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
¡ 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
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 LT 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.