CDDU: Why, Who and What

CDDU: Why, Who and What

1. Tell the library what it is we do2. Find out where the library might help us3. Find out where the library might need our help

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What else do you want to know?

What else do you want to see?

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OverviewWhy? Who? What?

A D D I EAssumptions Services

Projects

Research & InnovationQuick wins

Challenges

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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.

http://flickr.com/photos/b-tal/224225357/

Head, E-Learning & Materials Development

http://flickr.com/photos/ezu/61548084/

Improve perceptions - students and staff

Improve quality andavailability of courses

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Reduce costs

http://flickr.com/photos/cimexus/739083662/

Reduce hidden costs

Maximise ROI

Efficiencies

http://flickr.com/photos/benmillett/318240208/

Who?


Who are CDDU?

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

0 evaluation resources

6

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

http://flickr.com/photos/erikcharlton/1481121536/

Richard F. Elmore, Gregory Anrig Professor of Educational Leadership

Harvard Graduate School of Education.

http://flickr.com/photos/emagic/56206868/

(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

http://flickr.com/photos/bb_matt/306544780/

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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A course as aBUILDING

BuildingCourse as a

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Suburb or CityProgram as

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http://flickr.com/photos/travelphotos/14003801/

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Academic as a

Owner-buildersTeaching academics as

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http://flickr.com/photos/the-smiths/195705448/

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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

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Challenges & constraints

Curriculumdesigner

Academic& course

1 1

Curriculumdesigners

Academic& course

2.x 1

Curriculumdesigner Courses

2.x 1089


2.x 1089Assume 3 weeks per course


2.x 108928.8 years to review all

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Scaleable

Teach to fish

Diversity and collaboration

Target courses

Reuse, re-design and mainstream

http://flickr.com/photos/mrsandman/68807902/

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

http://flickr.com/photos/pbo31/209504598/

A collectionof academicsfrom differentdisciplines

Representing either courses or programs

Are assistedby CDDU

Draw on experts on

Informationtechnology

Draw on experts on


Internationalstudents

Draw on experts on


Internationalstudents

????

http://flickr.com/photos/chrisjfry/323461344/

Diversity

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Diversity

Business innovation often results from the breakthroughs of "cross-functional teams"

(Weld and Trainer, 2007)

This suggests that theremay be considerable room for exploring ways of using the preferred methods identified in one Field of Education in another field

(Scott, 2005)

Resources& knowledgefor future use

Changes insystems &processes

Reuse, re-design and mainstream

Quick Wins


What expertise does the library havethat will help?

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

OverviewWhy? Who? What?

A D D I EAssumptions Services

Projects

Research & InnovationQuick wins

Challenges

Analysis

Design

Development

I mplementation

Evaluation

http://flickr.com/photos/tonivc/411231251/

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"

http://tpck.org/TPCK

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are needed to see this picture.

"Heavyweight"

Industrial age: Compartmentalisation

PCK(Schulman, 1987)

http://tpck.org/TPCK (Mishra and Koehler, 2006)

http://tpck.org/TPCK

(Mishra and Koehler, 2006)

Given opportunities to thoughtfully engagearound the design of an online course, faculty.. showed tremendous growth in their sensitivity to the complex interactions betweencontent, pedagogy and technology

Design-based research

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

Analysis

Design

Development

Implementation

Evaluation


As a framework


Teachers' conception

(Trigwell, 2001)

http://flickr.com/photos/ylorson/317083023/

Constructive alignment

OutcomesMaterialsActivities

Assessment

(Biggs, 2006)

7 Principles1. Encourage contact between students and

faculty2. Develop reciprocity and cooperation among

students3. Encourage active learning4. Give prompt feedback5. Emphasize time on task6. Communicate high expectations7. Respect diverse talents and ways of learning

http://www.tltgroup.org/ProFacDev/n_Seven/chickering_and_gamson.htm

Historical analysis• Provision of data and evaluation results

– Staff MyCQU– Data warehouse

• Course and Teaching evaluation results• CEQ• Student technology access


What data or insights from the librarycan help the analysis phase?

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What is coming?

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Horizon 2008 ReportGrassroots video

Collaboration websMobile broadband

Data mashupsCollective intelligence

Social operating systems

Analysis

Design

Development

Implementation

Evaluation


As a framework

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Universal design

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Educational determinism

Blackboard or Blackboard or WebfuseWebfuse

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Blackboard

Webfuse

The computer is really an infrastructure, even though today we treat it as the end object. Infrastructures should be invisible….(Norman, 1998)

Analysis

Design

Development

Implementation

Evaluation


As a framework


"Heavyweight"

"Ad hoc"

Before After

Before

After

Just the presentationis changing (for now)

Learning guide trial• Can we do this?• Should we do this?• 21 AHE & 1 FBI course

Analysis

Design

Development

Implementation

Evaluation


As a framework

• "help" on Blackboard• [email protected]


PushPush PullPullDemand anticipated Demand uncertainTop-down design Emergent designCentralised control Decentralised controlProcedural ModularTightly coupled Loosely coupledResource centric People centricRestricted participation Open participationFocus on efficiency Focus on innovationFew major re-engineering efforts Rapid, incremental

innovationZero-sum rewards Positive-sum rewards

(Seely Brown & Hagel, 2005)(Seely Brown & Hagel, 2005)

Next frontier of innovation

http://flickr.com/photos/darkpatator/1860880739/

It's not how bad you start,It's how quickly you get better


"Heavyweight"

"Ad hoc"

Blank slate

Links to DE study material

Course resources online?


Better discussion boards


Better discussion boards

Online assignment submission

Online lectures

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What is coming?

CQU's Second Life Island

http://cddu.cqu.edu.au/index.php/Web3D_Exchange_Project

QuickTime™ and a decompressor

are needed to see this picture.

Machinima

http://flickr.com/photos/pathfinderlinden/199857832/

PLE's and Web 2.0

DEST project - ~$500K

Personal Learning Environmentshelp learners take control

(Knowles, 1978; Candy 1991)

http://flickr.com/photos/ztephen/155835502/

If institutions were to genuinelypromote lifelong learning opportunities,systems that support learner autonomyand self-regulation are essential.

Personal Learning Environments

(Lubensky, 2006)

a Personal Learning Environment is a facility for an individual to access, aggregate, configure andmanipulate digital artefacts of their ongoing learning experiences.

Must use university resource

http://flickr.com/photos/patrick_q/108525914/

On-going trend that University suppliedtechnology is soon provided externally

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http://flickr.com/photos/stabilo-boss/93136022/

Web 2.0 - the technical driver

Web 2.0 course sites

Web 2.0 organisational sites

http://webfuse.cqu.edu.au/Courses/EDED11448/

Web 2.0 course sites

http://cddu.cqu.edu.au

Web 2.0 org site• Wiki• Blogs• Social bookmarking• Google video, YouTube, slideshare…

We've cut IT staff by 20%, and we're providing a whole lot more in terms of IT services


http://www.informationweek.com/news/showArticle.jhtml?articleID=202601956&pgno=1&queryText=

Ken Harris CIO, Shaklee

Analysis

Design

Development

Implementation

Evaluation


As a framework

http://flickr.com/photos/mischiru/489556007/

Ask the students

Anonymous discussion forum• 463 T2, 2007 FLEX students• 700+ comments

Online and print learning materials• What did you like or find useful?• What caused you problems?• What would you like to see?

http://flickr.com/photos/mischiru/489556007/

What would the top responses be?

Comment Mentions

Online lectures (audio/video)

106

Response from staff 86Clarity & consistency 66Study guides 55Assignment feedback 53Print 33Discussion boards 30OASM 27Exams released 25Everything ready 21


What else can we tell you?

What can you tell us?

Biggs, J. (1996). "Enhancing teaching through constructive alignment." Higher Education. 32(3): 347-364

Booth, A. (2007). "In search of the information literacy training 'half-life'". Health Information and Libraries Journal. 24(2): 145-149

Candy, P. (1991). Self-direction for lifelong learning: A comphrensive guide to theory and practice, Jossey Bass.

Gregor, S. and D. Jones (2007). "The anatomy of a design theory." Journal of the Association for Information Systems 8(5): 312-335

Jones, D. and S. Gregor (2006). The formulation of an Information Systems Design Theory for E-Learning. 1st International Conference on Design Science Research in Information Systems and Technology, Claremont, CA.

Knowles, M. S. (1978). The adult learner: A neglected species. Houston, Gulf Publishing.

Mishra, P. and M. Koehler (2006). "Technological pedagogical content knowledge: A framework for teacher knowledge." Teachers College Record 108(6): 1017-1054

Norman, D. (1998). The Invisible Computer: Why Good Products can Fail, the Personal Computer is so Complex, and Information Appliances are the Solution, The MIT Press.

Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? Instructional-design theories and models: A new paradigm of instructional theory. C. Reigeluth (ed). Mahwah, New Jersey, Lawrence Erlbaum Associates.

Schulman, L. S. (1987). Knowledge and teaching: foundations for a new reform. Harvard Educational Review, 57(1):1-22

Scott, G. (2005). Accessing the student voice: Using CEQuery to identify what retains students and promotes engagement in productive learning in Australian higher education, DEST.

Seely-Brown J. and J. Hagel (2005). "From push to pull: The next frontier of innovation." The McKinsey Quarterly

Snowden, D. and M. Boone (2007). "A Leader's Framework for Decision Making". Harvard Business Review

Keith Trigwell, Judging University Teaching, The International Journal for Academic Development, 6(1):65-73