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Supporting staff/supporting students: developmental opportunities at faculty, university and national level Dale Holt Institute of Teaching and Learning.

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Presentation on theme: "Supporting staff/supporting students: developmental opportunities at faculty, university and national level Dale Holt Institute of Teaching and Learning."— Presentation transcript:

1 Supporting staff/supporting students: developmental opportunities at faculty, university and national level Dale Holt Institute of Teaching and Learning

2 A starting position Developing our educators Developing our educators Recognising our educators Recognising our educators Rewarding our educators Rewarding our educators Advancing the careers of our staff Advancing the careers of our staff Connecting our educators with external opportunities Connecting our educators with external opportunities Generating & sharing good practices through adopting collegial/community- based approaches Generating & sharing good practices through adopting collegial/community- based approaches

3 Who are we? What should we be? Deakin’s Review of Teaching and Learning says… Becoming Australia’s premier university for scholarship and research that inform pedagogical practice and institutional management of flexible and mixed mode education as evidenced by the achievement of quantifiable national and international peer recognition for Deakin’s work in this field.as evidenced by the achievement of quantifiable national and international peer recognition for Deakin’s work in this field.

4 Being flexible about ‘flexibility’ Place of learning Place of learning Time of learning Time of learning Pace of learning Pace of learning Periods of learning Periods of learning Content of learning Content of learning Methods of learning Methods of learning Choice of media/technology Choice of media/technology Choice of assessment methods Choice of assessment methods

5 Communities of teachers/communities of learners An important recurring theme in our consultations was the limited sense of connection between Deakin students and the University. There was a related sense of disconnection between individual teachers and the broader community of teachers in the University outside of their immediate work unit. Both of these observations link to the lack of a shared and clearly articulated vision for teaching, learning and the student experience. Together they mean that Deakin has not achieved a connected community of teachers and learners in a way that would most effectively build positive experiences for students and professional enthusiasm and commitment for teaching staff. There was a related sense of disconnection between individual teachers and the broader community of teachers in the University outside of their immediate work unit. Both of these observations link to the lack of a shared and clearly articulated vision for teaching, learning and the student experience. Together they mean that Deakin has not achieved a connected community of teachers and learners in a way that would most effectively build positive experiences for students and professional enthusiasm and commitment for teaching staff. Report on Review of Teaching and Learning at Deakin University, p.62

6 Teachers’ conceptions, approaches and outcomes How my colleagues and I think about my discipline influences… How I think about teaching which influences… The way I teach…what I value in student learning…which influences…

7 Teachers’ conceptions, approaches and outcomes How I design and operate my learning environments… which influences… How my students’ see quality learning which influences… how they approach their learning which influences how they approach their learning which influences what learning they achieve, how much and how well they learn.

8 Engaging teaching & learning development environments Both need each other Both 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 do? What can national bodies like Carrick do?

9 Your development opportunities through: Teaching excellence frameworks at Deakin & nationally Teaching excellence frameworks at Deakin & nationally Awards & Grants Awards & Grants Seminars, Forums & Workshops Seminars, Forums & Workshops Deakin Teaching and Learning Conference Deakin Teaching and Learning Conference Casual teaching development Casual teaching development Online Teaching & Learning modules & cases Online Teaching & Learning modules & cases Other ITL resources Other ITL resources In-person mentoring, unit & course development In-person mentoring, unit & course development Communities of practice Communities of practice GCHE scholarship of teaching projects GCHE scholarship of teaching projects

10 DEST Teaching and Learning Performance (TLPF) Funding…the iron fist!

11 Carrick…the velvet glove

12 Or should that be…the healing hand?

13 Carrick Institute for Learning and Teaching in Higher Education – national view ‘Teaching excellence’ Teaching that influences, motivates & inspires students to learn Teaching that influences, motivates & inspires students to learn Curricula & resources that reflect a command of the field Curricula & resources that reflect a command of the field Assessment & feedback that foster independent learning Assessment & feedback that foster independent learning Respect and support for the development of students Respect and support for the development of students Scholarly activities that have enhanced learning and teaching Scholarly activities that have enhanced learning and teaching

14 Example of Carrick criterion descriptors

15 Deakin view of excellent teaching 1. An excellent teacher underpins practice by scholarship 2. An excellent teacher incorporates sound principles of teaching 3. An excellent teacher supports students and their learning 4. An excellent teacher adopts an inclusive and learner-centred approach

16 Carrick Institute for Learning and Teaching in Higher Education – national view ‘Programs that enhance learning’ Distinctiveness, coherence and clarity of purpose Distinctiveness, coherence and clarity of purpose Influence on student learning and student engagement Influence on student learning and student engagement Breadth of impact Breadth of impact Concern for equity and diversity Concern for equity and diversity

17 Developing through Faculty and Deakin teaching awards

18 Deakin teaching excellence award winners

19 Carrick national teaching excellence awards

20 Examples of national teaching award winners in Health Lorelle Burton, USQ, Enhancing Student Learning: Principles, Methods, & Applications (Social Sciences/Psychology) Lorelle Burton, USQ, Enhancing Student Learning: Principles, Methods, & Applications (Social Sciences/Psychology) John McLean & Virginia Slaughter, University of Queensland, From Banana Boat to Flagship – The titanic journey of John McLean & Virginia Slaughter, University of Queensland, From Banana Boat to Flagship – The titanic journey of Sylvia Rodger, University of Queensland, Innovative occupational therapy fieldwork assessment: nationwide initiative Sylvia Rodger, University of Queensland, Innovative occupational therapy fieldwork assessment: nationwide initiative

21 Examples of national teaching award winners in Health Geoff Meyer, University of WA, Effective teaching of “Histology” online using an innovative learning resource Geoff Meyer, University of WA, Effective teaching of “Histology” online using an innovative learning resource Ann Sefton, University of Sydney, A new approach to medical education Ann Sefton, University of Sydney, A new approach to medical education Diann Eley & Louise Young, University of Queensland, Increasing the rural medical workforce through innovative learning opportunities Diann Eley & Louise Young, University of Queensland, Increasing the rural medical workforce through innovative learning opportunities

22 Developing through grants at Deakin

23 Developing nationally through grants Carrick

24 Developing nationally through Carrick discipline-based initiatives

25 Developing nationally through Carrick Fellowships

26 Examples of National Fellowships in Health 2007 Heather Alexander & Amanda Henderson, Griffith University, Developing a model for interprofessional learning during clinical placements for medical and nursing undergraduate students Heather Alexander & Amanda Henderson, Griffith University, Developing a model for interprofessional learning during clinical placements for medical and nursing undergraduate students

27 Developing through Deakin Teaching & Learning Conference – September Burwood 2007

28 2007 Conference theme…

29 Developing through casual academic teaching development

30 Developing through ITL Seminars, Forums and Workshops

31 Developing through online teaching cases

32 Developing through online Teaching and Learning modules

33 Selected areas of practical guidance in teaching and learning: Teaching effectively for cultural diversity Teaching effectively for cultural diversity Effective lecturing Effective lecturing Effective tutoring & lab/prac teaching Effective tutoring & lab/prac teaching Small group work Small group work Research supervision Research supervision Case & Problem-based teaching/learning Case & Problem-based teaching/learning Using CEQ & SETU to enhance teaching Using CEQ & SETU to enhance teaching Preparing effective study guides (in contemporary times) Preparing effective study guides (in contemporary times) Assessment methods Assessment methods Identifying, dealing with & minimising plagiarism Identifying, dealing with & minimising plagiarism Assessment management, feedback, grading & moderation Assessment management, feedback, grading & moderation Under development: Developing and assessing teamwork Under development: Developing and assessing teamwork Close to launch: ViewQuest Conceptualising a research question Close to launch: ViewQuest Conceptualising a research question Plus DSO support materials Plus DSO support materials

34 An example: practical assistance

35 Demonstration

36 ViewQuest Conceptualising a research question

37 Developing through other ITL resources - Reports

38 Developing through other ITL resources - Journals

39 Developing in–person through mentoring in faculties PPR supervisor PPR supervisor Unit, major & program teams Unit, major & program teams Unit & Program-wide developments Unit & Program-wide developments Associate HOS, Teaching & Learning Associate HOS, Teaching & Learning Associate Dean, Teaching & Learning Associate Dean, Teaching & Learning Probation committee Probation committee ITL support ITL support GCHE GCHE ITL Professional Development Fellows, previous Online Fellows & STALGS Teaching Fellows ITL Professional Development Fellows, previous Online Fellows & STALGS Teaching Fellows

40 Some work of ITL PD Fellows – effective lecturing

41 Effective lecturing cont’d

42 Communities of practice at Deakin Recommendation 20 ITL should encourage and support ‘soft structures’ of informal groups of staff with shared interests in advancing aspects of teaching, learning and the student experience across the University. Report on Review of Teaching and Learning at Deakin University, p.11

43 Communities of Practice – ITL PD Fellows’ project 2007 Local/institutional/inter-institutional Local/institutional/inter-institutional Disciplinary/inter-disciplinary/special interest Disciplinary/inter-disciplinary/special interest Organic/nurtured/intentional Organic/nurtured/intentional Impediments Impediments Benefits Benefits Ongoing support Ongoing support

44 GCHE Scholarship of Teaching projects

45 Faculty perspective 1/11 ITL PD Fellows /11 ITL PD Fellows /20 Carrick Citation applicants /20 Carrick Citation applicants /13 Carrick teaching excellence award nominees , shortlisted 1/13 Carrick teaching excellence award nominees , shortlisted 3/36 Deakin teaching award winners /36 Deakin teaching award winners /35 recipients of STALGS projects /35 recipients of STALGS projects /12 Carrick Grants bids /12 Carrick Grants bids

46 What would you like to talk about?

47

48 Needed if live ITL site link down Needed if live ITL site link down SPECIALIST SLIDES

49 Online PD: Approaches to teaching that influence, motivate and inspire students to learn

50 Online PD: Development of curricula and resources that reflect a command of the field

51 Online PD: Approaches to assessment and feedback that foster independent learning

52 Online PD: Respect and concern for the development of students as individuals

53 Online PD: Scholarly activities that have influenced and enhanced learning and teaching

54 Online PD: Effective use of digital media and online technologies


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