Introduction To Cddu

CDDU and the CDDU FoULT Sessions: An Introduction

http://cddu.cqu.edu.au

http://flickr.com/photos/druclimb/282597447/

Overview

CDDU: Why? Who? What?Sessions: Why? Who? What?

Analysis

Design

Development

Implementation

Evaluation


Overview

CDDU: Why? Who? What?Sessions: Why? Who? What?

Analysis

Design

Development

Implementation

Evaluation

Awareness

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Recommendation #8Encourage a more collegialapproach to curriculumdevelopment, which will bothstimulate and incorporatescholarship and research andphilosophical discussions aboutquality education

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C2D2

Research &Innovation

Quick wins

The incumbent will work…in extending the teaching and learning skills and focus of academic staff, and University management andfaculty executive in the development of CQU as a leader in flexible and on line education across a distributed campus network.

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Head, E-Learning & Materials Development

Appointed early 2007

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Improve perceptions - students and staff

Improve quality andavailability of courses

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Reduce costs

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Reduce hidden costs

Maximise ROI

Efficiencies

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Who?

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Who are CDDU?

2 copy editors9 desktop publishers1 multimedia designer2 e-learning support staff2 and a bit curriculum designers

0 evaluation resources

6

Glass half empty - skeptic

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Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science.

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Richard F. Elmore, Gregory Anrig Professor of Educational Leadership

Harvard Graduate School of Education.

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(Snowden & Boone, 2007)

Wicked problems• As you solve the problem

you learn more about it

• So there is no stopping rule

• Solutions are neither right nor wrong

• There is no ultimate test of a solution

• Every trial counts - no one-off solutions

• You can't identify all potential solutions

• Everyone is essentially unique

• Each can be considered a symptom of another problem

• The problem can be described in many ways

• The solution has no right to be wrong

Rittel & Webber (1973), Dilemmas in a General Theory of Planning,Policy Sciences, 4:155-169

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Giving up the illusion that you can predict the future is a very liberating moment. All you can do is give yourself the capacity to respond . . . the creation of that capacity is the purpose of strategy-- Lord John Brown (Group CEO of BP)

Organising a party

• Standardization• Bureaucratic organisation• Centralised control• Adversarial relationships• Autocratic decision

making• Compliance

• Conformity• One-way communications• Compartmentalisation• Parts oriented• Planned obsolescence• CEO or boss as "king"

• Customisation• Team-based organisation• Autonomy with

accountability• Cooperative

relationships• Shared decision making• Initiative• Diversity• Networking• Holism• Process oriented• Total quality• Customer as "king"

Industrial age Information age(Reigeluth, 1999)

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Teachers' conception

(Trigwell, 2001)


A course as a

BUILDINGBuilding

Course as a

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Suburb or City

Program as

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Academic as a

Owner-builders

Teaching academics as

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City CouncilsFaculties/CQU as

Associated building tradesCDDU as

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Desktop publishing

Copy editing

Multimedia design

Curriculum design

E-learning

Analysis

Design

Development

I mplementation

Evaluation

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Old "process"


Jeff Conklin (2006), Dialogue Mapping: Building Shared Understandingof Wicked Problems, Wiley

Jeff Conklin (2006), Dialogue Mapping: Building Shared Understandingof Wicked Problems, Wiley

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"Heavyweight"

"Ad hoc"

Curriculumdesigner

Academic& course

1 1

Curriculumdesigners

Academic& course

2.x 1

Curriculumdesigner

Courses

2.x 1089

Curriculumdesigner

Courses

2.x 1089Assume 3 weeks per course

Curriculumdesigner

Courses

2.x 108928.8 years to review all

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Start of term "squeeze"

470 T1, 2008 courses

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Need to target groups of courses

Which should we target?• Largest courses?• New courses?• Big "CEQ" courses?

Faculties

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Can't provide fish

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Need to teach folk to fish

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We're the bait shop

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Collaboration


Overview

CDDU: Why? Who? What?

Sessions: Why? Who? What?

Analysis

Design

Development

Implementation

Evaluation

Analysis

Design

Development

Implementation

Evaluation

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As a framework

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Implementation

Wed 10:30-11:15

What do the students see?

What resources/services are available for staff?


Analysis - general

Wed up to 12:30

Issues and changes which mayInfluence how and what you teach


Analysis - specific

Wed 1:15 to 4:15

Looking specifically at the course,students and constraints you willwork with


Design - "cool" stuff

Thur9 to 10

Develop potential alternativesfor your course


Development

Wed 10 to 10:30

Develop potential alternativesfor your course


Evaluation

Wed 10:45 to 11:15

Talk about approaches toexamining how well the changes went


General discussion and activity

Wed ..to 12:30

• Play with some stuff• Ask some questions• Discuss plans

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Flexibility with time and content

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What are you especially interesting in?

Economy & Finance

Introduction To Cddu