Childs, M., Keppell, M., Brown, M., Hunter, C., Hard, N. & Hughes, H. (2011). Fostering institutional change and learning leadership – a study of stories of adaptation in blended and flexible learning and distance education. In G. Williams, P. Statham, N. Brown, B. Cleland (Eds.) Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp.220-226). http://www.ascilite.org.au/conferences/hobart11/procs/Childs-concise.pdf
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
AERA - 2010: Examining faculty motivation for professional developmentPatrick Lowenthal
In response to demands for public accountability and improvement of teaching and learning in higher education, institutions are recognizing the need to strengthen their faculty development programs. Central to strengthening faculty development programs is increasing overall faculty (both full and part-time) participation in these programs. This mixed-method study examined 524 full and part-time faculty at four different institutions to determine differences in their motivations to seek development, obstacles to attending, as well as preferred formats. Results indicate that full-time faculty seek more development than part-time faculty across institutions. At some institutions, the preferred format of faculty development contributed to differences among the types of faculty. Despite the focus of faculty developers to offers short workshops and increasingly put more faculty development online, in this study full time faculty tended not to value short workshops or online activities and instead preferred such things as learning by books and videos or even attending retreats. The results of this study suggest that faculty developers should begin thinking differently about the types and the frequency of the faculty development services they offer.
2014 12 15 for Chris Berry, Head of Education, DFIDTom Power
A brief presentation to Chris Berry, Head of Education, DFID. Outlines some key weaknesses in the evidence base on teacher education and international development. Overviews two main approaches to teacher development: 'boutique' and 'cascade' training, and contrasts these to school-based, peer-supported, m-learning.
Managing institutional change in Higher EducationMerilyn Childs
In 2011, Dehub funded Charles Sturt University (NSW Australia) and Massey University (NZ) to conduct a partnership research project to explore the following research question:What do the strategies and activities designed to foster change in blended and flexible learning and distance education developed at CSU and MU help us to understand about learning leadership?
This presentation provides an overview of the study and it's findings.
Issues in Linking Teaching and Discipline Based Research: Disciplinary and De...NewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present Session 1 to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009 (near Newtown, Powys, Wales, UK). Session is introduced by the conference convenor Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport (to skip introduction move to slide 2).
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
AERA - 2010: Examining faculty motivation for professional developmentPatrick Lowenthal
In response to demands for public accountability and improvement of teaching and learning in higher education, institutions are recognizing the need to strengthen their faculty development programs. Central to strengthening faculty development programs is increasing overall faculty (both full and part-time) participation in these programs. This mixed-method study examined 524 full and part-time faculty at four different institutions to determine differences in their motivations to seek development, obstacles to attending, as well as preferred formats. Results indicate that full-time faculty seek more development than part-time faculty across institutions. At some institutions, the preferred format of faculty development contributed to differences among the types of faculty. Despite the focus of faculty developers to offers short workshops and increasingly put more faculty development online, in this study full time faculty tended not to value short workshops or online activities and instead preferred such things as learning by books and videos or even attending retreats. The results of this study suggest that faculty developers should begin thinking differently about the types and the frequency of the faculty development services they offer.
2014 12 15 for Chris Berry, Head of Education, DFIDTom Power
A brief presentation to Chris Berry, Head of Education, DFID. Outlines some key weaknesses in the evidence base on teacher education and international development. Overviews two main approaches to teacher development: 'boutique' and 'cascade' training, and contrasts these to school-based, peer-supported, m-learning.
Managing institutional change in Higher EducationMerilyn Childs
In 2011, Dehub funded Charles Sturt University (NSW Australia) and Massey University (NZ) to conduct a partnership research project to explore the following research question:What do the strategies and activities designed to foster change in blended and flexible learning and distance education developed at CSU and MU help us to understand about learning leadership?
This presentation provides an overview of the study and it's findings.
Issues in Linking Teaching and Discipline Based Research: Disciplinary and De...NewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present Session 1 to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009 (near Newtown, Powys, Wales, UK). Session is introduced by the conference convenor Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport (to skip introduction move to slide 2).
Developing New Generation Leaders: The EMPOWER Leadership Development ProgrammeMark Brown
Presentation at UNESCO / ICDE Visionary Leadership for Digital Transformation: Higher Education for the Sustainable World we want. Paris, 24th May 2017.
Using Mahara to develop life-long learning skills via collaboration through p...ePortfolios Australia
In this session you will learn how to introduce ePortfolio as a Personal Learning Environment (PLE) for your students in order to engage them in the process of acquiring knowledge, skills and attributes by integrating it into their learning strategies, instead of condemning it to a static repository for completed work.
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
A snapshot of changes in the meaning and definition of curriculum from the past to the present as well as five significant trends that will impact on the curriculum of the future.
Chris Winberg's presentation at ICED, Stockholm, 2014Brenda Leibowitz
Chris presented data from the Cape Peninsula University of Technology case study, which forms part of the Structure, Culture and Agency research project.
A workshop I facilitated for the subject MGMT 202: Leading Others: Managing Teams and Relationships, offered by the Department of marketing & Management at Macquarie University. The subject is facilitated by Dr Senia Kalfa,
Lecturer Department of Marketing and Management.
7/7/2016
Continuity and creativity in a digitial ageMerilyn Childs
Breakfast address, Box Hill TAFE, Melbourne, November 2013. In this presentation I argued that the 4 problems I faced in 1979, when I first became an educator, are continuous - if differently resolved in a digital age.
This slide was used for a "Being Digital" workshop I facilitated at an LTC Showcase at the University of Wollongong. I set up a #hackbeingdigital hashtag a week prior, and encouraged participation. The workshop offers participants, who are in 2044, an opportunity to enter a Holodeck in 2014 to see what "being digital meant" at that time. The lived experience of the workshop is not on the ppt, as I switched to twitter, and participants did discovery activities that were then posted at #hackbeingdigital
I gave this presentation as part of a PechuKucha-style colloquy held with colleagues at the Australian Digital Futures Institute on Wed 17th July, 2013. I aimed to give a few hints as to why I began using visual studies method, and some approaches. There is no voice over, so I have added some explanatory thought bubbles.
Childs, M., Brown, M, Keppell, M. & Hard, N. (2013). Wicked issues: higher education research, and institutional innovation for learning and teaching – a reflection on ‘emic research’. A showcase presentation at the HERDA 2013, The Place for Learning and Teaching, Research and Policy Strand, 1-4th July 2013, AUT University, Auckland, New Zealand.
Recreating female fire fighter’s uniforms, nsw australiaMerilyn Childs
This presentation memorializes w wonderful project undertaken by Dr Merilyn Childs and a team lead by costumier Gracie Matthews to reproduce previously lost historic female fire fighters uniforms in NSW Australia.
Visual representations of female fire fighters, and women in relationship to ...Merilyn Childs
This presentation was designed to share visual representations of females in relationship to fire and fire fighting with female fire fighters attending WAFA 2012. The formal stuff: Dr Merilyn Childs, A/Prof of Higher Education, Charles Sturt University. Presentation to the WAFA Conference 2012 - 'Achieving Success: Courage and Confidence Under Fire’ 26 - 28 July 2012, Hotel Grand Chancellor , Adelaide. The "NSWFB" referred to on slide 2, is the New South Wales Fire Brigades, Australia.
Earning formal academic credit through a citizen’s viral and OER learning (Id...Merilyn Childs
Earning formal academic credit through a citizen’s viral and OER learning
What are the implications for mobile, hybrid and online learning? Ideas paper presented at: eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and Online Learning, February 24th to March 1st, 2013, Nice, France.
Earning formal academic credit. Also see http://slidesha.re/WdsKqb: Merilyn Childs
See http://slidesha.re/WdsKqb for 2 page Ideas Paper that goes with the ppt. presentation.
Earning formal academic credit through a citizen’s viral and OER learning
What are the implications for mobile, hybrid and online learning?
Ideas paper presented at: eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and Online Learning, February 24th to March 1st, 2013, Nice, France.
This archival document is the progress report of the Research Centre for Learning and Social Transformation for the period 2002-2005 as part of our submission for recognition as Designated Research Group in the College of Social and Health Sciences, University of Western Sydney, 2005.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
Fostering learning leadership
1. Fostering institutional change through learning
leadership – a study of adaptation in blended and
flexible learning, distance and open education.
Merilyn Childs (CSU), Mark Brown (MU), Mike Keppell (CSU), Carole
Hunter (CSU), Natasha Hard (CSU), Helen Hughes (MU).
4. Our proximal journey 2007-2011
• Responding with and within our institutions to
the challenges presented by dynamic change
in learning and teaching (BFL, open and DE)
• Building innovative, resilient, and change-
capable staff
• Generating change
5. Our 2011 question
What do the strategies and activities developed
at CSU and Massey (to foster change in BFL,
open and DE) help us to understand about
learning leadership?
6. Our emerging conceptual space –
learning leadership
Positional leadership Leadership as activityLearning
leadership
Informed by Scott, Geoff; Coates,
Hamish; and Anderson, Michelle, (2008).
"Learning leadership in times of change:
Academic Leadership Capabilities for
Australian Higher Education" Higher
Education Research. Accessed 1st
February 2011
http://research.acer.edu.au/higher_educa
tion/3
Informed by Parrish, D & Lefoe, G
(2008), The GREEN resource: Growing •
Reflecting • Enabling • Engaging •
Networking. The Development of
Leadership Capacity in Higher Education,
Australian Teaching and Learning
Council, Sydney. Accessed 23rd October
2010
http://www.uow.edu.au/cedir/DistributiveL
eadership/docs/GREEN_Report.pdf
Including: as fostered by
distributive leadership
7. The 8 case studies we chose to
explore the question
Macro
Meso
Micro
•CSUEDs (CSU)
•ePortfolio (CSU)
•The Teaching Fellowship Scheme
(CSU)
•Course team Symposiums (CSU)
•Stream @ the Faculty of Business
(MU)
•Stream @ Bachelor of Sociology (MU)
• FLI Teaching Fellow 1 (CSU)
•FLI Teaching Fellow 1 (CSU)
What do the strategies and activities developed at CSU and Massey
(to foster change in BFL, open and DE) help us to understand about
learning leadership?
8. Planned outcomes (2012)
• Eight case studies
• wikiResearcher
http://wikiresearcher.org/DEHub_Research_Projects/Charles_Sturt_University
• Methodological development
• Final report
• Further questions
• Ongoing collaboration
9. Generative thinking
• Can the research team make sense of the case studies by considering the
interplay of positional leadership and leadership as activity (sometimes
fostered through distributive leadership)?
• No-one in the case studies uses the term “learning leadership”, nor do
they use the term “leadership”. We are considering how we might write
about the various leaderships shown, using a language that is respectful of
this reluctance, yet defines innovation and influence as leadership.