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WWW.VU.EDU.AU Student centred learning Professor Greg Baxter Pro Vice-Chancellor (Teaching & Learning) 22 September 2009.

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Presentation on theme: "WWW.VU.EDU.AU Student centred learning Professor Greg Baxter Pro Vice-Chancellor (Teaching & Learning) 22 September 2009."— Presentation transcript:

1 Student centred learning Professor Greg Baxter Pro Vice-Chancellor (Teaching & Learning) 22 September 2009

2 Tolstoy quote on the Rudiments of Reading "Every individual must, in order to acquire the art of reading in the shortest possible time, be taught quite apart from any other, and therefore there must be a separate method for each. That which forms an insuperable difficulty to one does not in the least keep back another, and vice versa. One pupil has a good memory, and it is easier for him to memorize the symbols than to comprehend the most rational sound method. Another has a fine instinct and he grasps the law of word combination by reading whole words at a time. The best teacher will be he who has at his tongue’s end the explanation of what it is that is bothering the pupil” (Schon 1987).

3 DPM Julia Gillard 4 March 2009 UA Conference “My message is this: we must focus on students, their experiences and pathways, the knowledge they gain, the skills they will use, the public good they will achieve.”

4 % to complete year 12 or equivalent 2020 Reduce by half people without Certificate III or above Double diploma and advanced diploma completions 20% of undergraduates low SES % completion of bachelor degree New national participation targets

5 What does it mean to have students at the centre?

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7 What does it mean to have students at the centre? VU’s Values

8 knowledge and skills, and critical and imaginative inquiry for their capacity to transform individuals and the community equality of opportunity for students and staff diversity for its contribution to creativity and the enrichment of our lives cooperation as the basis of engagement with local and international communities integrity, respect and transparency in personal, collaborative and institutional action sound environmental stewardship for future generations the pursuit of excellence in everything that we do. We value

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10 What does it mean to have students at the centre? Knowing our Students

11 All 47,000

12 1.Education hopes – their qualifications 2.Work circumstances 3.Socio-economic status 4.Migrant status and language VU STUDENTS 47,000 ‘heads’ International students FT Workers -Studying PT, mainly VET -And Postgrads -3 rd generation migrants VU Undergraduate Australians -Working PT -Lower SES than other unis -50% LOTE 2 nd Generation Australians -Highly disadvantaged -VET and Postgrads -Not working

13 What does it mean to have students at the centre? Designing Curriculum

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18 VU’s big 5 for Learning & Teaching Transition Learning in the Workplace & Community Appropriate use of technology Green International

19 SECTOR DIFFERENCES “Technological change is narrowing the gap…” Gillard, March 5, 2005 SOME CONVERGENCE AND MORE INTER DEPENDENCE eg APPRENTICESHIP MODEL at Cert III level vs DEGREE MODEL at undergrad or postgrad PARA-PROFESSIONAL JOBS AND AWARDS Diploma, Adv Diploma in VE and Associate Degree in Higher Education EDUCATIONAL PATHWAYS VE advanced standing…..into Bachelor degrees Reverse flow for HE skill upgrades

20 Virtual Learning Environment What does it mean to have students at the centre?

21 2009

22 What characterises the new landscape? Creation of low resolution but high quality learning objects Web2.0 Collaborative Creative and Sharing Synchronous tools that allow real time interaction between students and staff

23 New Personal Learning Environment

24 What does it mean to have students at the centre? Helping our Staff

25 LEADERSHIPMANAGEMENT More focus on innovation and planningMore focus on implementation, administration and governance More emphasis on creating a vision and strategy More emphasis on creating systems and processes and aligning resources on strategy More reliant on bringing others alongMore reliant on positional authority More future focussedMore engaged in the present Tends to challenge the status quoTends to focus on stability and clarity More engagement with transformational change More engagement with continuous improvement Tends to draw more on personal insightTends to draw more on technical and professional knowledge LEADERSHIP AND MANAGEMENT

26 LEADERSHIP CAPABILITIES Domain Co-creates the futureIs a credible advocateAligns and mobilises people Achieves results by realising potential Earns credibility and respect Intent For the benefit of our local and international students, our staff, the local and global enterprises and communities with whom we interact, and the governments and public to whom we are accountable For VU’s social inclusion agenda to serve diverse communities in the west of Melbourne and beyond and broaden their life and employment options To harness the commitment of VU’s staff to its mission and, work collaboratively to develop the capabilities of individuals, enterprises and communities to build sustainable futures Supporting staff, students, enterprises and communities to develop and grow, take the initiative and risks necessary to move the University forward in its mission to transform lives By embodying University values and, in particular, acting with integrity, respect and transparency in personal, collaborative and institutional action Focus External environmentVU communityTeam cultureIndividual developmentSelf in relation to others Capabilities Champions a shared vision Harnesses opportunities Fosters innovation and creativity Navigates organisational and political systems Gets the right people on board Makes sense of ambiguity Embraces the diversity and dynamism of VU’s communities Advocates at multiple levels Enables others to find their voice Adopts an honest and compassionate approach Builds a trusting, respectful environment Promotes teamwork and collaboration Catalyses commitment Empowers others Coaches others to develop capabilities and realise potential Recognises and celebrates achievement Exercises reflective practice Upholds high standards of ethics and integrity Displays humility Maintains perspective and optimism Faces up to issues Demonstrates fierce resolve and perseverance Stays calm under pressure

27 PROFESSIONAL AND MANAGEMENT COMPETENCIES Area Engages in strategic management Builds a sustainable resource base Focuses on achievement Cultivates relationships Is a skilful communicator Competencies Understands and manages risk Maintains professional development Supports and contributes to University governance and systems Demonstrates business acumen Is student and stakeholder focused Networks and operates seamlessly across sectors Sets targets and links long range visions to operational work Acts for sustainability Focuses on continuous improvement Manages targets and budgets Actively Solves Problems Organises people, resources and processes around priorities Successfully manages change processes and outcomes Effectively manages projects, priorities and commitments Uses technology proficiently Listens actively and attentively Cultivates relationships Appreciates and acknowledges effort Uses authority appropriately and equitably Provides, seeks and acts upon constructive feedback Readily resolves conflict Adapts behaviours according to linguistic and cultural needs Translates messages for the team Effectively chairs meetings and committees Is a practiced and skilful presenter Writes documents with skill and purpose Skilfully manages information

28 Creating the right environment for L&T VU has clear, distinctive strategic directions Seeking to align – policy, technology, infrastructure to enable it to happen But, as ever, the teaching practitioner & the engaged learner are still the key to successful outcomes

29 Questions & Discussion


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