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What the Fudge does EEI do?

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15 minute presentation explaining what people should know about EEI at this point in time, and what we'd like to know about the other members of OALT.

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What the Fudge does EEI do?

  1. 1. http://bit.ly/eeiWhat Educational Excellence & Innovation (EEI)What you need to know? What we’d like to know?
  2. 2. WTF(udge) does EEI do?
  3. 3. Learning by doing
  4. 4. What we’d like to know?
  5. 5. WTF(udge) does EEI do?
  6. 6. WTF(udge) does EEI do? MDD (focus on content) PQE (focus on programs) EDD (focus on courses) EEI (focus on academics)
  7. 7. WTF(udge) does EEI do? MDD (focus on content) PQE (focus on programs) EDD (focus on courses) EEI (focus on academics) Our focus is on helping academics develop the knowledge & skills necessary to achieve educational excellence and innovation
  8. 8. WTF(udge) does EEI do? MDD (focus on content) PQE (focus on programs) EDD (focus on courses) EEI (focus on academics) Our focus is on helping academics develop the knowledge & skills necessary to achieve educational excellence and innovation Me to
  9. 9. WTF(udge) does EEI do? MDD (focus on content) PQE (focus on programs) EDD (focus on courses) EEI (focus on academics) The four teams have been designed to have strong interconnections. The four interconnected and interdependent teams of USQ’s Advancement of Learning and Teaching (ALT) The overarching aim of ALT can only be achieved through strategic and meaningful interplay across the teams, and in partnership with the broader USQ community. What we’d like to know?
  10. 10. WTF(udge) does EEI do? 1. Teaching awards 2. Teaching grants 3. Professional Learning Opportunities for USQ teachers 4. Identify learning needs for USQ teachers
  11. 11. WTF(udge) does EEI do? 1. Teaching awards 2. Teaching grants 4. Identify learning needs for USQ academics strategic and meaningful interplay Me to 3. Professional Learning Opportunities for USQ teachers
  12. 12. SILS service model
  13. 13. SILS service engagement model 4. Identify learning needs for USQ academics
  14. 14. SILS service engagement model PLO “design system” Teacher Inquiry into Student Learning model… Analytics platform “CRM”?
  15. 15. The dogmas of the quiet past, are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise—with the occasion. As our case is new, so we must think anew, and act anew
  16. 16. As our case is new, so we must think anew, and act anew Learning by doing
  17. 17. Reference Planning school Learning school Weick & Quinn (1999) Episodic change Continuous change Brews & Hunt (1999) Planning school Learning school Seely Brown & Hagel (2005) Push system Pull systems Hutchins (1991) Supervisor reflection and intervention Local adjustment Truex et al (2000) Traditional design Emergent design March (1991) Exploitation Exploration Boehm & Turner (2003) Plan-driven Agile Mintzberg (1989) Deliberate strategy Emergent Strategy Kurtz & Snowden (2007) Idealistic Naturalistic (Jones et al, 2005; Jones & Muldoon, 2007) Human-centered design
  18. 18. Know thy students Learner-centered approaches to higher education require that instructors have insight into their students’ characteristics (Motz, Teague & Shepard, 2015)
  19. 19. Know thy students How many teaching staff at USQ? Permanent, casual, full-time, part-time? What do they know/do about L&T? What are they having problems with? What would they like to do? Who is achieving educational excellence and innovation? (Motz, Teague & Shepard, 2015)
  20. 20. Eat your own dog food
  21. 21. As our case is new, so we must think anew, and act anew 1. Teaching awards 2. Teaching grants 3. Professional Learning Opportunities for USQ teachers 4. Identify learning needs for USQ teachers
  22. 22. PLOs Being in a culture the encourages professional learning Having current conceptions of teaching challenged Watching recordings of own teaching Talking to colleagues Participating in a PL group Attending externally-hosted sessions on teaching Grad. Cert in Tertiary Teaching (de la Harpe et al, 2012, pp. 25-26) Independent self-study
  23. 23. PLOs Being in a culture the encourages professional learning Having current conceptions of teaching challenged Watching recordings of own teaching Talking to colleagues Participating in a PL group Attending externally-hosted sessions on teaching Grad. Cert in Tertiary Teaching (de la Harpe et al, 2012, pp. 25-26) Independent self-study Known to positively impact student outcomes
  24. 24. 3. Professional Learning Opportunities for USQ teachers As our case is new, so we must think anew, and act anew
  25. 25. Where’s the pedagogy?
  26. 26. Where’s the pedagogy? Quality teaching requires (TPACK) developing a nuanced understanding of the complex relationships between technology, content, and pedagogy, and using this understanding to develop appropriate, context-specific strategies and representations. Productive technology integration in teaching needs to consider all three issues not in isolation, but rather within the complex relationships in the system defined by the three key elements (Mishra & Koehler, 2006)
  27. 27. Situated Thought the venue was excellent…The technology in the room really assisted in the learning process. Great use of technology - to assist with the learning and recording each tables ideas.
  28. 28. Situated
  29. 29. Situated Where’s the link?
  30. 30. Digital Digital magazine e-Book
  31. 31. Digital On the web, not of the web “augmenting human intellect” Wholly new forms of encyclopedias will appear, ready-made with a mesh of associative trails running through them, ready to be dropped into the memex and there amplified (Bush, 1945) (Engelbart, 1962)
  32. 32. Social Opportunities for • New types of discussion; • Diverse expertise; • Critical/reflective questioning of practice
  33. 33. http://sydney.edu.au/education-portfolio/ei/teaching@sydney/ Smallest Federated Wiki
  34. 34. Distributed The more thinking that can be off-loaded onto the environment, the more mental energy remains available for those tasks that are primarily internal (Tribble, 2005, p. 144) we have mistakenly assumed that properties of the system as a whole must be possessed by each individual within it (Tribble, 2005, p. 137) Little or no teacher conceptual change from • Increasing teaching experience; or • formal training. (Norton et al, 2005)
  35. 35. Distributed (Sarlio-Lahteenkorva, 2007) Individual responsibility is often emphasized, but changing the environment rather than putting the main burden on the individuals could perhaps result in better weight maintenance
  36. 36. Distributed Where’s the link? Tool to support planning specific to rooms Push suggestions based on • room; • course; • discipline. Link to room setup Translate learning activities into room/technology choices
  37. 37. (Trigwell, 2001) The more thinking that can be off-loaded onto the environment, the more mental energy remains available for those tasks that are primarily internal (Tribble, 2005, p. 144)
  38. 38. WTF(udge) does EEI do? 1. Teaching awards 2. Teaching grants 3. Professional Learning Opportunities for USQ teachers 4. Identify learning needs for USQ teachers
  39. 39. The dogmas of the quiet past, are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise—with the occasion. As our case is new, so we must think anew, and act anew
  40. 40. Learning by doing
  41. 41. As our case is new, so we must think anew, and act anew Knowledge is • Situated • Social • Distributed • Digital (Putnam & Borko, 2000; Jones et al, 2015)
  42. 42. http://bit.ly/eeiWhat Where does EEI fit with the SILS service engagement model? What’s missing/wrong in the above? What can we learn from you? How do we get “strategic & meaningful” interplay across OALT & the broader USQ community? How can OALT be more open? What don’t we know?
  43. 43. Boehm, B., & Turner, R. (2004). Balancing agility and disicpline: A guide for the perplexed. Addison-Wesley. Brews, P., & Hunt, M. (1999). Learning to plan and planning to learn: Resolving the planning school/learning school debate. Strategic Management, 20(10), 889–913. Bush, Vannevar. "As we may think." The atlantic monthly 176.1 (1945): 101-108. Retrieved from https://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/303881/ de la Harpe, B., & Mason, T. (2012). Not a Waste of Space: Professional Development for Staff Teaching in New Generation Learning Spaces. Melbourne, Australia. Engelbart, Douglas C. "Augmenting Human Intellect: A Conceptual Framework. Summary Report AFOSR-3223 under Contract AF 49 (638)-1024, SRI Project 3578 for Air Force Office of Scientific Research." Stanford Research Institute. Retrieved March 1 (1962): 2007. Retrieved from http://www.dougengelbart.org/pubs/augment-3906.html Hutchins, E. (1991). Organizing work by adaptation. Organization Science, 2(1), 14–39. Jones, D., Heffernan, A., & Albion, P. (2015). TPACK as Shared Practice: Toward a Research Agenda,. In L. Liu & D. Gibson (Eds.), Research Highlights in Technology and Teacher Education 2015 (pp. 13–20). Waynesville, NC: AACE. Jones, D., Luck, J., McConachie, J., & Danaher, P. A. (2005). The teleological brake on ICTs in open and distance learning. In 17th Biennial Conference of the Open and Distance Learning Association of Australia. Adelaide. Jones, D., & Muldoon, N. (2007). The teleological reason why ICTs limit choice for university learners and learning. In R. J. Atkinson, C. McBeath, S. K. A. Soong, & C. Cheers (Eds.), ICT: Providing choices for learners and learning. Proceedings ASCILITE Singapore 2007 (pp. 450–459). Singapore. Kurtz, C., & Snowden, D. (2007). Bramble Bushes in a Thicket: Narrative and the intangiables of learning networks. In M. Gibbert & T. Durand (Eds.), . Blackwell.
  44. 44. March, J. (1991). Exploration and exploitation in organizational learning. Organization Science, 2(1), 71–87. Mintzberg, H. (1989). Mintzberg on Management, Inside our Strange World of Organisations. New York: Free Press. Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. Motz, B., Motz, B. A., Teague, J. A., & Shepard, L. L. (2015). Know thy students : Providing aggregate student data to instructors. EDUCAUSE Review Online, (September). Retrieved from http://er.educause.edu/articles/2015/3/know-thy-students-providing-aggregate-student-data-to-instructors Norton, L., Richardson, J., Hartley, J., Newstead, S., & Mayes, J. (2005). Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education, 50(4), 537–571. Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. Retrieved from http://www.jstor.org/stable/1176586 Sarlio-Lahteenkorva, S. (2007). Determinants of long-term weight maintenance. Acta Paediatrica, 96(s454), 26–28. Seely-Brown, J., & Hagel, J. (2005). From push to pull: The next frontier of innovation. The McKinsey Quarterly. McKinsey & Company. Tribble, E. (2005). Distributing cognition in the globe. Shakespeare Quarterly, 56(2), 135–155. Trigwell, K. (2001). Judging university teaching. The International Journal for Academic Development, 6(1), 65–73. Truex, D., Baskerville, R., & Travis, J. (2000). Amethodical systems development: the deferred meaning of systems development methods. Accounting Management and Information Technologies, 10, 53–79. Weick, K., & Quinn, R. (1999). Organizational change and development. Annual Review of Psychology, 50, 361–386.
  45. 45. Slide 1, 45: "Blowing Questions" by Brian Yap (葉) available at http://flickr.com/photos/yewenyi/7909176606 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/ Slide 2, 7, 8, 9, 10, 11, 12, 13, 43: "fudge" by theilr available at http://flickr.com/photos/theilr/345056806 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/ Slide 3, 4, 5, 40: "construction" by Oregon State University available at http://flickr.com/photos/OregonStateUniversity/9304357390 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/ Slide 6: "Blind Men and the Elephant" by Climate Interactive available at http://flickr.com/photos/ClimateInteractive/13944682478 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 14, 15, 16, 17: "The Big Picture" by Amanda Slater available at http://flickr.com/photos/amandabhslater/2797408376 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/ Slide 18, 19, 20, 24, 42, 44: "Abraham Lincoln Memorial 1" by Kevin Burkett available at http://flickr.com/photos/KevinBurkett/3415358060 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/
  46. 46. Slide 21, 22: "Commandments" by James Perkins available at http://flickr.com/photos/OpalMirror/4314134817 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 23: "Chip Eats with Abandon 1/52 (explored 2015-01-04)" by Bas Bloemsaat available at http://flickr.com/photos/BasBloemsaat/15999486557 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 25, 26: "Traditional Professional Development" by Jen Hegna available at http://flickr.com/photos/jenhegna1/8049325688 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/ Slide 35: "fat cat" by 紫流 available at http://flickr.com/photos/Yukari*/122530930 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/ Slide 37, 38: "SC_Corelle Snowflake Garland (1974)" by catface3 available at http://flickr.com/photos/catface3/1456423316 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 46, 47, 47, 49: "Private home reference library" by warwick_carter available at http://flickr.com/photos/warwick_carter/5535384257 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/

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