Presentation by: Mike Keppell Merilyn Childs Lucy Webster Lyn Hay Richard Taffe

1. http://www.csu.edu.au/division/landt/flexible-learning/
1

2.
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

3. " “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

4. " “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

5.
" 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

6. " 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

7. 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.

8. ¡ 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

9. VIRTUAL
MICROSCOPY
WIMBA VIRTUAL
CLASSROOM

10. ¡ Chair School L&T committee
¡ Member Faculty L&T committee
¡ Workshops (& Networking)
§ Attendance (internal & external [ACODE
institute])
§ Facilitator (School, Faculty & University levels)
§ Mentor
¡ Publication & Conference Presentations

11. ¡ 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

12. Lyn
Hay
FLI
Fellow
2009-­‐2010

13. 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

14. 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

15. 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

16. § 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)

17. Dr
Richard
Taffe
Murray
School
of
Education,Teaching
Fellow
2010
Multi-­‐campus,
single
course
team
development
for
flexible
learning
outcomes.

18. 3
courses
3
campuses
3
teaching
teams
Unified
course,
one
teaching
team

19. ¡ 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

20. ¡ 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.