Supporting staff/supporting Supporting staff/supporting students:students: developmental opportunities developmental opportunities
at faculty, university and national levelat faculty, university and national level
Dale HoltDale Holt
Institute of Teaching and Institute of Teaching and LearningLearning
A starting positionA starting position
Developing our educatorsDeveloping our educators Recognising our educatorsRecognising our educators Rewarding our educatorsRewarding our educators Advancing the careers of our staffAdvancing the careers of our staff Connecting our educators with external Connecting our educators with external
opportunitiesopportunities Generating & sharing good practices Generating & sharing good practices
through adopting collegial/community-through adopting collegial/community-based approachesbased approaches
Who are we? What should we be? Deakin’s Who are we? What should we be? Deakin’s Review of Teaching and Learning says…Review of Teaching and Learning says…
Becoming Becoming Australia’s premier Australia’s premier universityuniversity for for
scholarship and researchscholarship and research that inform that inform
pedagogical practice and pedagogical practice and institutional managementinstitutional management of of
flexible and mixed mode educationflexible and mixed mode education• as evidenced by the achievement of as evidenced by the achievement of
quantifiable national and international quantifiable national and international peer recognition for Deakin’s work in this peer recognition for Deakin’s work in this field.field.
Being Being flexibleflexible about about ‘flexibility’‘flexibility’ PlacePlace of learning of learning TimeTime of learning of learning PacePace of learning of learning Periods Periods of learningof learning
ContentContent of learning of learning MethodsMethods of of
learninglearning ChoiceChoice of of
media/technologymedia/technology Choice of Choice of
assessment assessment methodsmethods
Communities of Communities of teachers/communities of learnersteachers/communities of learners
An important recurring theme in our consultations was the limited An important recurring theme in our consultations was the limited sense of connection between Deakin students and the University.sense of connection between Deakin students and the University.
There was a related sense of There was a related sense of disconnection between individual disconnection between individual teachers and the broader community teachers and the broader community of teachers in the University outside of teachers in the University outside of their immediate work unit.of their immediate work unit. Both of these Both of these observations link to the lack of a shared and clearly articulated observations link to the lack of a shared and clearly articulated vision for teaching, learning and the student experience. Together vision for teaching, learning and the student experience. Together they mean that Deakin has not achieved a connected community they mean that Deakin has not achieved a connected community of teachers and learners in a way that would most effectively build of teachers and learners in a way that would most effectively build positive experiences for students and professional enthusiasm and positive experiences for students and professional enthusiasm and commitment for teaching staff.commitment for teaching staff.
Report on Review of Teaching and Learning at Deakin University, Report on Review of Teaching and Learning at Deakin University, p.62p.62
Teachers’ conceptions, approaches Teachers’ conceptions, approaches and outcomesand outcomes
How How my colleagues and I think my colleagues and I think about my disciplineabout my discipline influences… influences…
How How I think about teachingI think about teaching which which influences…influences…
The The way I teach…what I valueway I teach…what I value in in student learning…which influences…student learning…which influences…
Teachers’ conceptions, approaches Teachers’ conceptions, approaches and outcomesand outcomes
How How I design and operate my I design and operate my learning environmentslearning environments……which which influences…influences…
How How my students’ see quality learningmy students’ see quality learning which influences…which influences…
how theyhow they approach their learningapproach their learning which which influences influences
what learning they achievewhat learning they achieve, , how much and how how much and how well they learnwell they learn..
Engaging teaching & learning Engaging teaching & learning development environmentsdevelopment environments
Both need each otherBoth need each other
What can school & faculty do?What can school & faculty do?
What can the University do?What can the University do?
What can national bodies like Carrick What can national bodies like Carrick do?do?
Your development opportunities Your development opportunities through:through:
Teaching excellence frameworks at Teaching excellence frameworks at Deakin & Deakin & nationallynationally
Awards & GrantsAwards & Grants Seminars, Forums & WorkshopsSeminars, Forums & Workshops Deakin Teaching and Learning Conference Deakin Teaching and Learning Conference Casual teaching developmentCasual teaching development Online Online Teaching & Learning modules & casesTeaching & Learning modules & cases OtherOther ITL resources ITL resources In-person mentoring, unit & course In-person mentoring, unit & course
developmentdevelopment Communities of practiceCommunities of practice GCHE GCHE scholarship of teaching projects scholarship of teaching projects
DEST Teaching and Learning Performance DEST Teaching and Learning Performance
(TLPF) Funding…the (TLPF) Funding…the iron fist!iron fist!
Carrick…the Carrick…the velvet glovevelvet glove
Or should that be…the Or should that be…the healinghealing handhand??
Carrick Institute for Learning and Teaching in Carrick Institute for Learning and Teaching in Higher Education – national view ‘Teaching Higher Education – national view ‘Teaching
excellence’excellence’ Teaching that influences, motivates & Teaching that influences, motivates &
inspires students to learninspires students to learn Curricula & resources that reflect a Curricula & resources that reflect a
command of the fieldcommand of the field Assessment & feedback that foster Assessment & feedback that foster
independent learningindependent learning Respect and support for the Respect and support for the
development of studentsdevelopment of students Scholarly activities that have Scholarly activities that have
enhanced learning and teachingenhanced learning and teaching
Example of Carrick criterion Example of Carrick criterion descriptorsdescriptors
Deakin view of excellent teachingDeakin view of excellent teaching
1.1. An excellent teacher underpins An excellent teacher underpins practice by scholarshippractice by scholarship
2.2. An excellent teacher incorporates An excellent teacher incorporates sound principles of teachingsound principles of teaching
3.3. An excellent teacher supports An excellent teacher supports students and their learning students and their learning
4.4. An excellent teacher adopts an An excellent teacher adopts an inclusive and learner-centred inclusive and learner-centred approach approach
Carrick Institute for Learning and Teaching in Carrick Institute for Learning and Teaching in Higher Education – national view ‘Programs that Higher Education – national view ‘Programs that
enhance learning’enhance learning’ Distinctiveness, coherence and clarity Distinctiveness, coherence and clarity
of purposeof purpose
Influence on student learning and Influence on student learning and student engagementstudent engagement
Breadth of impactBreadth of impact
Concern for equity and diversityConcern for equity and diversity
Developing through Faculty and Developing through Faculty and Deakin teaching awardsDeakin teaching awards
Deakin teaching excellence award Deakin teaching excellence award winnerswinners
Carrick national teaching Carrick national teaching excellence awardsexcellence awards
Examples of national teaching Examples of national teaching award winners in Healthaward winners in Health
Lorelle Burton, USQ, Lorelle Burton, USQ, Enhancing Student Enhancing Student Learning: Principles, Methods, & Learning: Principles, Methods, & ApplicationsApplications (Social Sciences/Psychology) (Social Sciences/Psychology)
John McLean & Virginia Slaughter, John McLean & Virginia Slaughter, University of Queensland, University of Queensland, From Banana From Banana Boat to Flagship – The titanic journey of Boat to Flagship – The titanic journey of Psych1@UQPsych1@UQ
Sylvia Rodger, University of Queensland, Sylvia Rodger, University of Queensland, Innovative occupational therapy fieldwork Innovative occupational therapy fieldwork assessment: nationwide initiativeassessment: nationwide initiative
Examples of national teaching Examples of national teaching award winners in Healthaward winners in Health
Geoff Meyer, University of WA, Effective Geoff Meyer, University of WA, Effective teaching of “Histology” online using an teaching of “Histology” online using an innovative learning resourceinnovative learning resource
Ann Sefton, University of Sydney, A new Ann Sefton, University of Sydney, A new approach to medical educationapproach to medical education
Diann Eley & Louise Young, University of Diann Eley & Louise Young, University of Queensland, Queensland, Increasing the rural medical Increasing the rural medical workforce through innovative learning workforce through innovative learning opportunities opportunities
Developing through grants at Developing through grants at DeakinDeakin
Developing nationally through Developing nationally through grants Carrickgrants Carrick
Developing nationally through Developing nationally through Carrick discipline-based initiativesCarrick discipline-based initiatives
Developing nationally through Developing nationally through Carrick FellowshipsCarrick Fellowships
Examples of National Fellowships Examples of National Fellowships in Health 2007in Health 2007
Heather Alexander & Amanda Heather Alexander & Amanda Henderson, Griffith University, Henderson, Griffith University, Developing a model for Developing a model for interprofessional learning during interprofessional learning during clinical placements for medical and clinical placements for medical and nursing undergraduate studentsnursing undergraduate students
Developing through Deakin Teaching & Developing through Deakin Teaching & Learning Conference – 24-25 September Learning Conference – 24-25 September
Burwood 2007Burwood 2007
2007 Conference theme…2007 Conference theme…
Developing through casual Developing through casual academic teaching developmentacademic teaching development
Developing through ITL Seminars, Developing through ITL Seminars, Forums and WorkshopsForums and Workshops
Developing through online teaching Developing through online teaching casescases
Developing through online Developing through online Teaching and Learning modulesTeaching and Learning modules
Selected areas of practical Selected areas of practical guidance in teaching and learning: guidance in teaching and learning:
Teaching effectively for cultural diversityTeaching effectively for cultural diversity Effective lecturingEffective lecturing Effective tutoring & lab/prac teachingEffective tutoring & lab/prac teaching Small group workSmall group work Research supervisionResearch supervision Case & Problem-based teaching/learningCase & Problem-based teaching/learning Using CEQ & SETU to enhance teachingUsing CEQ & SETU to enhance teaching Preparing effective study guides (in contemporary times)Preparing effective study guides (in contemporary times) Assessment methodsAssessment methods Identifying, dealing with & minimising plagiarismIdentifying, dealing with & minimising plagiarism Assessment management, feedback, grading & moderationAssessment management, feedback, grading & moderation
Under development: Under development: Developing and assessing teamworkDeveloping and assessing teamwork Close to launch:Close to launch: ViewQuest Conceptualising a research question ViewQuest Conceptualising a research question Plus DSO support materialsPlus DSO support materials
An example: practical assistanceAn example: practical assistance
Demonstration
ViewQuest ViewQuest Conceptualising a Conceptualising a research questionresearch question
Developing through other ITL Developing through other ITL resources - Reportsresources - Reports
Developing through other ITL Developing through other ITL resources - Journalsresources - Journals
Developing in–person through Developing in–person through mentoring in facultiesmentoring in faculties
PPR supervisorPPR supervisor Unit, major & program teamsUnit, major & program teams Unit & Program-wide developmentsUnit & Program-wide developments Associate HOS, Teaching & LearningAssociate HOS, Teaching & Learning Associate Dean, Teaching & LearningAssociate Dean, Teaching & Learning Probation committeeProbation committee ITL supportITL support GCHEGCHE ITL Professional Development Fellows, previous ITL Professional Development Fellows, previous
Online Fellows & STALGS Teaching FellowsOnline Fellows & STALGS Teaching Fellows
Some work of ITL PD Fellows – Some work of ITL PD Fellows – effective lecturingeffective lecturing
Effective lecturing cont’dEffective lecturing cont’d
Communities of practice at DeakinCommunities of practice at Deakin
Recommendation 20Recommendation 20 ITL should encourage and support ‘soft ITL should encourage and support ‘soft
structures’ of informal groups of staff structures’ of informal groups of staff with shared interests in advancing with shared interests in advancing aspects of teaching, learning and the aspects of teaching, learning and the student experience across the student experience across the University.University.
Report on Review of Teaching and Learning at Deakin University, Report on Review of Teaching and Learning at Deakin University, p.11p.11
Communities of Practice – ITL PD Communities of Practice – ITL PD Fellows’ project 2007Fellows’ project 2007
Local/institutional/inter-institutionalLocal/institutional/inter-institutional Disciplinary/inter-disciplinary/special Disciplinary/inter-disciplinary/special
interestinterest Organic/nurtured/intentionalOrganic/nurtured/intentional ImpedimentsImpediments BenefitsBenefits Ongoing supportOngoing support
GCHE Scholarship of Teaching GCHE Scholarship of Teaching projectsprojects
Faculty perspectiveFaculty perspective
1/11 ITL PD Fellows 2006-20071/11 ITL PD Fellows 2006-2007 2/20 Carrick Citation applicants 2006-20072/20 Carrick Citation applicants 2006-2007 1/13 Carrick teaching excellence award 1/13 Carrick teaching excellence award
nominees 2003-2007, shortlistednominees 2003-2007, shortlisted 3/36 Deakin teaching award winners 2004-3/36 Deakin teaching award winners 2004-
20072007 3/35 recipients of STALGS projects 2004-3/35 recipients of STALGS projects 2004-
20072007 0/12 Carrick Grants bids 2006-20070/12 Carrick Grants bids 2006-2007
What would you like to talk about?What would you like to talk about?
Needed if live ITL site link downNeeded if live ITL site link down
SPECIALIST SLIDESSPECIALIST SLIDES
Online PD: Online PD: Approaches to teaching that influence, Approaches to teaching that influence, motivate and inspire students to learnmotivate and inspire students to learn
Online PD: Online PD: Development of curricula and resources that Development of curricula and resources that reflect a command of the fieldreflect a command of the field
Online PD: Online PD: Approaches to assessment and feedback Approaches to assessment and feedback that foster independent learningthat foster independent learning
Online PD: Online PD: Respect and concern for the development of Respect and concern for the development of students as individualsstudents as individuals
Online PD: Online PD: Scholarly activities that have influenced and Scholarly activities that have influenced and enhanced learning and teachingenhanced learning and teaching
Online PD: Online PD: Effective use of digital media and online Effective use of digital media and online technologiestechnologies
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