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

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

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Mike Keppell
Merilyn Childs
Lucy Webster
Lyn Hay
Richard Taffe

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

    • 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.