Professor Suzi Vaughan, Deputy Vice-Chancellor (Learning and Teaching), Queensland University of Technology presented recently at the Bb Education on Tour event at QUT in Brisbane, on Thursday 3rd March 2016.

1. Prof Suzi Vaughan (PFHEA)
DVC (Learning and Teaching)
Learning 2020

2. The real world
is changing
and we need to
change with it.

3. i m p a c t
dt h e
o f t e c h n o l o g y

4. Suzi as a fashion
student in 1982.

5. T h e p r o m i s e
(sometime in the mid 1980s)

6. Technology would set us free.

7. Steve Jobs
might have agreed.....

8. disruptive
innovations

10. From the information age to
the connected age.
Diana Oblinger

11. T h e p r o m i s eT h e t h r e a t
(2016)

12. Technology could make us
redundant.

19. The nature
of work and
the workforce
is changing.

20. Knowledge-based workers need to be entrepreneurial, not
necessarily in the sense of being skilled in making money, but
in seeing an opportunity, and doing what is necessary to make
it happen.
Knowledge-based companies depend on innovation – creating,
modifying, and improving products and services – rather than
reproducing the same product all the time, as in an industrial
organization. Thus knowledge-based workers need to be
creative and risk takers.
Managing Technology in Higher Education: Strategies for Transforming Teaching
and Learning. A.W (Tony) Bates and Albert Sangra, 2011.

21. The learning
needs of
individuals and
organisations are
changing.

22. communication
collaborationcreativity
critical thinking
Sharing thoughts,
questions, ideas and
solutions
Working together to reach a
goal – putting talent, expertise
and smarts to work
Innovating and inventing -
trying new approaches to get
things done
Looking at problems in a
new way, linking learning
across disciplines
21st century ‘super skills’
www.p21.org/4Cs

24. Birth Death
play school HE work retirement
capstone

25. ‘A second climate crisis... a crisis of human resources’
Sir Ken Robinson

26. From a manufacturing model of education
to an agricultural model

27. customer
empathy
learner

28. Birth Death
Death
play school HE work retirement
play work playlearn learn learn learn
capstone

29. employmentemployability

30. employment
delight
lifelong
purposeful
employability

31. http://scottreinhard.com/wp-content/uploads/2012/08/expert-
button_forweb-e1345329354880.jpg
expert
noun
A person with a high degree of skill in or
knowledge of a certain subject.
adjective
Having, involving, or demonstrating great skill,
dexterity, or knowledge as the result of
experience or training.

32. innovation
Universities are pretty good at the creation of new knowledge
(invention).
They are, however, less experienced at innovation, where
application, rather than just the creation of new knowledge,
is critical.
Source: Michael Porter in ‘Clusters of Innovation: Foundations of US Competitiveness’, quoted in
Smarter Manufacturing for a Smarter Australia, August 2012.
Product, service or process that creates value for customers
versus invention
Driven primarily by desire to add consumer, industry or societal value
Value defined by practical outcomes
Based on broad set of strategic, managerial, design, marketing and
technical skills

33. change readychange capable

34. recognise
the need
for change

35. Not everything that is faced can
be changed, but nothing can be
changed until it is faced.
James Baldwin

36. We know we need
to rethink our
approaches to
engaging students
in learning

37. “I don’t go into the library
or lectures – I get really
bored and distracted. I still
get 6s and 7s.”
3rd yr QUT student

38. we are transforming our
learning environments
but we know, in itself,
that is not enough to
deliver on our promise
of real world
learning experiences
and outcomes...

41. social learning
connected learning

42. change readychange capable

43. The change that is required to address today's
challenges is not vast or difficult or expensive.
It is a small thing. But it is a small change that
changes everything.
From Teaching to Learning -
A New Paradigm for Undergraduate Education
By Robert B. Barr and John Tagg, 1995
Simply ask, how would we do things differently
if we put learning first?
Then do it.

44. Simple.

45. Within higher education, we’ve
been talking about a paradigm
shift (from teaching to learning)
for decades....
talk, talk
talk, talk,
talk, talk
TALK

46. a teaching paradigm
mission and purposes:
provide/deliver teaching
transfer knowledge from
academics
offer courses and programs
improve the quality of
teaching
achieve access for diverse
students
a learning paradigm
produce learning
elicit student discovery and
construction of knowledge
create powerful learning
environments
improve the quality of
learning
achieve success for
diverse students
from to
Barr and Tagg, 1995

47. sustaining
innovations

48. a university class in the 1350s versus a university class today

49. Change is hard

50. We need to challengethose things
we take for granted.
And that will be difficult because
we take them for granted!
Sir Ken Robinson, TED talk 2010

51. The nature
of work and
the workforce
is changing.
Not just ‘out there’
but ‘in here’ too.

52. Re-imagining

53. re-imagining our practices
and extending our teaching
‘repertoires’ to truly focus on learning

54. Educational innovation today invites,
even requires, levels of preparation,
imagination, collaboration, and support
that are not always a good fit (to say
the least) with the inherited routines of
academic life.
The Scholarship or Teaching and Learning Reconsidered:
Institutional Integration and Impact. Pat Hutchings, Mary
Taylor Huber and Anthony Ciccone, 2011

55. http://scottreinhard.com/wp-content/uploads/2012/08/expert-
button_forweb-e1345329354880.jpg
expert
noun
A person with a high degree of skill in or
knowledge of a certain subject.
adjective
Having, involving, or demonstrating great skill,
dexterity, or knowledge as the result of
experience or training.

56. research
carrots
teaching
sticks

57. Excellent (world class) researcher, income generator,
excellent engaging teacher and supervisor, curriculum
designer, community engaged, techno savvy, efficient
and effective administrator, leader, collaborator….

58. The future is not a result of choices among
alternative paths offered by the present, but a place
that is created – created first in the mind and will,
created next in activity.
The future is not some place we are going to, but
one we are creating. The paths to it are not found
but made, and the activity of making them changes
both the maker and destination.
John Schaar, American writer, scholar and Professor Emeritus,
University of California

59. REAL WORLD LEARNING
2020 VISION
Our vision for QUT graduates
QUT graduates will thrive in volatile environments over the long term, contribute
productively as individuals and in teams and combine depth in professional
knowledge with broad perspectives based on exposure to new ideas and different
cultures. (adapted from Blueprint 4)
Our graduates will…
• be curious, agile and resilient learners
• employ different ways of thinking, broad perspectives and evidence-based
decision making to inform practice, and to imagine and realise change
• contribute to, and impact on, the world around them in ethical and
sustainable ways
• be effective collaborators and communicators in disciplinary and
interdisciplinary contexts
• employ digital literacies and technology strategically to leverage information
and to collaborate
• interact in local and global cultural contexts with knowledge of and respect for
diverse cultural perspectives.
Our vision for the QUT learner experience
QUT’s real world learning experience will reflect the physical and digital nature of the
world in which we live and work. The QUT learner experience, encompassing curricular
and co-curricular activities, will:
• provide authentic learning and assessment in all units
• have work integrated learning (WIL) in all courses
• value our learners and the knowledge and experience they bring
• enable learners to develop depth in professional knowledge with broad
perspectives, including exposure to other disciplines and ways of thinking
• purposefully engage learners with diverse cultural perspectives, with specific
inclusion of Aboriginal and Torres Strait Islander knowledges
• support learners to develop their professional profiles, networks and
employability to find and create meaningful work and self manage their
careers
• enable learner connectedness and support
• be personalised, flexible and adaptable to better meet learners’ ongoing learning
needs
• be enhanced through online and blended learning and use of technologies and tools.
Enabling strategies
• using the five year transformation and
reaccreditation cycle to strengthen and assure the
QUT learner experience
• providing strategic support and resources to
curriculum leaders and teams to enable high impact
transformation in courses
• expanding on market driven, high quality, continuing
professional learning offerings
• using a broad evidence base and multiple
perspectives to inform our decision making.
• team based, situated approaches to capability
building, to imagine, create and facilitate engaging,
relevant real world experiences in online, blended
and face to face contexts
• building and maintaining real world currency and
connectedness in the QUT workforce through
recruitment strategies and Professional Development
Leave (PDL)
• aligning workforce planning, reward and recognition
of excellence with real world learning vision.
• supporting and rewarding cross ‘boundary’
collaboration within and beyond QUT
• enabling collaborative partnerships with students,
industry and community throughout the process of
change and transformation
• investing in and rewarding innovation, and building
tolerance for failure as a necessary part of innovation
• creating lean, flexible and streamlined policies,
processes and technology solutions to support real
world learning priorities.
Version 2.0 2016
Investing in curriculum and learning
transformation…
Investing in our staff through…
Encouraging and enabling new ways
of thinking and working through…