A vision for enhancement of learning and teaching at CQUniversity

David Jones

http://bit.ly/CQUvision

http://www.flickr.com/photos/kevenlaw/2260970300/

What I think I know

http://www.gse.harvard.edu/~dedech/

Diversity is inherent in learning and teaching

(Dede, 2008)

And hence enhancement

(Rittel & Webber, 1973)

http://www.flickr.com/photos/wxmom/2052715752/

Wicked problems

As you solve the problemyou learn more about it

There is no stopping rule

Solutions are neitherright nor wrong

There is no ultimate

test of a solutionYou can’t identifyall potential solns.

The problem can be described in many ways

Every one isessentiallyunique

Student

Teachers’Strategies

Teaching/LearningContext

Model of university teaching

(Trigwell, 2001)

http://www.flickr.com/photos/dnorman/177883109/

Teachers’Planning

Teachers’Thinking

Disciplinarycharacteristics

Conceptions ofteaching

Situationalfactors

Perceptions ofthe teachingenvironment

Approaches toteaching

(Richardson, 2005)

http://www.flickr.com/photos/hinkelstone/2435823037/

http://www.flickr.com/photos/wwworks/2923015579/

Master teachers are not born; they become. (Common, 1989)

Master teachers are not born; they become. (Common, 1989)They become primarily

bydeveloping a habit of mind, a way of looking critically at the work they do

developing the courage to recognise faults, and

struggling to improve.

http://www.flickr.com/photos/opoterser/4797623953/

Reflective alignment

http://www.flickr.com/photos/watko/3836492881/

All aspects of the CQUni L&T environment are aligned to enable and encourage a reflective learning cycle.

Informed by scholarship

At all levels

Management

Professional staff

Academic staff

Students

At all levels

Management

Professional staff

Academic staff

Students

Through guiding, supporting and monitoring the learning

journey, we apply our knowledge and skills in a ‘can-do’ manner, encouraging students to follow their aspirations and achieve success. 1. The student

learning journeyL&T

Framework

At all levels

Management

Professional staff

Academic staff

Students

Through guiding, supporting and monitoring the learning

journey, we apply our knowledge and skills in a ‘can-do’ manner, encouraging students to follow their aspirations and achieve success.

teaching

teachers 1. The student

learning journeyL&T

Framework

teacher

Academic staff

1. The student learning journeyL&T

Framework

teacherCQUni

Concreteexperienc

ReflectiveObservatio

AbstractConceptualisatio

Activeexperimentatio

(Kolb, 1984)

Concreteexperienc

nAbstract

Conceptualisation

(Kolb, 1984)

Concreteexperience

ReflectiveObservation

AbstractConceptualisation

ActiveexperimentationActive

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Student

Teachers

Organisation

Concreteexperience

experimentation

Ed Developers

Concreteexperience

experimentation

ResearchLiterature

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Student

Teachers

Organisation

Concreteexperience

experimentation

Ed Developers

Concreteexperience

experimentation

ResearchLiterature

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperience

experimentation

Concreteexperienc

(Kolb, 1984)

http://www.flickr.com/photos/crowt59/2091640491/

dominant setting for academics is teaching an existing course for which they spend most of the timemaking minor modifications to material or content(Stark,

Experience shapes

Who you are

What you think

How you can see the world

(Zull, 2002; Bartunek and Moch, 1987)

http://www.flickr.com/photos/helloturkeytoe/4476874600/

http://www.flickr.com/photos/8078381@N03/2787609571/

Know more about experience

(Auto)-ethonographic research

Beyond smile sheets

Sensemaker http://www.youtube.com/watch?

v=SkRe7Xg7pk4

Course barometer Lead

indicators

(Jones, 2002)

Know and respond

Embedding ed dev in teaching practiceThe “guy”

The “Webfuse” way

Embedding teachers in ed dev practice

Know and respond

Embedding ed dev in teaching practiceThe “guy”

The “Webfuse” way

Embedding teachers in ed dev practice

3. Integrated

& contextuallearning

L&T Framework

http://flickr.com/photos/pug/5795673/

Eat your own dog food

http://flickr.com/photos/pug/5795673/

Eat your own dog food

3. Integrated

& contextuallearning

L&T Framework

1. Encourage contact between teachers & ed devs & mgmt2. Develop co-operation among staff3. Encourage active reflection4. Give prompt feedback5. Emphasise time on task6. Communicate high expectations

Much more than time management

7. Respect diverse talents and ways of learning

Concreteexperienc

(Kolb, 1984)

Experience alone is not

the key to learning(Boud et al, 1985)

Encourage reflection

Indicators project

“At risk” project

Activity visualisation

http://indicatorsproject.wordpress.com

Alignment project

http://bit.ly/progbar

http://bit.ly/AlignP

4. Embedded

and explicitgraduateattributes

L&T Framework

Encourage reflection

Post mortems Scholarship of

L&T REACT processQuality

feasiblity (Biggs, 1999) Auto-ethonographic

research

Concreteexperienc

(Kolb, 1984)

Some personal conceptualisations

AutonomyMasteryPurpose(Pink,

Academics as knowledge workers

Distributive leadership

Leadership activity is distributed through an interactive web of actors, artefacts and situation (Spillane et al,

Building connectionsIndicators & alignment

projects

REACT/SoTL

Social network stimulation

Building connectionsIndicators & alignment

projects

REACT/SoTL

Social network stimulation

Master actors

Teachers

Ed Devs

Multimedia devs

……

Concreteexperienc

(Kolb, 1984)

Active experimentation Safe-fail rather than fail-

safe (Snowden and Boone, 2007)

The distinctive quality of continuous changeis the idea that small continuous adjustments,created simultaneously across units, can cumulate and create substantial change.(Weick & Quinn,

REACT/SoTL

eStudyGuide

http://www.flickr.com/photos/annarbor/4350627292/

Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2),

155-169.

Dede, C. (2008). Theoretical perspectives influencing the use of information technology in teaching and learning. In

J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 43-59). New York: Springer.

Common, D. (1989). Master teachers in higher

education: A matter of settings. The Review of Higher Education, 12(4), 375-387.

Kolb, D. A. (1984). Experiential learning experience as a source of learning and development. New Jersey: Prentice Hall.

Boud, D., Keogh, R., & Walker, D. (1985). Reflection: turning experience into learning. Abingdon: Routledge.

Biggs, J. (1999). Teaching for quality learning at university. Buckingham: Open University Press.

Mintzberg, H. (1989). Mintzberg on Management,

Inside our Strange World of Organisations. New York: Free Press.Pink, D. (2009). Drive: The surprising truth about

what motivates us: Riverhead Hardcover.

Birnbaum, R. (2000). Management Fads in Higher

Education: Where They Come From, What They Do, Why They Fail. San Francisco: Jossey-Bass.

Jones, D. (2002). Student Feedback, Anonymity, Observable Change and Course Barometers. Paper presented at EdMedia’2002, Denver, Colorado.

Richardson, J. (2005). Students' approaches to learning and teachers' approaches to teaching in

higher education. Educational Psychology, 25(6), 673-680.

Bartunek, J., & Moch, M. (1987). First-order,

second-order and third-order change and organization development interventions: Acognitive approach. The Journal of Applied Behavoral Science, 23(4), 483-500.

http://www.flickr.com/photos/annarbor/4350627292/

Snowden, D., & Boone, M. (2007). A leader's framework

for decision making. Harvard Business Review, 85(11), 68-76.Spillane, J., Halverson, R., & Diamond, J. (2004). Towards a theory of leadership practice: a distributed perspective. Journal of Curriculum Studies, 36(1), 3-34.

Trigwell, K. (2001). Judging university teaching. The International Journal for Academic Development, 6(1),

65-73.Zull, J. (2002). The art of changing the brain. Stirling,

Virginia: Stylus Publishing.

A vision for enhancement of learning and teaching at CQUniversity

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