Distributive Leadership and Transformative Institutional Change – Blended and Flexible Learning and a Teaching Fellowship Scheme

http://www.csu.edu.au/division/landt/ﬂexible-learning/ 1

Order of presentations (10 minutes each) ¡  Professor Mike Keppell – an overview of the Teaching Fellowship Scheme ¡  Dr Lucy Webster – Subject level transformation ¡  Lyn Hay – Transformation across subject/School interface ¡  Dr Richard Taﬀe – Enablers and constraints – Course/ Cross-‐School re-‐design ¡  Followed by 15 minutes Q & A Facilitator -‐ Assoc Prof Merilyn Childs 2

" “Flexible learning” provides opportunities to improve the student learning experience through flexibility in time, pace, place (physical, virtual, on-‐campus, off-‐ campus), mode of study (print-‐based, face-‐to-‐ face, blended, online), teaching approach (collaborative, independent), forms of assessment and staffing. It may utilise a wide range of media, environments, learning spaces and technologies for learning and teaching. 3

" “Blended and ﬂexible learning” is a design approach that examines the relationships between ﬂexible learning opportunities, in order to optimise student engagement and equivalence in learning outcomes regardless of mode of study (Keppell, 2010, p. 3). 4

" Funded by DVC (Academic), the Fellowship scheme provides a .5 release from regular teaching duties over a 12 month period. " Development of potential leaders through Distributive leadership " Facilitate collaborative professional relationships " Proactively redesign courses and subjects " Promote and facilitate CSU Interact as a pivotal teaching and learning hub. " Participation of all twenty-‐four schools at the university. 2008 -‐ 6 fellows; 2009 -‐ 5 fellows; 2010 -‐ 5 fellows; 2011 -‐ 6 fellows 5

" An enhanced understanding of pedagogy and of their own pedagogical approach. " An increased capacity and willingness to reﬂect upon their own practice. " A willingness to think critically about received ideas and conventional approaches. " Readiness to innovate, to accept technological change and to build eﬀective pedagogic connections between face-‐to-‐ face and online teaching strategies. 6

Transformative learning (continued) " Renewed conﬁdence with regard to leading and adopting change and innovation among their peers and within their own schools. " Being empowered to negotiate perceived technological and institutional barriers to change. " Preparedness to maximize the time/space opportunity of the Fellowship to actively engage in meaningful and relevant activities for their individual context. Keppell, M. J., O’Dwyer, C., Lyon, B., & Childs, M. (2010). Transforming distance education curricula through distributive leadership. ALT-‐J, 18:3, 165 -‐ 178.

¡  Context §  Research only academic (prior to CSU); specialist in breast cancer pathology §  Teach histology & histopathology to on- campus & DE students – many challenges!¡  Project §  Transforming the teaching of microscopy- based subjects at CSU

VIRTUAL MICROSCOPYWIMBA VIRTUAL CLASSROOM

¡  Chair School L&T committee¡  Member Faculty L&T committee¡  Workshops (& Networking) §  Attendance (internal & external [ACODE institute]) §  Facilitator (School, Faculty & University levels) §  Mentor¡  Publication & Conference Presentations

¡  Startedsmall – resource trialled & evaluated in 2 subjects §  I did not feel so isolated as a DE student. I could login, in real time so that not only could I hear tutorial and lecture but ask questions and contribute which I could not do if it was just a recording (DE). §  It was more engaging, less boring, it helped me learn better (Internal).¡  Expansion to greater range of subjects – need buy-in from academics §  You can lead a horse to water, but…….¡  Collaborative research with other Universities

Lyn Hay FLI Fellow 2009-‐2010

Information Studies Curriculum §  undergraduate and postgraduate library and information management (LIM) courses become BIS/ MIS with deﬁned set of specialisations §  teacher librarianship (TL) courses conﬂated §  professional doctorate phase out §  consideration of Honours program §  need to strengthen PhD program §  all SIS subjects allocated an Interact site in 2008 §  ad hoc shift from traditional DE to online learning design approach to subject development/revision

FLI Project for SIS §  work with SIS academics to explore integration of Web 2.0 technologies into the curriculum §  provide opportunities to explore potential application of Web 2.0 technologies §  support program of collaboration & sharing regarding teaching & learning in our School §  develop learning design approach to subject development/ redesign §  encourage documenting, researching & disseminating what we learn Roles of curriculum consultant, learning & ICT innovator, risk taker, sounding board, chair of LTC, facilitator, research designer, data collector, hand holder, cheerleader = LEADING LEARNER

Pedagogical transformation §  Social Networking for Information Professionals integrated suite of Facebook, Twitter, Delicious, Flickr & Second Life with CSU Interact; immersive learning design approach; branding of subject materials/spaces §  Collections introduced Etherpad collaborative tool to support group-‐based assessment task; collaborative learning design approach; research project on collaborative learning based on 201030/201060 student experiences §  Information Policy Issues integrated suite of TokBox web conferencing & video email/consultations, Delicious & Twitter for resource sharing; Slideshare for student ppt presentations; collaborative learning, problem-‐based learning and authentic assessment approaches in learning design; branding of subject materials/spaces §  Preservation of Information Resources student presentations in Second Life; collaborative learning in learning design; part of ongoing SL research project §  Advanced Information Retrieval using Amazon Cloud Computing service to host student learning activities involving programming for information retrieval; problem-‐based, constructivist learning design

§  Building a culture of learning innovation & teaching excellence in the School §  Seeking ways to effectively ‘connect’ with DE students & articulate learning design statements for subjects §  Ramping up in-‐house professional development, eg. workshops, SPOLT – encourage greater sharing §  Developing consistent school policy & guidelines for Subject Outlines §  Encouraging SIS staff to present at faculty & university PD §  Encouraging staff to seek L&T project funding, involvement in scholarship in teaching & publishing what we do within LIS discipline & beyond (DE, HE, EdTech)

Dr Richard Taﬀe Murray School of Education,Teaching Fellow 2010 Multi-‐campus, single course team development for ﬂexible learning outcomes.

3 courses 3 campuses 3 teaching teams Uniﬁed course, one teaching team

¡  Trialling ‘blended’ approaches in teaching ¡  Incorporating distance into an on-‐campus, face-‐to-‐face delivered program ¡  Increasing the use of technologies in teaching ¡  Maintaining the integrity of the course for students and staﬀ -‐ and accreditors

¡  Fellowship legitimises the move to more creative, transformative teaching and learning ¡  A well-‐managed Fellowship program creates communities of practice, gathers momentum ¡  Change takes time and money ¡  Transformations in pedagogy challenge deeply held beliefs – ‘practice inertia’ is a threat.

http://flexiblelearninginstitute.blogspot.com	158
http://studentslearn.wordpress.com	121
http://fostering-change.wikispaces.com	22
http://flexiblelearninginstitute.blogspot.com.au	9
url_unknown	2
http://translate.googleusercontent.com	2
http://flexiblelearninginstitute.blogspot.pt	1

Distributive Leadership and Transformative Institutional Change – Blended and Flexible Learning and a Teaching Fellowship Scheme

by Mike Keppell

Accessibility

Categories

Upload Details

Usage Rights

7 Embeds 315

Statistics