Herding cats and losing weight:how to improve learning and teaching<br />David JonesCurriculum Design and Development Unit...
AUQA and quality management<br />Enterprise Systems and LMS<br />Staff Development<br />CEQ<br />Business analysts<br />Co...
Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science.<br />Richard F. E...
As you solve the problemyou learn more about it<br />Wicked problems<br />(Rittel & Webber, 1973)<br />Solutions are neith...
http://www.flickr.com/photos/jaygooby/3885498720/<br />
Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br ...
Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br ...
E-learning and innovation specialist <br />http://davidtjones.wordpress.com/elearning-and-innovation/<br />consults effect...
In big industry new ideas are invited to rear their heads so they can be clobbered at once. <br />The idea department of a...
Leadership becomes faith-based, while employees who have the temerity to suggest that what seems to be happening is in fac...
Why so negative?<br />http://flickr.com/photos/aviatordave/7007033/<br />
The most difficult subjectscan be explained to themost slow-witted man ifhe has not formed anyidea of them already;<br />(...
Could be I’m a popo<br />http://www.flickr.com/photos/elblogazo/10675300/<br />
Phillip Hughes<br />(20 years old)<br />http://www.flickr.com/photos/zoonabar/3759151925/<br />
Phillip Hughes<br />(20 years old)<br />one of his flaws is to play shots while still in the air.<br />(English, 2009)<br ...
the problem-solving mode narrows our gaze in much the same manner that a blinder over one eye narrows the field of vision ...
Doing more of what works<br />(Hammond, 1998)<br />http://www.flickr.com/photos/jpockele/455671560/<br />
“I will try to improve my game in all aspects.”<br />Hughes has spent time in the nets trying to overcome the problems<br ...
It’s not how bad you start,It’s how quickly you get better.<br />http://flickr.com/photos/darkpatator/1860880739/<br />
the problem-solving mode narrows our gaze in much the same manner that a blinder over one eye narrows the field of vision ...
http://www.flickr.com/photos/themadlolscientist/2543882652/<br />Theory furnishes alternatives for<br />social innovation ...
Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br ...
http://www.flickr.com/photos/back_garage/3771400792/<br />
Moore’s chasm<br />(Geoghegan, 1994)<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />
http://www.flickr.com/photos/takomabibelot/2045125583/<br />
Inform the position - accountabilities<br />Identify opportunities <br />Communicate & publish<br />Continuous improvement...
Escape the banishment of the innovation department<br />http://www.flickr.com/photos/diegocupolo/3327792972/<br />
http://www.flickr.com/photos/coldcut/3363518168/<br />Profile the situation, identify risks<br />Understand available appr...
Frames…”definitions of organizational reality that serve as vehicles for understanding and action”<br />(Gioia, 1986)<br /...
AUQA and quality management<br />Enterprise Systems and LMS<br />Staff Development<br />CEQ<br />Business analysts<br />Co...
we need to today to stand out and reclaim our position as a national innovator and leader in the Teaching & Learning space...
I certainly feel that whenever I put an idea up to the organisationthat it and me get either gently ignored or severely cl...
In big industry new ideas are invited to rear their heads so they can be clobbered at once. <br />The idea department of a...
Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br ...
All current institutional attempts to improve L&T are<br />Top-down<br />External<br />Episodic<br />Teleological<br />Dis...
based on hidden assumptions<br />http://www.flickr.com/photos/12023825@N04/2898021822/<br />
http://www.flickr.com/photos/fireflythegreat/2845637227/<br />that fail to engage with the realities andnature of the task...
the result is slavish faddism,minimal real change in L&T……..<br />http://www.flickr.com/photos/tonythemisfit/2592267101/<b...
Moore’s chasm<br />(Geoghegan, 1994)<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />
There are alternatives that may provide better solutions<br />http://www.flickr.com/photos/kurtizanka/3401297648/<br />
http://www.flickr.com/photos/hooverine/2802881741/<br />
http://www.flickr.com/photos/ajawin/3529598834/<br />
http://www.flickr.com/photos/m500/3484125623/<br />We use metaphors constantly to open<br />our eyes and sensitize us to p...
Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br ...
Three levels of teaching<br />What the student is.<br />What the teacher does.<br />What the student does.<br />(Prosser &...
Three levels of improving teaching<br />What the teacher is.<br />Pre-massification<br />institution<br />What management ...
The orders of change<br />What the teacher is.<br />institution<br />What management does.<br />What the teacher does.<br ...
The orders of change<br />Tacit reinforcement ofpresent understandings<br />What the teacher is.<br />institution<br />Wha...
The orders of change<br />Tacit reinforcement ofpresent understandings<br />What the teacher is.<br />Conscious modificati...
The orders of change<br />Tacit reinforcement ofpresent understandings<br />What the teacher is.<br />Conscious modificati...
Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br ...
http://www.youtube.com/watch?v=m_MaJDK3VNE&feature=fvste3<br />
1430 Scholar google hits: “herding cats” academic<br />Academic Governance: The Art of Herding Cats<br />Herding cats and ...
Abstraction – the participants<br />Goal<br />Examples<br />Graduate attributes<br />Blended learning<br />Moodle/LMS<br /...
Herders<br />Senior management<br />Middle management<br />IT Staff<br />Curriculum design<br />HR<br />Quality<br />Facul...
Vice-Chancellor<br />SM<br />SM<br />SM<br />SM<br />SM<br />Faculty<br />Human Resources<br />ITD<br />Quality<br />Facul...
Cats<br />http://www.flickr.com/photos/australianshepherds/3593274951/<br />
Abstraction – the process<br />Identify the goal<br />Make sure we have the rightherdersand herding equipment<br />Get the...
Identify the goal<br />
Make sure we have the rightherders and herding equipment<br />
Get the cats to the goal<br />
Goal achieved<br />http://www.flickr.com/photos/jaqian/336059245/<br />
Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manip...
Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manip...
Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br ...
Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br ...
Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br ...
Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br ...
Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br ...
Big up front design (BUFD)<br />Analysis & Design<br />Assumes the aim is to develop stable systemswith primary goals of l...
Stable universities?<br />Globalised economy<br />More diversity<br />Uncertainty about the future and other developments ...
As you solve the problemyou learn more about it<br />Wicked problems<br />(Rittel & Webber, 1973)<br />Solutions are neith...
Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manip...
The three-body problem<br />Given<br /><ul><li>Current position
Mass, and
velocity</li></ul>Predict where they’ll be in a day<br />http://www.flickr.com/photos/coda/190168058/<br />
The three-body problem<br />The solar system, and more particularly the inner solar system, is strongly chaotic<br />(Lask...
Assumption of Newtonian physics<br />Order<br />the great narrative of science shares with the great religious narratives ...
Frames…”definitions of organizational reality that serve as vehicles for understanding and action”<br />(Gioia, 1986)<br /...
Consistency is thelast refuge of theunimaginative<br />http://www.flickr.com/photos/dpms/2743090877/<br />
Cynefin Framework<br />(Snowden and Boone, 2007)<br />System and agents co-evolve<br />Knowable<br /><ul><li>Cause and eff...
 Analytical/Reductionist
 Scenarios planning
 Systems thinking
 Sense-Analyse-Respond</li></ul>Complex<br />- Cause and effect are only coherent   in retrospect and do not repeat<br /><...
 Perspective filters
 Complex adaptive systems
 Probe-Sense-Respond</li></ul>System constrains agents<br />- No cause and effect relationships  perceivable<br /><ul><li>...
 Enactment tools
 Crisis management
 Act-Sense-Respond
Cause and effect relationships repeatable, perceivable and predictable
Legitimate best practice
Standard operating procedures
Process reengineering
Sense-Categorise-Respond</li></ul>Chaos<br />Known<br />No constraints<br />http://www.flickr.com/photos/nov03/3663469686/...
Cynefin Framework<br />(Snowden and Boone, 2007)<br />System and agents co-evolve<br />Knowable<br /><ul><li>Cause and eff...
 Analytical/Reductionist
 Scenarios planning
 Systems thinking
 Sense-Analyse-Respond</li></ul>Improving learning &teaching<br />Complex<br />- Cause and effect are only coherent   in r...
 Perspective filters
 Complex adaptive systems
 Probe-Sense-Respond</li></ul>System constrains agents<br />- No cause and effect relationships  perceivable<br /><ul><li>...
 Enactment tools
 Crisis management
 Act-Sense-Respond
Cause and effect relationships repeatable, perceivable and predictable
Legitimate best practice
Standard operating procedures
Process reengineering
Sense-Categorise-Respond</li></ul>Chaos<br />Known<br />No constraints<br />http://www.flickr.com/photos/nov03/3663469686/...
Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manip...
Cynefin Framework<br />(Snowden and Boone, 2007)<br />System and agents co-evolve<br />Knowable<br /><ul><li>Cause and eff...
 Analytical/Reductionist
 Scenarios planning
 Systems thinking
 Sense-Analyse-Respond</li></ul>Complex<br />- Cause and effect are only coherent   in retrospect and do not repeat<br /><...
 Perspective filters
 Complex adaptive systems
 Probe-Sense-Respond</li></ul>Improving learning &teaching<br />System constrains agents<br />- No cause and effect relati...
 Enactment tools
 Crisis management
 Act-Sense-Respond
Cause and effect relationships repeatable, perceivable and predictable
Legitimate best practice
Standard operating procedures
Process reengineering
Sense-Categorise-Respond</li></ul>Chaos<br />Known<br />No constraints<br />http://www.flickr.com/photos/nov03/3663469686/...
There is, of course, a long tradition of research that highlights the many ways workers resist managerialcontrol<br />(Fle...
…more<br />Working to rule<br />(Findlow, 2008)<br />Camouflage, conformance<br />(White, 2006)<br />(Snowden, 2002)<br />...
Hypothetical<br />http://www.flickr.com/photos/tinou/96393863/<br />
Hypothetical<br />Investigate the causes<br />Research literature to identify best practice<br />Undertake a redesign info...
change the assessment to satisfy theinstitutional requirements ofsatisfied studentsand reasonable pass rates<br />rather t...
change the assessment to satisfy theinstitutional requirements ofsatisfied studentsand reasonable pass rates<br />rather t...
Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manip...
(Baskerville, Travis & Truex, 1992)<br />based on the idea of modernism where <br />human rationality and methods of inqui...
People aren’t rational<br />Bounded rationality<br />(Simon, 1991)<br />Reliance on intuition, instinctsand simple heurist...
6 biases of managers<br />Managers take charge<br />Role<br />Manager as intuitivescientists<br />Cognitive<br />Managers ...
Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manip...
Model 1 behaviour<br />(Argyris et al, 1985)<br />Fads, fashions and band wagons<br />Purpose proxies<br />(Birnbaum, 2000...
(Argyris et al, 1985)<br />http://www.youtube.com/watch?v=3d9SjWuqa-s<br />http://www.flickr.com/photos/bdjsb7/2687659827/...
Moore’s chasm<br />(Geoghegan, 1994)<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />
Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br ...
How many of you are overweight?<br />How do you lose weight?<br />http://www.flickr.com/photos/golf_pictures/2187242989/<b...
http://www.flickr.com/photos/golf_pictures/2187242989/<br />
http://www.youtube.com/watch?v=VKs0oEIVOck<br />
20% successful at long term weight loss and maintenance<br />(Wing and Phelan, 2005)<br />6 key strategies<br />High level...
obvious from previous studies that permanent weight lossrequires behavioural changes that lead to reduced energy intake an...
How many of you are overweight?<br />http://www.flickr.com/photos/golf_pictures/2187242989/<br />
Several social, behavioural, physiological and environmental factors are known to be associated with weight gain, obesity ...
How many of you are overweight?<br />http://www.flickr.com/photos/golf_pictures/2187242989/<br />
People aren’t rational<br />Bounded rationality<br />(Simon, 1991)<br />Reliance on intuition, instinctsand simply heurist...
Individual responsibility is often emphasized, but changing the environment rather than putting the main burden on the ind...
obvious from previous studies that permanent weight lossrequires behavioural changes that lead to reduced energy intake an...
What is good teaching?<br />disagreement over the definition of good teaching or, in some cases, the belief that teaching ...
Conceptions of teaching<br />(Kember, 1997)<br />Teacher-centered/content-oriented<br />Student-centered/learning-oriented...
Conceptions of teaching and learning<br />Teacher-centered/content-oriented<br />Student-centered/learning-oriented<br />G...
obvious from previous studies that permanent weight lossrequires behavioural changes that lead to reduced energy intake an...
(Trigwell, 2001)<br />Model of university teaching<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Stra...
(Trigwell, 2001)<br />Model of university teaching<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Stra...
Model of university teaching<br />Efforts to improve teaching fail because<br />complexity of teaching is underestimated<b...
Implementation of Moodle<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Plann...
experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new tec...
Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br ...
Staff development<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Planning<br ...
Moore’s chasm<br />(Geoghegan, 1994)<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />
Teaching qualifications<br />Teaching/LearningContext<br />GCL&T<br />Teachers’Thinking<br />Teachers’Strategies<br />Teac...
What about the context?<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Planni...
Individual responsibility is often emphasized, but changing the environment rather than putting the main burden on the ind...
What about the context?<br />Teaching/LearningContext<br />(Tutty, Sheard et al, 2008)<br />Teachers’Thinking<br />Teacher...
What about the context?<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Planni...
What about the context?<br />Teaching/LearningContext<br />(Prosser et al, 2003)<br />Teachers’Thinking<br />Teachers’Stra...
Conceptions of teaching<br />(Kember, 1997)<br />Teacher-centered/content-oriented<br />Student-centered/learning-oriented...
Integrated model<br />(Richardson, 2005)<br />Disciplinarycharacteristics<br />Conceptions ofteaching<br />Approaches tote...
Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br ...
As you solve the problemyou learn more about it<br />Wicked problems<br />(Rittel & Webber, 1973)<br />Solutions are neith...
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Herding cats and losing weight: how to improve learning and teaching

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Slides for talk at CQUniversity (24 Sep, 2009). More information here http://davidtjones.wordpress.com/2009/09/14/herding-cats-losing-weight-and-how-to-improve-learning-and-teaching-2/

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Herding cats and losing weight: how to improve learning and teaching

  1. 1. Herding cats and losing weight:how to improve learning and teaching<br />David JonesCurriculum Design and Development Unit http://cdd.cqu.edu.auhttp://davidtjones.wordpress.com<br />
  2. 2. AUQA and quality management<br />Enterprise Systems and LMS<br />Staff Development<br />CEQ<br />Business analysts<br />Consistency<br />L&T Grants<br />Teaching qualifications for academics<br />Techno-rationalism and top-down management<br />http://www.flickr.com/photos/esparta/482348262/<br />
  3. 3. Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science.<br />Richard F. Elmore, Gregory Anrig Professor of Educational LeadershipHarvard Graduate School of Education.<br />http://bluyonder.wordpress.com/2007/09/24/teaching-isnt-rocket-science/<br />Improving teaching is much more complex than that<br />http://flickr.com/photos/erikcharlton/1481121536/<br />
  4. 4. As you solve the problemyou learn more about it<br />Wicked problems<br />(Rittel & Webber, 1973)<br />Solutions are neitherright nor wrong<br />Every one isessentiallyunique<br />There is no ultimate test of a solution<br />The problem can be described in many ways<br />You can’t identifyall potential solns.<br />There is no stopping rule<br />http://www.flickr.com/photos/wxmom/2052715752/<br />
  5. 5. http://www.flickr.com/photos/jaygooby/3885498720/<br />
  6. 6. Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br />http://www.flickr.com/photos/sookie/100608625/<br />
  7. 7. Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br />http://www.flickr.com/photos/sookie/100608625/<br />
  8. 8. E-learning and innovation specialist <br />http://davidtjones.wordpress.com/elearning-and-innovation/<br />consults effectively and broadly with key stakeholders<br />provides strategic advice and leadership in learning and teaching innovation, <br />primary purpose is to promote strategic e-learning development<br />http://www.flickr.com/photos/kamshots/328310142/<br />
  9. 9. In big industry new ideas are invited to rear their heads so they can be clobbered at once. <br />The idea department of a big firm is a sort of lab for isolating dangerous viruses.<br />http://www.flickr.com/photos/p373/1655304819/<br />
  10. 10. Leadership becomes faith-based, while employees who have the temerity to suggest that what seems to be happening is in fact happening are herded into Innovation Departments, where they can be ignored en masse. <br />(Shirky, 2009)<br />This shunting aside of the realists in favor of the fabulists has different effects on different industries at different times.<br />http://www.flickr.com/photos/sis/36957802/<br />
  11. 11. Why so negative?<br />http://flickr.com/photos/aviatordave/7007033/<br />
  12. 12. The most difficult subjectscan be explained to themost slow-witted man ifhe has not formed anyidea of them already;<br />(Tolstoy, 1893)<br />but the simplest thing cannot be made clear to themost intelligent man if he is firmly persuaded thathe knows already, without a shadow of doubt,what is laid before him.<br />http://commons.wikimedia.org/wiki/File:Tolstoy_portrait_tolstoy.ru.jpg<br />
  13. 13. Could be I’m a popo<br />http://www.flickr.com/photos/elblogazo/10675300/<br />
  14. 14. Phillip Hughes<br />(20 years old)<br />http://www.flickr.com/photos/zoonabar/3759151925/<br />
  15. 15. Phillip Hughes<br />(20 years old)<br />one of his flaws is to play shots while still in the air.<br />(English, 2009)<br />http://www.flickr.com/photos/zoonabar/3759151925/<br />
  16. 16. the problem-solving mode narrows our gaze in much the same manner that a blinder over one eye narrows the field of vision and distorts one&apos;s<br />perception of depth.<br />(Cooperrider and Srivastva, 1987)<br />http://www.flickr.com/photos/lupinehorror/2659454214/<br />
  17. 17. Doing more of what works<br />(Hammond, 1998)<br />http://www.flickr.com/photos/jpockele/455671560/<br />
  18. 18. “I will try to improve my game in all aspects.”<br />Hughes has spent time in the nets trying to overcome the problems<br />“His (Warne) advice was to always stay positive.”<br />(Cricinfo Staff, 2009)<br />http://www.flickr.com/photos/joeshlabotnik/2515458946/<br />
  19. 19. It’s not how bad you start,It’s how quickly you get better.<br />http://flickr.com/photos/darkpatator/1860880739/<br />
  20. 20. the problem-solving mode narrows our gaze in much the same manner that a blinder over one eye narrows the field of vision and distorts one&apos;s<br />perception of depth.<br />(Cooperrider and Srivastva, 1987)<br />http://www.flickr.com/photos/lupinehorror/2659454214/<br />
  21. 21. http://www.flickr.com/photos/themadlolscientist/2543882652/<br />Theory furnishes alternatives for<br />social innovation ..opens vistas for<br />action; expansion of &quot;the realm of the possible.&quot;<br />Management<br />Organisationalchange<br />Informationsystems<br />(Cooperrider and Srivastva, 1987)<br />Complex-adaptive systems<br />Cognitive neuroscience<br />Connectivism<br />Academic staff development<br />
  22. 22. Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br />http://www.flickr.com/photos/sookie/100608625/<br />
  23. 23. http://www.flickr.com/photos/back_garage/3771400792/<br />
  24. 24. Moore’s chasm<br />(Geoghegan, 1994)<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />
  25. 25. http://www.flickr.com/photos/takomabibelot/2045125583/<br />
  26. 26. Inform the position - accountabilities<br />Identify opportunities <br />Communicate & publish<br />Continuous improvement<br />Scholarship of L&T<br />http://www.flickr.com/photos/takomabibelot/358885118/<br />
  27. 27. Escape the banishment of the innovation department<br />http://www.flickr.com/photos/diegocupolo/3327792972/<br />
  28. 28. http://www.flickr.com/photos/coldcut/3363518168/<br />Profile the situation, identify risks<br />Understand available approaches<br />Link chosen approach to situation in order to resolve risk<br /> (Lyyttinen, Mathiassen and Ropponen 1998)<br />
  29. 29. Frames…”definitions of organizational reality that serve as vehicles for understanding and action”<br />(Gioia, 1986)<br />Typically operate in the background and have both facilitating and constraining effects<br />(Orlikowski & Gash, 1994)<br />Common sense (the things we take for granted)is the big obstacle for innovation – Sir Ken Robinson<br />http://www.flickr.com/photos/carbonnyc/76468122/<br />
  30. 30. AUQA and quality management<br />Enterprise Systems and LMS<br />Staff Development<br />CEQ<br />Business analysts<br />Consistency<br />L&T Grants<br />Teaching qualifcations for academics<br />Techno-rationalism and top-down management<br />http://www.flickr.com/photos/esparta/482348262/<br />
  31. 31. we need to today to stand out and reclaim our position as a national innovator and leader in the Teaching & Learning space<br />(Bowman, 2009)<br />“Quality of teaching”, CQU AUQA theme 2010<br />http://www.flickr.com/photos/brennanmoore/2446682892/<br />
  32. 32. I certainly feel that whenever I put an idea up to the organisationthat it and me get either gently ignored or severely clobbered. I am slowly learning to not bother, sort of like Pavlov&apos;s dog.<br />http://www.flickr.com/photos/click-photo/2242941940/<br />
  33. 33. In big industry new ideas are invited to rear their heads so they can be clobbered at once. <br />The idea department of a big firm is a sort of lab for isolating dangerous viruses.<br />http://www.flickr.com/photos/p373/1655304819/<br />
  34. 34. Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br />http://www.flickr.com/photos/sookie/100608625/<br />
  35. 35. All current institutional attempts to improve L&T are<br />Top-down<br />External<br />Episodic<br />Teleological<br />Discontinuous<br />http://www.flickr.com/photos/stignygaard/450634459/<br />
  36. 36. based on hidden assumptions<br />http://www.flickr.com/photos/12023825@N04/2898021822/<br />
  37. 37. http://www.flickr.com/photos/fireflythegreat/2845637227/<br />that fail to engage with the realities andnature of the task<br />
  38. 38. the result is slavish faddism,minimal real change in L&T……..<br />http://www.flickr.com/photos/tonythemisfit/2592267101/<br />
  39. 39. Moore’s chasm<br />(Geoghegan, 1994)<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />
  40. 40. There are alternatives that may provide better solutions<br />http://www.flickr.com/photos/kurtizanka/3401297648/<br />
  41. 41. http://www.flickr.com/photos/hooverine/2802881741/<br />
  42. 42. http://www.flickr.com/photos/ajawin/3529598834/<br />
  43. 43. http://www.flickr.com/photos/m500/3484125623/<br />We use metaphors constantly to open<br />our eyes and sensitize us to phenomenal realities that otherwise might go unnoticed.<br />(Cooperrider and Srivastva, 1987)<br />
  44. 44. Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br />http://www.flickr.com/photos/sookie/100608625/<br />
  45. 45. Three levels of teaching<br />What the student is.<br />What the teacher does.<br />What the student does.<br />(Prosser & Trigwell, 1999; Biggs, 2001)<br />http://www.flickr.com/photos/frozenchipmunk/85344374/<br />
  46. 46. Three levels of improving teaching<br />What the teacher is.<br />Pre-massification<br />institution<br />What management does.<br />Herding cats<br />What the teacher does.<br />Losing weight<br />(Jones, 2009)<br />http://www.flickr.com/photos/frozenchipmunk/85344374/<br />
  47. 47. The orders of change<br />What the teacher is.<br />institution<br />What management does.<br />What the teacher does.<br />(Bartunek and Moch, 1987)<br />http://www.flickr.com/photos/frozenchipmunk/85344374/<br />
  48. 48. The orders of change<br />Tacit reinforcement ofpresent understandings<br />What the teacher is.<br />institution<br />What management does.<br />What the teacher does.<br />(Bartunek and Moch, 1987)<br />http://www.flickr.com/photos/frozenchipmunk/85344374/<br />
  49. 49. The orders of change<br />Tacit reinforcement ofpresent understandings<br />What the teacher is.<br />Conscious modification of present schematain a particular direction<br />institution<br />What management does.<br />What the teacher does.<br />(Bartunek and Moch, 1987)<br />http://www.flickr.com/photos/frozenchipmunk/85344374/<br />
  50. 50. The orders of change<br />Tacit reinforcement ofpresent understandings<br />What the teacher is.<br />Conscious modification of present schematain a particular direction<br />institution<br />What management does.<br />Training of people to be aware of their schemataand thereby more able tochange these asthey see fit<br />What the teacher does.<br />(Bartunek and Moch, 1987)<br />http://www.flickr.com/photos/frozenchipmunk/85344374/<br />
  51. 51. Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br />http://www.flickr.com/photos/sookie/100608625/<br />
  52. 52. http://www.youtube.com/watch?v=m_MaJDK3VNE&feature=fvste3<br />
  53. 53. 1430 Scholar google hits: “herding cats” academic<br />Academic Governance: The Art of Herding Cats<br />Herding cats and nailing jello: Reflections on becoming a dean<br />The academic chairperson: Leading faculty is like herding cats<br />Herding cats: Or, how are online classeschanging the education paradigm?<br />Herding cats or luxuriating in talent?Leadership and management of universities<br />http://www.flickr.com/photos/australianshepherds/3593274951/<br />
  54. 54. Abstraction – the participants<br />Goal<br />Examples<br />Graduate attributes<br />Blended learning<br />Moodle/LMS<br />Minimum standards<br />http://www.flickr.com/photos/australianshepherds/3593274951/<br />
  55. 55. Herders<br />Senior management<br />Middle management<br />IT Staff<br />Curriculum design<br />HR<br />Quality<br />Faculty support staff<br />..<br />http://www.flickr.com/photos/australianshepherds/3593274951/<br />
  56. 56. Vice-Chancellor<br />SM<br />SM<br />SM<br />SM<br />SM<br />Faculty<br />Human Resources<br />ITD<br />Quality<br />Faculty<br />Library<br />
  57. 57. Cats<br />http://www.flickr.com/photos/australianshepherds/3593274951/<br />
  58. 58. Abstraction – the process<br />Identify the goal<br />Make sure we have the rightherdersand herding equipment<br />Get the cats to the goal<br />http://www.flickr.com/photos/australianshepherds/3593274951/<br />
  59. 59. Identify the goal<br />
  60. 60. Make sure we have the rightherders and herding equipment<br />
  61. 61. Get the cats to the goal<br />
  62. 62.
  63. 63.
  64. 64.
  65. 65.
  66. 66.
  67. 67.
  68. 68.
  69. 69.
  70. 70.
  71. 71.
  72. 72.
  73. 73.
  74. 74.
  75. 75.
  76. 76.
  77. 77.
  78. 78.
  79. 79.
  80. 80.
  81. 81.
  82. 82.
  83. 83.
  84. 84.
  85. 85.
  86. 86.
  87. 87.
  88. 88.
  89. 89.
  90. 90.
  91. 91.
  92. 92. Goal achieved<br />http://www.flickr.com/photos/jaqian/336059245/<br />
  93. 93. Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manipulate system behaviour<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
  94. 94. Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manipulate system behaviour<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
  95. 95. Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br />Maintenance<br />Time<br />http://www.flickr.com/photos/mauricedb/2706292588/<br />
  96. 96. Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br />Herding cats<br />Maintenance<br />Time<br />http://www.flickr.com/photos/mauricedb/2706292588/<br />
  97. 97. Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br />Herding cats<br />“Heaven”<br />Maintenance<br />Time<br />http://www.flickr.com/photos/mauricedb/2706292588/<br />
  98. 98. Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br />Herding cats<br />“Heaven”<br />Herding cats<br />Maintenance<br />Episodic change<br />Time<br />(Weick and Quinn, 1999)<br />http://www.flickr.com/photos/mauricedb/2706292588/<br />
  99. 99.
  100. 100. Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br />Herding cats<br />“Heaven”<br />Herding cats<br />Maintenance<br />Time<br />http://www.flickr.com/photos/mauricedb/2706292588/<br />
  101. 101. Big up front design (BUFD)<br />Analysis & Design<br />Assumes the aim is to develop stable systemswith primary goals of low maintenance andlong life spans <br />Replacement<br />Cost<br />(Truex, Baskerville and Klein, 1999)<br />Herding cats<br />“Heaven”<br />Herding cats<br />Maintenance<br />Stable systems drag<br />Time<br />http://www.flickr.com/photos/mauricedb/2706292588/<br />
  102. 102. Stable universities?<br />Globalised economy<br />More diversity<br />Uncertainty about the future and other developments highlight the importance of building institutions that are responsive to change<br />(CRHEFP, 1997)<br />There can be no doubt that universities operate in a continuously changing environment. It is how they, as an organisation, respond to the changes that determines their legitimacy and relevance going forward.<br />(CQU, 2005)<br />Post-industrial information age<br />http://www.flickr.com/photos/billgarrett-newagecrap/1439594832/<br />
  103. 103. As you solve the problemyou learn more about it<br />Wicked problems<br />(Rittel & Webber, 1973)<br />Solutions are neitherright nor wrong<br />Every one isessentiallyunique<br />There is no ultimate test of a solution<br />The problem can be described in many ways<br />You can’t identifyall potential solns.<br />There is no stopping rule<br />http://www.flickr.com/photos/wxmom/2052715752/<br />
  104. 104. Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manipulate system behaviour<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
  105. 105. The three-body problem<br />Given<br /><ul><li>Current position
  106. 106. Mass, and
  107. 107. velocity</li></ul>Predict where they’ll be in a day<br />http://www.flickr.com/photos/coda/190168058/<br />
  108. 108. The three-body problem<br />The solar system, and more particularly the inner solar system, is strongly chaotic<br />(Laskar, 1995)<br />http://www.flickr.com/photos/coda/190168058/<br />
  109. 109. Assumption of Newtonian physics<br />Order<br />the great narrative of science shares with the great religious narratives the idea that there is order to the universe <br />(Postman, 1995)<br />Dominant ideology in organizationsand management science<br />(Snowden, 2005)<br />http://www.flickr.com/photos/r-z/1573332373/<br />
  110. 110. Frames…”definitions of organizational reality that serve as vehicles for understanding and action”<br />(Gioia, 1986)<br />Typically operate in the background and have both facilitating and constraining effects<br />(Orlikowski & Gash, 1994)<br />Common sense (the things we take for granted)is the big obstacle for innovation – Sir Ken Robinson<br />http://www.flickr.com/photos/carbonnyc/76468122/<br />
  111. 111. Consistency is thelast refuge of theunimaginative<br />http://www.flickr.com/photos/dpms/2743090877/<br />
  112. 112. Cynefin Framework<br />(Snowden and Boone, 2007)<br />System and agents co-evolve<br />Knowable<br /><ul><li>Cause and effect separated over time and space
  113. 113. Analytical/Reductionist
  114. 114. Scenarios planning
  115. 115. Systems thinking
  116. 116. Sense-Analyse-Respond</li></ul>Complex<br />- Cause and effect are only coherent in retrospect and do not repeat<br /><ul><li> Pattern management
  117. 117. Perspective filters
  118. 118. Complex adaptive systems
  119. 119. Probe-Sense-Respond</li></ul>System constrains agents<br />- No cause and effect relationships perceivable<br /><ul><li> Stability-focused intervention
  120. 120. Enactment tools
  121. 121. Crisis management
  122. 122. Act-Sense-Respond
  123. 123. Cause and effect relationships repeatable, perceivable and predictable
  124. 124. Legitimate best practice
  125. 125. Standard operating procedures
  126. 126. Process reengineering
  127. 127. Sense-Categorise-Respond</li></ul>Chaos<br />Known<br />No constraints<br />http://www.flickr.com/photos/nov03/3663469686/<br />
  128. 128. Cynefin Framework<br />(Snowden and Boone, 2007)<br />System and agents co-evolve<br />Knowable<br /><ul><li>Cause and effect separated over time and space
  129. 129. Analytical/Reductionist
  130. 130. Scenarios planning
  131. 131. Systems thinking
  132. 132. Sense-Analyse-Respond</li></ul>Improving learning &teaching<br />Complex<br />- Cause and effect are only coherent in retrospect and do not repeat<br /><ul><li> Pattern management
  133. 133. Perspective filters
  134. 134. Complex adaptive systems
  135. 135. Probe-Sense-Respond</li></ul>System constrains agents<br />- No cause and effect relationships perceivable<br /><ul><li> Stability-focused intervention
  136. 136. Enactment tools
  137. 137. Crisis management
  138. 138. Act-Sense-Respond
  139. 139. Cause and effect relationships repeatable, perceivable and predictable
  140. 140. Legitimate best practice
  141. 141. Standard operating procedures
  142. 142. Process reengineering
  143. 143. Sense-Categorise-Respond</li></ul>Chaos<br />Known<br />No constraints<br />http://www.flickr.com/photos/nov03/3663469686/<br />
  144. 144. Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manipulate system behaviour<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
  145. 145. Cynefin Framework<br />(Snowden and Boone, 2007)<br />System and agents co-evolve<br />Knowable<br /><ul><li>Cause and effect separated over time and space
  146. 146. Analytical/Reductionist
  147. 147. Scenarios planning
  148. 148. Systems thinking
  149. 149. Sense-Analyse-Respond</li></ul>Complex<br />- Cause and effect are only coherent in retrospect and do not repeat<br /><ul><li> Pattern management
  150. 150. Perspective filters
  151. 151. Complex adaptive systems
  152. 152. Probe-Sense-Respond</li></ul>Improving learning &teaching<br />System constrains agents<br />- No cause and effect relationships perceivable<br /><ul><li> Stability-focused intervention
  153. 153. Enactment tools
  154. 154. Crisis management
  155. 155. Act-Sense-Respond
  156. 156. Cause and effect relationships repeatable, perceivable and predictable
  157. 157. Legitimate best practice
  158. 158. Standard operating procedures
  159. 159. Process reengineering
  160. 160. Sense-Categorise-Respond</li></ul>Chaos<br />Known<br />No constraints<br />http://www.flickr.com/photos/nov03/3663469686/<br />
  161. 161. There is, of course, a long tradition of research that highlights the many ways workers resist managerialcontrol<br />(Fleming and Spicer, 2003)<br />sabotage(Mars, 1982)<br />careful carelessness(Prasad and Prasad, 1998)<br />hidden transcripts(Scott, 1985)<br />indirect resistance(Ong, 1987)<br />subjective resistance(Kondo, 1990)<br />http://www.flickr.com/photos/nagillum/504973920/<br />
  162. 162. …more<br />Working to rule<br />(Findlow, 2008)<br />Camouflage, conformance<br />(White, 2006)<br />(Snowden, 2002)<br />Task corruption<br />Amputation<br />Simulation<br />Workarounds<br />(Pollock, 2005)<br />Shadow systems<br />Reinvention<br />(Shaw, 1997)<br />(Rogers, 1995)<br />http://www.flickr.com/photos/nagillum/504973920/<br />
  163. 163. Hypothetical<br />http://www.flickr.com/photos/tinou/96393863/<br />
  164. 164. Hypothetical<br />Investigate the causes<br />Research literature to identify best practice<br />Undertake a redesign informed by best practice<br />Evaluate the redesign, reflect and make more changes<br />http://www.flickr.com/photos/tinou/96393863/<br />
  165. 165. change the assessment to satisfy theinstitutional requirements ofsatisfied studentsand reasonable pass rates<br />rather than explore an alternative learning and teaching approach<br />http://www.flickr.com/photos/tinou/96393863/<br />
  166. 166. change the assessment to satisfy theinstitutional requirements ofsatisfied studentsand reasonable pass rates<br />rather than explore an alternative learning and teaching approach<br />an effective solution in the current higher education environment that encourages the academic to prioritise other areas, such as research.<br />(Tutty, Sheard et al, 2008)<br />http://www.flickr.com/photos/tinou/96393863/<br />
  167. 167. Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manipulate system behaviour<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
  168. 168. (Baskerville, Travis & Truex, 1992)<br />based on the idea of modernism where <br />human rationality and methods of inquiry<br />can achieve their ultimate purpose of discovering and identifying universal truths<br />http://www.flickr.com/photos/31333486@N00/1906022136/<br />
  169. 169. People aren’t rational<br />Bounded rationality<br />(Simon, 1991)<br />Reliance on intuition, instinctsand simple heuristics<br />37 cognitive biases<br />(Arnott, 2006)<br />(Jamieson & Hyland, 2006)<br />Systematic biases influence judgment<br />(Tversky and Kahneman, 1974<br />Inherent limits in organisational substantive rationality<br />Innovation and change within universitiescan never be mere rational processes<br />(Cecez-Kecmanovic, et al, 2002)<br />(Jones and O’Shea, 2004)<br />http://www.flickr.com/photos/joelogon/3132985694/<br />
  170. 170. 6 biases of managers<br />Managers take charge<br />Role<br />Manager as intuitivescientists<br />Cognitive<br />Managers actappropriately<br />Normative<br />The illusion ofcontrol<br />Self-efficacy<br />The trappedmanager<br />Commitment<br />Expectancy<br />The placebo effect<br />
  171. 171. Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manipulate system behaviour<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
  172. 172. Model 1 behaviour<br />(Argyris et al, 1985)<br />Fads, fashions and band wagons<br />Purpose proxies<br />(Birnbaum, 2000; Swanson and Ramiller, 2004)<br />(Introna, 1996)<br />Suboptimal stable equilibria<br />(March, 1991)<br />Technology gravity<br />(McDonald & Gibbons, 2009)<br />http://www.flickr.com/photos/technodad/3722564852/<br />
  173. 173. (Argyris et al, 1985)<br />http://www.youtube.com/watch?v=3d9SjWuqa-s<br />http://www.flickr.com/photos/bdjsb7/2687659827/<br />
  174. 174. Moore’s chasm<br />(Geoghegan, 1994)<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />
  175. 175. Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br />http://www.flickr.com/photos/sookie/100608625/<br />
  176. 176. How many of you are overweight?<br />How do you lose weight?<br />http://www.flickr.com/photos/golf_pictures/2187242989/<br />
  177. 177. http://www.flickr.com/photos/golf_pictures/2187242989/<br />
  178. 178. http://www.youtube.com/watch?v=VKs0oEIVOck<br />
  179. 179. 20% successful at long term weight loss and maintenance<br />(Wing and Phelan, 2005)<br />6 key strategies<br />High levels of physical activity<br />Diet low in calories and fat<br />Eating breakfast<br />Self-monitoring of weight<br />A consistent eating pattern<br />Catching “slips” before they turn into larger regains<br />http://www.youtube.com/watch?v=VKs0oEIVOck<br />
  180. 180. obvious from previous studies that permanent weight lossrequires behavioural changes that lead to reduced energy intake and/or increased energy expenditure<br />(Sarlio-Lahteenkorva, 2007)<br />http://www.youtube.com/watch?v=VKs0oEIVOck<br />
  181. 181. How many of you are overweight?<br />http://www.flickr.com/photos/golf_pictures/2187242989/<br />
  182. 182. Several social, behavioural, physiological and environmental factors are known to be associated with weight gain, obesity and weight loss<br />(Sarlio-Lahteenkorva, 2007)<br />http://www.flickr.com/photos/golf_pictures/2187242989/<br />
  183. 183.
  184. 184. How many of you are overweight?<br />http://www.flickr.com/photos/golf_pictures/2187242989/<br />
  185. 185. People aren’t rational<br />Bounded rationality<br />(Simon, 1991)<br />Reliance on intuition, instinctsand simply heuristics<br />37 cognitive biases<br />(Arnott, 2006)<br />(Jamieson & Hyland, 2006)<br />Systematic biases influence judgment<br />(Tversky and Kahneman, 1974<br />Inherent limits in organisational substantive rationality<br />Innovation and change within universitiescan never be mere rational processes<br />(Cecez-Kecmanovic, et al, 2002)<br />(Jones and O’Shea, 2004)<br />http://www.flickr.com/photos/joelogon/3132985694/<br />
  186. 186. Individual responsibility is often emphasized, but changing the environment rather than putting the main burden on the individuals<br />could perhaps result in better weight maintenance<br />(Sarlio-Lahteenkorva, 2007)<br />http://www.flickr.com/photos/tonythemisfit/3166601945/<br />
  187. 187. obvious from previous studies that permanent weight lossrequires behavioural changes that lead to reduced energy intake and/or increased energy expenditure<br />(Sarlio-Lahteenkorva, 2007)<br />http://www.youtube.com/watch?v=VKs0oEIVOck<br />
  188. 188. What is good teaching?<br />disagreement over the definition of good teaching or, in some cases, the belief that teaching quality cannot be measured<br />(Trigwell, 2001)<br />http://www.flickr.com/photos/blmurch/720609503/<br />
  189. 189. Conceptions of teaching<br />(Kember, 1997)<br />Teacher-centered/content-oriented<br />Student-centered/learning-oriented<br />Conceptualchange/intellectualdevelopment<br />Impartinginformation<br />Facilitatingunderstanding<br />Transmittingstructuredknowledge<br />Studentteacherinteraction/apprenticeship<br />Good<br />Bad<br />http://www.flickr.com/photos/foundphotoslj/466713478/<br />
  190. 190. Conceptions of teaching and learning<br />Teacher-centered/content-oriented<br />Student-centered/learning-oriented<br />Genuine improvement in teachers has to beginwith a change in their thinking about T&L<br />(Ho, et al., 2001)<br />Conceptualchange/intellectualdevelopment<br />Impartinginformation<br />Facilitatingunderstanding<br />Transmittingstructuredknowledge<br />Studentteacherinteraction/apprenticeship<br />http://www.flickr.com/photos/foundphotoslj/466713478/<br />
  191. 191. obvious from previous studies that permanent weight lossrequires behavioural changes that lead to reduced energy intake and/or increased energy expenditure<br />(Sarlio-Lahteenkorva, 2007)<br />http://www.youtube.com/watch?v=VKs0oEIVOck<br />
  192. 192. (Trigwell, 2001)<br />Model of university teaching<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Planning<br />Student<br />http://www.flickr.com/photos/dnorman/177883109/<br />
  193. 193. (Trigwell, 2001)<br />Model of university teaching<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Planning<br />Conceptions<br />Student<br />http://www.flickr.com/photos/dnorman/177883109/<br />
  194. 194. Model of university teaching<br />Efforts to improve teaching fail because<br />complexity of teaching is underestimated<br />Does not consider the integrated system of relationships<br />(Leveson, 2004)<br />http://www.flickr.com/photos/dnorman/177883109/<br />
  195. 195. Implementation of Moodle<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Planning<br />Moodle<br />Student<br />http://www.flickr.com/photos/dnorman/177883109/<br />
  196. 196. experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new technologies and processes that these systems force<br />(Katz, 2003)<br />
  197. 197. Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br />Maintenance<br />Time<br />http://www.flickr.com/photos/mauricedb/2706292588/<br />
  198. 198. Staff development<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Planning<br />StaffDev.<br />Student<br />(Ho, et al., 2001)<br />Help academics developgeneric skills<br />Clash with conceptions<br />Query, defense, compliancetask corruption<br />http://www.flickr.com/photos/dnorman/177883109/<br />
  199. 199. Moore’s chasm<br />(Geoghegan, 1994)<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />
  200. 200. Teaching qualifications<br />Teaching/LearningContext<br />GCL&T<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Planning<br />Student<br />Becomes a purpose proxy<br />http://www.flickr.com/photos/dnorman/177883109/<br />
  201. 201. What about the context?<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Planning<br />Student<br />http://www.flickr.com/photos/dnorman/177883109/<br />
  202. 202. Individual responsibility is often emphasized, but changing the environment rather than putting the main burden on the individuals<br />could perhaps result in better weight maintenance<br />(Sarlio-Lahteenkorva, 2007)<br />http://www.flickr.com/photos/tonythemisfit/3166601945/<br />
  203. 203. What about the context?<br />Teaching/LearningContext<br />(Tutty, Sheard et al, 2008)<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Planning<br />current institutional policies, including teaching and learning quality measures and lack of resources, arecompromising the way subjects are delivered. <br />Student<br />(Tutty, Sheard et al, 2008)<br />In some cases academics are discouraged from improving their teaching practice<br />(White, 2006)<br />Organisational priorities can negatively impact upon how academics approach their teaching responsibilities with the consequence that students can sense their distance from teaching<br />http://www.flickr.com/photos/dnorman/177883109/<br />
  204. 204. What about the context?<br />Teaching/LearningContext<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Planning<br />(Leveson, 2004)<br />Student<br />conceptions are regarded asbeing context-dependent<br />Teaching intentions thus reflect a compromisebetween teachers’ conceptions of teaching andtheir academic and social contexts.<br />(Norton et al, 2005)<br />http://www.flickr.com/photos/dnorman/177883109/<br />
  205. 205. What about the context?<br />Teaching/LearningContext<br />(Prosser et al, 2003)<br />Teachers’Thinking<br />Teachers’Strategies<br />Teachers’Planning<br />Good teaching arises when academics perceive<br />Student<br />Control over their teaching<br />Class size not too large<br />Workloads not to high<br />Department values teaching<br />http://www.flickr.com/photos/dnorman/177883109/<br />
  206. 206. Conceptions of teaching<br />(Kember, 1997)<br />Teacher-centered/content-oriented<br />Student-centered/learning-oriented<br />Little or no evidence of conceptual change from either<br />Increasing teaching experience<br />OR<br />Conceptualchange/intellectualdevelopment<br />Impartinginformation<br />Facilitatingunderstanding<br />Transmittingstructuredknowledge<br />Studentteacherinteraction/apprenticeship<br />Formal training<br />(Norton et al, 2005)<br />http://www.flickr.com/photos/foundphotoslj/466713478/<br />
  207. 207. Integrated model<br />(Richardson, 2005)<br />Disciplinarycharacteristics<br />Conceptions ofteaching<br />Approaches toteaching<br />Situationalfactors<br />Perceptions ofthe teachingenvironment<br />http://www.flickr.com/photos/hinkelstone/2435823037/<br />
  208. 208. Overview<br />Who?<br />Why?<br />What?<br />Reflective alignment<br />Herding cats<br />Losing weight<br />Solutions?<br />http://www.flickr.com/photos/sookie/100608625/<br />
  209. 209. As you solve the problemyou learn more about it<br />Wicked problems<br />(Rittel & Webber, 1973)<br />Solutions are neitherright nor wrong<br />Every one isessentiallyunique<br />There is no ultimate test of a solution<br />The problem can be described in many ways<br />You can’t identifyall potential solns.<br />There is no stopping rule<br />http://www.flickr.com/photos/wxmom/2052715752/<br />
  210. 210. http://www.flickr.com/photos/jaygooby/3885498720/<br />
  211. 211. Reflective alignment<br />Informed by scholarship<br />All aspects of theCQUni L&Tenvironment arealigned to enable andencourage<br />reflective engagementwith L&T with the aimof achieving 3rd orderchange<br />Management<br />Students<br />At all levels<br />Academic staff<br />Professional staff<br />http://www.flickr.com/photos/watko/3836492881/<br />
  212. 212. BLENDED<br />e-learning, face to face, print, laboratory, field work, workplace<br /> ENGAGED/INTEGRATED<br />Project Based, community based, work integrated<br />Authentic Learning Models<br />Learning Environments<br />become<br />Systems, Practices, Partnerships<br />ENABLING<br />ICT, HR practices, Infrastructure, Internal and External Partnerships<br />
  213. 213. Reflective alignment<br />BLENDED<br />e-learning, face to face, print, laboratory, field work, workplace<br /> ENGAGED/INTEGRATED<br />Project Based, community based, work integrated<br />Authentic Learning Models<br />Learning Environments<br />become<br />Systems, Practices, Partnerships<br />ENABLING<br />ICT, HR practices, Infrastructure, Internal and External Partnerships<br />
  214. 214. Master teachers are not born; they become.<br />(Common, 1989)<br />They become primarily by<br />developing a habit of mind, a wayof looking critically at the work they do <br />BLENDED<br />e-learning, face to face, print, laboratory, field work, workplace<br /> ENGAGED/INTEGRATED<br />Project Based, community based, work integrated<br />developing the courage to recognise faults, and<br />Authentic Learning Models<br />struggling to improve.<br />Learning Environments<br />become<br />Systems, Practices, Partnerships<br />ENABLING<br />ICT, HR practices, Infrastructure, Internal and External Partnerships<br />
  215. 215. Master teachers are not born; they become.<br />(Common, 1989)<br />They become primarily by<br />developing a habit of mind, a wayof looking critically at the work they do <br />BLENDED<br />e-learning, face to face, print, laboratory, field work, workplace<br /> ENGAGED/INTEGRATED<br />Project Based, community based, work integrated<br />developing the courage to recognise faults, and<br />Authentic Learning Models<br />struggling to improve.<br />Learning Environments<br />become<br />Systems, Practices, Partnerships<br />ENABLING<br />ICT, HR practices, Infrastructure, Internal and External Partnerships<br />All aspects of the CQUni L&T environment arealigned to enable and encourage<br />
  216. 216. Individual responsibility is often emphasized, but changing the environment rather than putting the main burden on the individuals<br />could perhaps result in better weight maintenance<br />(Sarlio-Lahteenkorva, 2007)<br />http://www.flickr.com/photos/tonythemisfit/3166601945/<br />
  217. 217. It’s a journey, not a destination<br />BLENDED<br />e-learning, face to face, print, laboratory, field work, workplace<br /> ENGAGED/INTEGRATED<br />Project Based, community based, work integrated<br />Authentic Learning Models<br />Learning Environments<br />become<br />Systems, Practices, Partnerships<br />ENABLING<br />ICT, HR practices, Infrastructure, Internal and External Partnerships<br />
  218. 218. Structure<br />Process<br />Environment<br />Conceptions<br />http://www.flickr.com/photos/myklroventine/2372327933/<br />
  219. 219. Could be I’m a popo<br />http://www.flickr.com/photos/elblogazo/10675300/<br />
  220. 220. Structure<br />Process<br />Environment<br />Conceptions<br />http://www.flickr.com/photos/myklroventine/2372327933/<br />
  221. 221. 20% successful at long term weight loss and maintenance<br />(Wing and Phelan, 2005)<br />6 key strategies<br />High levels of physical activity<br />Diet low in calories and fat<br />Eating breakfast<br />Self-monitoring of weight<br />A consistent eating pattern<br />Catching “slips” before they turn into larger regains<br />http://www.youtube.com/watch?v=VKs0oEIVOck<br />
  222. 222. Course and teaching evaluation<br />(Tutty, Sheard et al, 2008)<br />their current use does little to encourageteaching approaches in the higher categories.<br />Well-organised subjects, with high pass rates andlight to reasonable workloads, are likely to score wellwith students even though they may not haveencouraged or even required deep learning.<br />Yet these are the current measures usedto gauge quality in learning and teaching and to allocate funding to institutions.<br />http://www.flickr.com/photos/us_army_rolling_along/3811567212/<br />
  223. 223. Smile sheets<br />Participant reactions should be removed fromevaluation models as a primary outcome of training<br />(Holton, 1996)<br />(Weimer & Lenze, 1998)<br />Participants’ reactions to instructional development do not contribute to a clear picture of its real impact<br />(Guskey, 2000)<br />“happiness indicators” indicate how wellparticipants liked the intervention withoutaddressingthe issue of attaining change.<br />http://www.flickr.com/photos/us_army_rolling_along/3811567212/<br />
  224. 224. (Postareff et al, 2008)<br />dissonance could be explained by their inability to reflect on their own teaching in ways that challenged<br />the teaching approaches in their department<br />lack intrinsic motivation todevelop their approaches to be systematicallylearning-focused<br />(Bransford et al, 2000; p224)<br />“deliberate practice” emphasize the importance of helpingstudents monitor their learning so that they seek feedbackand actively evaluate their strategies and…levels of understanding<br />(Booth and Anderberg, 2005)<br />e.g. Reflective problematization<br />http://www.flickr.com/photos/linnybinnypix/2169240864/<br />
  225. 225. Are you researcheror educator?<br />Funded research andpublication of results has become…dominantin universities<br />(Knapper, 2003)<br />Promotion criteria primarilyvalue research<br />(Zellweger, 2005)<br />http://www.flickr.com/photos/sylvar/1138341328/<br />
  226. 226. More time teaching is a negativeinfluence on academic pay<br />The trend is worsening most rapidlyin institutions whose central missionfocuses on teaching and learning<br />(Fairweather, 2005)<br />http://www.flickr.com/photos/sylvar/1138341328/<br />
  227. 227. The reputation of every university depends on the quality and commitment of staff for theadvancement of its status, more than any other variable.<br />(Thomas, 2009)<br />http://www.flickr.com/photos/joeshlabotnik/305410323/<br />
  228. 228. the Good Universities Guide, which confirmedUSC as the only public university in Queenslandto obtain five stars for its quality of teaching.<br />(Thomas, 2009)<br />http://www.flickr.com/photos/fdecomite/3402116037/<br />
  229. 229. Structure<br />Process<br />Environment<br />Conceptions<br />http://www.flickr.com/photos/myklroventine/2372327933/<br />
  230. 230. Vice-Chancellor<br />Where’s T&L responsibility?<br />SM<br />SM<br />SM<br />SM<br />SM<br />Faculty<br />Human Resources<br />ITD<br />Quality<br />Faculty<br />Library<br />
  231. 231. Vice-Chancellor<br />Where’s T&L responsibility?<br />SM<br />SM<br />SM<br />SM<br />SM<br />Faculty<br />Human Resources<br />ITD<br />Quality<br />Faculty<br />Library<br />
  232. 232. Vice-Chancellor<br />Where’s T&L responsibility?<br />SM<br />SM<br />SM<br />SM<br />SM<br />Faculty<br />Human Resources<br />ITD<br />Quality<br />Faculty<br />Library<br />
  233. 233. Vice-Chancellor<br />Where’s T&L responsibility?<br />SM<br />SM<br />SM<br />SM<br />SM<br />Faculty<br />Human Resources<br />ITD<br />Quality<br />Faculty<br />Library<br />
  234. 234. Vice-Chancellor<br />Where’s T&L responsibility?<br />SM<br />SM<br />SM<br />SM<br />SM<br />Faculty<br />Human Resources<br />ITD<br />Quality<br />Faculty<br />Library<br />
  235. 235. Vice-Chancellor<br />Where’s T&L responsibility?<br />SM<br />SM<br />SM<br />SM<br />SM<br />Faculty<br />Human Resources<br />ITD<br />Quality<br />Faculty<br />Library<br />
  236. 236. Vice-Chancellor<br />Primary focus is L&T?<br />SM<br />SM<br />SM<br />SM<br />SM<br />Faculty<br />Human Resources<br />ITD<br />Quality<br />Faculty<br />Library<br />
  237. 237. Vice-Chancellor<br />Integration?<br />SM<br />SM<br />SM<br />SM<br />SM<br />Convergence<br />Faculty<br />Human Resources<br />ITD<br />Quality<br />Faculty<br />Library<br />
  238. 238. Structure<br />Process<br />Environment<br />Conceptions<br />http://www.flickr.com/photos/myklroventine/2372327933/<br />
  239. 239. (Wood & Friedel, 1989)<br />approach to scholarship based on<br />an understanding of the communalbasisof all scholarly activity<br />that scholarship by its very natureis a public rather than private activity;<br />that it is open to critiqueand evaluation by others;<br />and that a field of study is progressedthrough the scholarly activity of buildingnew ideas which are then open to thesame processes of public scrutiny.<br />http://www.flickr.com/photos/ajschwegler/525742850/<br />
  240. 240. The distinctive quality of continuous changeis the idea that small continuous adjustments,created simultaneously across units, can cumulate and create substantial change.<br />(Weick & Quinn, 1999)<br />http://www.flickr.com/photos/swanksalot/3433263368/<br />
  241. 241. Don’t deny another’s reality<br />To allow ourselves to be pulled by theconcerns out there rather than beingpushed by the concepts in here<br />(Mintzberg et al, 2003)<br />(Weick & Quinn, 1999)<br />Replace<br />Tell people what to do<br />“logic of replacement”<br />with<br />“logic of attraction”<br />Show people how to be<br />http://www.flickr.com/photos/rwhitlock/3168043376/<br />
  242. 242. (Argyris et al, 1985)<br />http://www.flickr.com/photos/bdjsb7/2687659827/<br />
  243. 243. Safe-fail<br />Not fail safe<br />(Snowden and Boone, 2007)<br />http://www.flickr.com/photos/jurvetson/252084585/<br />
  244. 244. A university is defined by thequality of its academic conversations,not by the technologies that service them.<br />(Laurillard, 2002)<br />http://www.flickr.com/photos/criminalintent/2744040362/<br />
  245. 245. Diverse<br />Knowledge centered<br />Self-managed<br />Scholarly<br />http://www.flickr.com/photos/criminalintent/2744040362/<br />
  246. 246. The end<br />What the teacher is.<br />Pre-massification<br />institution<br />What management does.<br />Herding cats<br />What the teacher does.<br />Losing weight<br />http://www.flickr.com/photos/kleiner_riese_74/3937978535/<br />
  247. 247. Reflective alignment<br />Informed by scholarship<br />All aspects of theCQUni L&Tenvironment arealigned to enable andencourage<br />reflective engagementwith L&T with the aimof achieving 3rd orderchange<br />Management<br />Students<br />At all levels<br />Academic staff<br />Professional staff<br />http://www.flickr.com/photos/watko/3836492881/<br />
  248. 248. http://www.youtube.com/watch?v=VKs0oEIVOck<br />
  249. 249. http://www.youtube.com/watch?v=m_MaJDK3VNE&feature=fvste3<br />
  250. 250. BLENDED<br />e-learning, face to face, print, laboratory, field work, workplace<br /> ENGAGED/INTEGRATED<br />Project Based, community based, work integrated<br />Authentic Learning Models<br />Learning Environments<br />become<br />Systems, Practices, Partnerships<br />ENABLING<br />ICT, HR practices, Infrastructure, Internal and External Partnerships<br />
  251. 251. Questions?<br />More discussions, questions, and resources<br />http://davidtjones.wordpress.com/elearning-and-innovation/<br />http://dilbert.com/strips/comic/2009-09-17/<br />http://flickr.com/photos/lwr/12364944/<br />
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  256. 256. The fat cats<br />http://www.flickr.com/photos/psyberartist/3649129114/<br />http://www.flickr.com/photos/yukariryu/122530930/<br />http://www.flickr.com/photos/golf_pictures/2438867522/<br />http://www.flickr.com/photos/yukariryu/122530953/<br />http://www.flickr.com/photos/psyberartist/2252932817/<br />http://www.flickr.com/photos/golf_pictures/3017331832/<br />http://www.flickr.com/photos/tuey/213514346/<br />http://www.flickr.com/photos/dq090702/2836742345/<br />http://www.flickr.com/photos/torenc/123932867/<br />http://www.flickr.com/photos/dq090702/2837577272/<br />

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