ul><ul><li>Print and E-learning implementation </li></ul></ul><ul><li>Building inspection </li></ul><ul><ul><li>Copy editing </li></ul></ul><ul><ul><li>Testing </li></ul></ul>
  39. 47. http://flickr.com/photos/jcodysimms/246023851/
  40. 48. http://flickr.com/photos/jcodysimms/246023851/ <ul><li>CQU has two &quot;systems&quot; </li></ul><ul><li>Blackboard </li></ul><ul><li>Webfuse </li></ul>
  41. 49. http://flickr.com/photos/jcodysimms/246023851/ David Jones is the designer of Webfuse
  42. 50. http://flickr.com/photos/jcodysimms/246023851/ It is more cost effective to have one &quot;system&quot;
  43. 51. http://flickr.com/photos/gjcharlet/294126397/ David will bury Blackboard
  44. 52. http://flickr.com/photos/skoop/207145876/ Somewhat misguided
  45. 53. The CD&DU Approach <ul><li>Start with what's available </li></ul><ul><li>Understand staff & student needs </li></ul><ul><li>Tweak current systems to deliver </li></ul><ul><li>Return to step 2 </li></ul><ul><li>Demand driven </li></ul>http://cq-pan.cqu.edu.au/david-jones/blog/?p=107 http://cq-pan.cqu.edu.au/david-jones/Publications/Papers_and_Books/
  46. 54. NUTR19001 forums <ul><li>Start with what's available </li></ul><ul><li>Understand staff & student needs </li></ul><ul><li>Tweak current systems to deliver </li></ul><ul><li>Return to step 2 </li></ul>Blackboard, Webfuse, print, streaming and everything else going on in the world.
  47. 55. NUTR19001 forums <ul><li>Start with what's available </li></ul><ul><li>Understand staff & student needs </li></ul><ul><li>Tweak current systems to deliver </li></ul><ul><li>Return to step 2 </li></ul>45 groups * 6 discussion forums 270+ forums Somewhat problematic in Bb
  48. 56. NUTR19001 forums <ul><li>Start with what's available </li></ul><ul><li>Understand staff & student needs </li></ul><ul><li>Tweak current systems to deliver </li></ul><ul><li>Return to step 2 </li></ul>Integrate Webfuse discussion forum into Blackboard Where possible modify the technology NOT the design
  49. 57. Blackboard
  50. 58. Webfuse
  51. 59. The computer is really an infrastructure, even though today we treat it as the end object. Infrastructures should be invisible…. (Norman, 1998)
  52. 60. NUTR19001 forums <ul><li>Start with what's available </li></ul><ul><li>Understand staff & student needs </li></ul><ul><li>Tweak current systems to deliver </li></ul><ul><li>Return to step 2 </li></ul>It's not perfect We're learning
  53. 61. CD&DU Services <ul><li>Architect </li></ul><ul><ul><li>Constructive alignment </li></ul></ul><ul><li>Interior decorator </li></ul><ul><ul><li>Print and e-learning look </li></ul></ul><ul><li>Building trades </li></ul><ul><ul><li>Print and E-learning implementation </li></ul></ul><ul><li>Building inspection </li></ul><ul><ul><li>Copy editing </li></ul></ul><ul><ul><li>Testing </li></ul></ul>
  54. 62. Bernadette Walker-Gibbs EDED11448 Creative Futuring
  55. 63. Context <ul><li>Started in May 2007 </li></ul><ul><li>CQU Learning and Teaching Grant </li></ul><ul><li>Web 2.0 investigation </li></ul># Campus 9 Total 1 Flexible Learning 8 Rockhampton
  56. 64. CD&DU Services <ul><li>Interior Decorator </li></ul><ul><ul><li>Website look </li></ul></ul><ul><li>Building trades </li></ul><ul><ul><li>E-learning implementation </li></ul></ul>
  57. 66. CD&DU Services <ul><li>Interior Decorator </li></ul><ul><ul><li>Website look </li></ul></ul><ul><li>Building trades </li></ul><ul><ul><li>E-learning implementation </li></ul></ul>
  58. 67. Web 2.0 - site contents Discussion Learning space Portfolio Weblog Resources
  59. 68. Web 2.0 - site source Discussion Learning space Portfolio Weblog Resources
  60. 69. Web 2.0 - site source Discussion Learning space Portfolio Weblog Resources Students and staff post and discuss on a blog
  61. 70. Web 2.0 - site source Discussion Learning space Portfolio Weblog Resources Course content stored and modifiable on a Wiki
  62. 71. Web 2.0 - site source Discussion Learning space Portfolio Weblog Resources Students post creative works to an online portfolio
  63. 72. Web 2.0 - site source Discussion Learning space Portfolio Weblog Resources Students post individual reflections to a journal
  64. 73. Web 2.0 - site source Discussion Learning space Portfolio Weblog Resources Students and staff maintain a shared list of resources and a podcast
  65. 74. RSS and the site Discussion Learning space Portfolio Weblog Resources
  66. 75. RSS and the site Discussion Learning space Portfolio Weblog Resources
  67. 76. Site obsolesence <ul><li>Students don't need to come to course site </li></ul><ul><li>&quot;I go get&quot; Web is becoming the &quot;Come to me&quot; Web </li></ul>
  68. 77. RSS and the site
  69. 83. <ul><li>Blackboard &quot;super&quot; </li></ul><ul><li>training & support </li></ul><ul><li>improving services </li></ul>
  70. 84. http://flickr.com/photos/flairandsquare/745699326/
  71. 85. And even more… <ul><li>Program and course analysis </li></ul><ul><li>Program and course re-design </li></ul><ul><li>Better understanding students </li></ul><ul><li>Research and development </li></ul><ul><li>Investigating approaches to improve print </li></ul>
  72. 86. Can you find a builder? <ul><li>Difficult time in the industry </li></ul><ul><li>Need to scale limited resources </li></ul><ul><ul><li>Large &quot;impact&quot; projects </li></ul></ul><ul><ul><li>Collaborative development </li></ul></ul><ul><li>How to do it? </li></ul><ul><ul><li>Talk with us (David Jones or Nona Muldoon) </li></ul></ul>
  73. 87. What's the future hold? <ul><li>Increased importance of learning and teaching quality AUQA Enrolments </li></ul><ul><li>Increasing use of technology </li></ul><ul><li>Increasing quality of technology </li></ul>
  74. 88. <ul><li>Don't worry about what anybody else is going to do… The best way to predict the future is to invent it. Alan Kay (1971) </li></ul>
  75. 89. <ul><li>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 </li></ul><ul><li>-- Lord John Brown (Group CEO of BP) </li></ul>
  76. 90. <ul><li>It's not how bad you start, It's how quickly you get better. </li></ul>
  77. 91. What we're doing <ul><li>Engage in meaningful discussion at all levels </li></ul><ul><li>Be open about what we're doing and why </li></ul><ul><li>Adopt flexible technology and processes </li></ul><ul><li>Develop smart people </li></ul>
  78. 92. What can you do? <ul><li>Engage in conversation with us </li></ul><ul><li>Let us know </li></ul><ul><ul><li>Your problems </li></ul></ul><ul><ul><li>What you'd like to do </li></ul></ul><ul><li>Ask questions??? </li></ul>http://webclass.cqu.edu.au/ [email_address]

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