http://www.csu.edu.au/division/landt/flexible-learning/	                                                            1
 Order	  of	  presentations	  (10	  minutes	  each)	  ¡  Professor	  Mike	  Keppell	  –	  an	  overview	  of	  the	  Teac...
" “Flexible	  learning”	  	  provides	  opportunities	  to	  improve	  the	  student	    learning	  experience	  through	 ...
"     “Blended	  and	  flexible	  learning”	  	  is	  a	  design	  approach	  that	  examines	  the	        relationships	 ...
 "      Funded	  by	  DVC	  (Academic),	  the	  Fellowship	  scheme	         provides	  a	  .5	  release	  from	  regular	...
"      An	  enhanced	  understanding	  of	  pedagogy	  and	  of	  their	  own	         pedagogical	  approach.	  "      An...
Transformative	  learning	  (continued)	   "      Renewed	  confidence	  with	  regard	  to	  leading	  and	  adopting	    ...
¡  Context  §  Research only academic (prior to CSU);      specialist in breast cancer pathology  §  Teach histology & ...
VIRTUAL                MICROSCOPYWIMBA VIRTUAL  CLASSROOM
¡  Chair School L&T committee¡  Member Faculty L&T committee¡  Workshops (& Networking)  §  Attendance (internal & ext...
¡  Startedsmall – resource trialled & evaluated  in 2 subjects  §   I did not feel so isolated as a DE student. I could ...
Lyn	  Hay	  FLI	  Fellow	  2009-­‐2010	  
Information	  Studies	  Curriculum	  §  undergraduate	  and	  postgraduate	  library	  and	      information	  management...
FLI	  Project	  for	  SIS	  §  work	  with	  SIS	  academics	  to	  explore	  integration	  of	  Web	  2.0	      technolo...
Pedagogical	  transformation	  §  Social	  Networking	  for	  Information	  Professionals	  integrated	  suite	  of	  Fac...
§     Building	  a	  culture	  of	  learning	  innovation	  	  teaching	         excellence	  in	  the	  School	  §     ...
Dr	  Richard	  Taffe	  Murray	  School	  of	  Education,Teaching	  Fellow	  2010	  Multi-­‐campus,	  single	  course	  team...
3	  courses	             3	          campuses	                             3	                         teaching	           ...
¡  Trialling	  ‘blended’	  approaches	  in	  teaching	  ¡  Incorporating	  distance	  into	  an	  on-­‐campus,	      fac...
¡  Fellowship	  legitimises	  the	  move	  to	  more	      creative,	  transformative	  teaching	  and	      learning	  ¡...
Upcoming SlideShare
Loading in …5
×

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

1,927 views

Published on

Presentation by:
Mike Keppell
Merilyn Childs
Lucy Webster
Lyn Hay
Richard Taffe

Published in: Education, Technology, Business
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,927
On SlideShare
0
From Embeds
0
Number of Embeds
404
Actions
Shares
0
Downloads
13
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

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

  1. 1. http://www.csu.edu.au/division/landt/flexible-learning/ 1
  2. 2.  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
  3. 3. " “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
  4. 4. " “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
  5. 5.  " 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
  6. 6. " 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
  7. 7. 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.  
  8. 8. ¡  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
  9. 9. VIRTUAL MICROSCOPYWIMBA VIRTUAL CLASSROOM
  10. 10. ¡  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
  11. 11. ¡  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
  12. 12. Lyn  Hay  FLI  Fellow  2009-­‐2010  
  13. 13. 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  
  14. 14. 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  
  15. 15. 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    
  16. 16. §  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  LT  project  funding,  involvement   in  scholarship  in  teaching    publishing  what  we  do  within  LIS   discipline    beyond  (DE,  HE,  EdTech)    
  17. 17. Dr  Richard  Taffe  Murray  School  of  Education,Teaching  Fellow  2010  Multi-­‐campus,  single  course  team  development  for  flexible  learning  outcomes.    
  18. 18. 3  courses   3   campuses   3   teaching   teams  Unified  course,  one  teaching  team  
  19. 19. ¡  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  
  20. 20. ¡  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.  

×