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Argentina Pres: Flexible Learning

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Presentation about flexible learning at Charles Sturt University on Latin America exchange with Argentina

Presentation about flexible learning at Charles Sturt University on Latin America exchange with Argentina

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  • 1. CHARLES STURT UNIVERSITY: FLEXIBLE LEARNING FOR THE PROFESSIONS Professor Mike Keppell Professor of Higher Education Director, The Flexible Learning Institute President, ascilite Monday, 23 August 2010 1
  • 2. Monday, 23 August 2010 2
  • 3. OVERVIEW Location Structure Professions Statistics Support & Strategic Change Initiatives Monday, 23 August 2010 3
  • 4. MULTI-CAMPUSES Monday, 23 August 2010 4
  • 5. STRUCTURE Charles Sturt University Regional University Multiple Campuses Nine Campuses (NSW & Canada) Four Faculties Arts, Science, Business, Education 24 Schools Professions Monday, 23 August 2010 5
  • 6. Education Business Science Arts 1 Graduate Policing 1 Murray School of Education 2 Communication and (Albury-Wodonga) Creative Industries 2 School of Education (Wagga 3 Humanities and Social Wagga) Sciences 3 Human Movement Studies 4 Policing Studies (Bathurst) 5 Psychology 4 Information Studies 6 Theology 5 Teacher Education (Bathurst) 25% 6 Teacher Education (Dubbo) 29% 7 CSU Ontario School of Education 1 Agricultural and Wine Sciences 2 Animal and Veterinary Sciences 29% 3 Biomedical Sciences 17% 4 Community Health 1 International School of Business & 5 Dentistry and Health Partnerships Sciences 2 Accounting 6 Environmental Sciences 3 Business 7 Nursing, Midwifery and 4 Computing and Mathematics Indigenous Health Monday, 23 August 2010 6
  • 7. 2009 Total students 34,659 Domestic 29,640 International 5,019 On campus 9,214 Distance education 21,327 Mixed mode 4,118 Academic staff 672 General staff 1094 Courses 400 Monday, 23 August 2010 7
  • 8. LEARNING AND TEACHING Monday, 23 August 2010 8
  • 9. SUPPORT & STRATEGIC CHANGE OF LEARNING & TEACHING • Sakai Division of • Professional Learning and Development Teaching • Educational Services Designers • Teaching The Flexible Fellowships The Education Learning • Standards for Practice Institute • Learning Institute Spaces • Policy Monday, 23 August 2010 9
  • 10. MAJOR INITIATIVES First Year Experience Course Redesign Teaching Fellowships Research Fellowships Standards Monday, 23 August 2010 10
  • 11. TEACHING FELLOWSHIPS Monday, 23 August 2010 11
  • 12. REDESIGN OF COURSES & SUBJECTS THROUGH BLENDED AND FLEXIBLE LEARNING Monday, 23 August 2010 12
  • 13. TEACHING FELLOWSHIP SCHEME Annual Teaching Fellows Scheme funded through the office of the DVC (Academic). The scheme aimed to: Support and encourage the development of potential leaders across multiple levels and multiple areas of the university in line with the principles of distributive leadership. Distributive leadership focuses on collaboration, shared purpose, responsibility and recognises leadership irrespective of role or position within an organization. Monday, 23 August 2010 13
  • 14. TEACHING FELLOWSHIP SCHEME Facilitate collaborative professional relationships between the Flexible Learning Institute and the various schools and faculties and the strengthening of collaborative bonds between the schools themselves. Proactively develop course and subject relevant blended learning systems at the university. Promote and facilitate CSU Interact (in-house name for learning management system) as a pivotal teaching and learning hub. Monday, 23 August 2010 14
  • 15. TEACHING FELLOWSHIP SCHEME The original conception of the scheme envisaged the eventual participation of all twenty-four schools at the university 2008 - 6 fellows; 2009 - 5 fellows; 2010 - 5 fellows The Fellowship scheme provides a .5 release from regular duties over a 12 month period for participating staff, enabling them to develop strategic learning and teaching projects. Monday, 23 August 2010 15
  • 16. PRINCIPLES Equivalence of Learning ethical obligations Outcomes traverses physical, Student Learning Experience blended and virtual learning spaces specific needs of Discipline Pedagogies disciplines Monday, 23 August 2010 16
  • 17. BLENDED & FLEXIBLE LEARNING Activity-Level Blending Subject-Level Blending Course-Level blending Monday, 23 August 2010 17
  • 18. PARADIGMS OF BLENDED LEARNING Enabling blends Access and equity Enhancing blends Incremental changes to the pedagogy Transforming blends Transformation of the pedagogy Monday, 23 August 2010 18
  • 19. LEARNING SPACES Physical, blended or virtual ‘areas’ that enhance learning Physical, blended or virtual ‘areas’ that motivate learners Spaces where both teachers and students optimize the perceived and actual affordances of the space Spaces that promote authentic learning interactions Monday, 23 August 2010 19
  • 20. DIVERSITY OF LEARNING SPACES Physical Blended Virtual Formal Informal Formal Informal Mobile Personal Professional Outdoor Practice Monday, 23 August 2010 20
  • 21. Monday, 23 August 2010 21
  • 22. FLEXIBILITY OF LEARNING SPACES Flexible learning and teaching spaces allow adaptability over time for different uses. Spaces need to be used for students who are both physically present and students who never visit the campus. In addition homes, cars, buses, hotels, cafes become mobile spaces where the student undertakes learning. Studying subject materials while travelling to work via train or bus may represent the learning space for some students Monday, 23 August 2010 22
  • 23. Monday, 23 August 2010 23
  • 24. http://www.csu.edu.au/division/landt/flexible-learning/ http://www.ascilite.org.au/ Monday, 23 August 2010 24

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