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Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
Some short-term futures for L&T @ CQU
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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.

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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  • 1. Some short-term futures for learning @ CQU http://webclass.cqu.edu.au/
  • 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. <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. <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. <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. 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. 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. Our metaphor <ul><li>L&T @ CQU as the design, construction and maintenance of buildings </li></ul>
  • 9. http://flickr.com/photos/mskadu/63171669/ A course as a BUILDING
  • 10. http://flickr.com/photos/stuckincustoms/512142989/
  • 11. http://flickr.com/photos/jodymiller/345590450/
  • 12. http://flickr.com/photos/kodama/49871021/
  • 13. http://flickr.com/photos/webel/147509356/ Program as a SUBURB or CITY
  • 14. http://flickr.com/photos/travelphotos/14003801/
  • 15. http://flickr.com/photos/thomashawk/42615029/
  • 16. http://flickr.com/photos/javacafe/273648919/
  • 17. http://flickr.com/photos/4rb/387752080/ Academic as a OWNER-BUILDER
  • 18. http://flickr.com/photos/the-smiths/195705448/
  • 19. http://flickr.com/photos/jef_safi/324152992/ CD&DU as the ASSOCIATED BUILDING TRADES
  • 20. http://flickr.com/photos/nkonyastuff/60021719/
  • 21. http://flickr.com/photos/anitakhart/299231060/
  • 22. http://flickr.com/photos/simonpow/283511998/
  • 23. http://flickr.com/photos/violentz/622622086/
  • 24. Sue Williams NUTR19001 Nutrition
  • 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. 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. Constructive Alignment Intended Learning Outcomes
  • 28. Constructive Alignment Learning & Teaching Activities Intended Learning Outcomes Designed to achieve
  • 29. Constructive Alignment Learning & Teaching Activities Intended Learning Outcomes Assessment Methods Designed to achieve
  • 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. 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. 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. 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. 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. 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.  
  • 37.  
  • 38. http://webclass.cqu.edu.au/ExampleModule.pdf
  • 39.  
  • 40.  
  • 41. Why &quot;orange&quot;?
  • 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>
  • 43.  
  • 44.  
  • 45.  
  • 46.  
  • 47. http://flickr.com/photos/jcodysimms/246023851/
  • 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>
  • 49. http://flickr.com/photos/jcodysimms/246023851/ David Jones is the designer of Webfuse
  • 50. http://flickr.com/photos/jcodysimms/246023851/ It is more cost effective to have one &quot;system&quot;
  • 51. http://flickr.com/photos/gjcharlet/294126397/ David will bury Blackboard
  • 52. http://flickr.com/photos/skoop/207145876/ Somewhat misguided
  • 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/
  • 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.
  • 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
  • 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
  • 57. Blackboard
  • 58. Webfuse
  • 59. The computer is really an infrastructure, even though today we treat it as the end object. Infrastructures should be invisible…. (Norman, 1998)
  • 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
  • 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>
  • 62. Bernadette Walker-Gibbs EDED11448 Creative Futuring
  • 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
  • 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>
  • 65.  
  • 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>
  • 67. Web 2.0 - site contents Discussion Learning space Portfolio Weblog Resources
  • 68. Web 2.0 - site source Discussion Learning space Portfolio Weblog Resources
  • 69. Web 2.0 - site source Discussion Learning space Portfolio Weblog Resources Students and staff post and discuss on a blog
  • 70. Web 2.0 - site source Discussion Learning space Portfolio Weblog Resources Course content stored and modifiable on a Wiki
  • 71. Web 2.0 - site source Discussion Learning space Portfolio Weblog Resources Students post creative works to an online portfolio
  • 72. Web 2.0 - site source Discussion Learning space Portfolio Weblog Resources Students post individual reflections to a journal
  • 73. Web 2.0 - site source Discussion Learning space Portfolio Weblog Resources Students and staff maintain a shared list of resources and a podcast
  • 74. RSS and the site Discussion Learning space Portfolio Weblog Resources
  • 75. RSS and the site Discussion Learning space Portfolio Weblog Resources
  • 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>
  • 77. RSS and the site
  • 78.  
  • 79.  
  • 80.  
  • 81.  
  • 82.  
  • 83. <ul><li>Blackboard &quot;super&quot; </li></ul><ul><li>training & support </li></ul><ul><li>improving services </li></ul>
  • 84. http://flickr.com/photos/flairandsquare/745699326/
  • 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>
  • 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>
  • 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>
  • 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>
  • 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>
  • 90. <ul><li>It's not how bad you start, It's how quickly you get better. </li></ul>
  • 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>
  • 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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