Division of Learning and Teaching Report to the University 2016 - 2017 we enhance student learning at CSU through supporting our teachers A c a d e m i c s C o u r s e s L e a r n i n g E n v i r o n m e n t s C S U C S U C S U C S U L e a r n i n g F u t u r e s
28
Embed
Division of Learning and Teaching€¦ · • Learning pedagogies Learning Online Promote and sustain high quality online teaching and learning through innovative digital practice,
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Division of Learning and TeachingReport to the University2016 - 2017
we enhance student learning at CSU through supporting our
teachers
Aca
dem
ics
Courses
Learning Env
ironm
ents
CSU
CSU
CSU
CSU
Learning Futures
The Division of Learning and Teaching, comprising approximately 103 staff, reports to the Pro-Vice-Chancellor, Learning and Teaching, in the Deputy Vice Chancellor, Academic portfolio. We work in partnership with Divisions, Faculties and Schools to enhance student learning at CSU through supporting our teachers.
For more information about the Division, go to www.csu.edu.au/division/learning-and-teaching
Division of Learning and TeachingReport to the University4
The Learning Design Unit has reorganised
its structure to align with the 2018
priorities of the Faculties and Divisions.
The new Deputy Director, Dr Leah Irving
leads learning design and delivery teams,
with managers of two teams of Educational
Designers and Educational Support
Coordinators reporting to Leah. These teams
support strategic projects including Wave
course reviews, Open Pathways courses,
Graduate Learning Outcomes mapping
and the Yindyamarra Award (working title).
Leah also manages Educational Designers
designated to the Faculty and Divisional
Initiatives and Improvement Plans. All team
members provide support to CSU through
the Service Request System (SRS).
The Smart Learning Project Team has
been renamed the Course Design Project
Team, headed by Dr Denise Wood as the
Senior Course Design Lead, responsible
for the mainstreaming of design and
review practice. In support, Dallas Woolley,
Project Manager oversees the technology
stream, rolling out modifications and
new functionality to CourseSpace.
Dr Leah Irving
joined the Learning
Design Unit in the
new position of the
Deputy Director,
Learning Design in
October 2017 and
she is based on the
Wagga campus. Leah brings to the position
a visual arts and an education and training
background with teaching experience
and a scholarly contribution to the field of
technology-mediated learning in higher
education. For the past ten years Leah has
held positions at Curtin University in Western
Australia in learning design and development
and led projects integrating technologies in
learning and teaching that included virtual
worlds, 3D game environments, Alternate
Reality Games and Augmented Reality. Her
most recent position was with the Learning
Futures team within Curtin Learning
and Teaching where she managed the
development of a bespoke challenge-based,
adaptive learning platform and worked
strategically across the university on creative
learning solutions. Leah brings to her
position at CSU a thorough understanding
of the experiences of academics and the
role of the educational designer. Leah’s
PhD, Virtual Worlds as Pedagogical
Places: Experiences of Higher Education
Academics also attests to her disciplinary
scholarship and leadership in online
learning and pedagogy. Leah has taken
on the role of supervising the managers
of the design and delivery teams and is
working with the Faculties and projects
in relation to Educational Designer and
Educational Support Coordinator support.
Embracing Change
Learning Online under the Director, Prof
Barney Dalgarno is leading the development
and implementation of the Transform Online
Learning (TOL) project, a key component
of the CSU Strategic Direction, 2017 to
2022. While supporting the TOL initiative,
the Learning Online Unit also continues
to support and develop online learning in
other subjects and courses across CSU.
The TOL project has undergone extensive
development, consultation and analysis
work in 2016 and 2017. Elements of the
resulting Learning Experience Framework
will be piloted in 2018 in the Faculty of
Business, Justice and Behavioural Sciences
with the potential for further refinements
arising from this implementation. The CSU
Online Learning Model (OLM), developed in
2015, provided the foundational conceptual
framework for the TOL Model (OLM V3).
In 2017, OLM V2 was implemented in 137
subjects within 8 of CSU’s largest online
courses, studied by 3700 students and this
version remains the guiding framework for
online courses and subjects outside of TOL.
The Education for Practice Institute
(EFPI) was dis-established as a unit within
DLT in February 2017 after nearly ten years
of supporting and extending professional
and practice-based education (PBE) at CSU.
Workplace Learning resources from the EFPI
website, such as the PBE Exemplars, were
moved to the DLT website. Staff who moved
from EFPI into other units in DLT continued
with workplace learning initiatives and also
focused on other DLT priorities. In the Office
of the PVC, Learning & Teaching, Prof Joy
Higgs is Professor in Higher Education and
Jennifer Pace-Feraud as Project Manager.
A/Prof Franziska Trede and Dr Narelle Patton
joined the Learning Academy, Franziska as
Associate Professor in Higher Education
and Narelle as Senior Lecturer in Workplace
Learning. Narelle has since taken up a
secondment in the Faculty of Science as
Sub-Dean, Workplace Learning. Best wishes
to Franziska as she leaves us in early 2018
to take up a new academic appointment.
A significant change in 2017 in the Division arose out of structural changes across the University, with the name Division of Learning and Teaching replacing the former Division of Student Learning. The arrival and departure of senior staff, the closure of the Education for Practice Institute and a change in operations in the Divisional units has seen a new structure in the Division during 2017.
Promote academic development for educational practice, career progression and professional recognition and support implementation of the CSU Indigenous Cultural Competency Program and the Graduate Learning Outcomes
• Graduate Certificate in Learning and Teaching in Higher Education• Professional learning• Sessional staff support• Assessment, moderation and benchmarking• Awards, grants and fellowships• Peer review for educational practice• Academic promotions support• Indigenous Cultural Competency Program• Professional Practice and Workplace learning• Graduate Learning Outcomes, including change agent GLOs• Scholarship of Teaching and Learning
Learning Design
Support, advise and guide CSU staff in the design and implementation of best practice in course and subject design, and the development of effective and appropriate learning and teaching strategies in face-to-face, online and blended environments
• Course Design and Review • Subject Development• Interact2 professional development & support • Assessment design • Learning pedagogies
Learning Online
Promote and sustain high quality online teaching and learning through innovative digital practice, scholarship and incubation
Learning TechnologiesManage the university’s online learning environments and provide educational input into the design and use of its physical learning environments, providing leadership and support across the university in introducing new learning technologies and spaces
Produce and source innovative, engaging and fit-for-purpose learning resources and provide advice, guidance and leadership in the creation and use of learning resources across CSU
• Media services• Campus D-I-Y media spaces • Educational resources
Learning Design and Course Review Project TeamsThe design support in Learning Design
consists of a Course Design Project team
(formerly Smart Learning Project team) and
two teams of Educational Designers managed
by two Learning Design managers. These
staff supported the following initiatives in 2017.
• Course Reviews both Wave
and non-Wave reviews
• Subject enhancement through Faculty
Initiatives and Innovation (I&I) Plans
• Online Learning Model Subject
enhancement through support
to u!magine initiatives
• Other projects, such as Student
Leadership Program, Open
Pathways courses, GLO support
Course Reviews
Course Design Leads supported Course
Directors through the design process, the
use of CourseSpace and the approval
process, coordinating targeted professional
development when needed. Educational
Designers supported the Course
Directors and members of the teams.
During 2017, 10 courses in Wave 4 were
approved to Way Points 2 or 3. In October
2017, Faculties selected 17 courses
for Wave 5. The Educational Designers
supported non-Wave course reviews as
requested on the Faculty I&I Plans.
Course Design Process Project
team activities in 2017
The Practice Stream disseminated
information through a variety of channels
to leadership, Faculty and Divisional
stakeholders. Support documentation
was prepared for processes and policy,
planning and reporting. The team facilitated
professional development, and worked on
special projects including the TOL process
and the establishment of subject banks for
single and shared subjects under review.
The Technology Stream consulted regularly
with users for future planning and reporting
needs through regular sessions, including
User Experience workshops. Five Sprints
enhanced the features of CourseSpace. A
key improvement was the capacity to roll
over approved CourseSpaces, allowing
for a fixed copy and a working space
for continuous improvement processes.
Ongoing developments include new
interface trials, revised staff permission
processes, and improved mappers.
Faculty Initiatives and
Improvements Plans
The Faculty Initiatives & Improvements
Plan subjects had diverse redevelopment
requirements, identified by data or by
Heads of School. The Educational Designer
support was designed to address major
concerns. The Subject Consultation Report
recommendations guided this work, although
the tight timelines and managing collaborative
work with multiple stakeholders across
the Faculty and Divisions hindered timely
achievement of some recommendations.
2017 I&I Subject work
Subjects completed across the three Faculties 186
Hours per subject 12.43
Mainstreaming work for the Process and Practice Stream
Mainstreaming work for the Technology/CourseSpace Stream.
Division of Learning and TeachingReport to the University 7
Division of Learning and TeachingReport to the University8
Learning Technologies DevelopmentsDirector of Learning Technologies, A/Prof
Philip Uys, led several projects in 2017 and
he reports that Academic Senate has now
confirmed the requirement for mandatory
Course Sites to be used in the Faculties.
The Learning Environments Committee
approved the revised Learning Technologies
Framework and Learning Technologies Plan.
He led the Open Ed Working Party towards
preliminary open education outcomes and
also worked with the Transform Online team
to establish learning technology requirements.
The Think Pieces 2017 project Creating
distinctive curricula and learning experiences
at CSU was a collaborative undertaking with
u!magine – see separate report on page 27.
Learning Systems supporting
Learning and Teaching
During 2017, the Learning Systems
unit implemented, made changes and
updated systems, procedures, manuals
and software that support the work of
teaching staff, Faculties and Divisions
and the broader CSU community.
Among these were systems for which
the Division of Learning & Teaching is
responsible, including new releases to the
Service Request System (SRS), updates
to the Online Moderation System (OMS),
PebblePad support resources, a Technology
Quick Reference website, and planning
for the System Redevelopment project to
rewrite all Division of Learning & Teaching
systems for a modern systems architecture.
CSU-wide undertakings included targeted
learning analytics reports and dashboards,
contributing to physical learning spaces
design and support, contribution to the
Transform Online Learning (TOL) technology
requirements, Digital Object Management
system re-architecting, Online Meeting
systems review, Adobe Connect Meeting
upgrade, progression of the Knowledge
Matrix for related CSU systems, the ACSES
Support website (to replace Subject
Coordinators Maintenance Form), alternate
return options in EASTS, review of Turnitin,
and ongoing applications rewrites for the unit.
In 2017, 98% of assignments submitted to EASTS were marked paperlessly – a significant increase on previous years
Improved student experience:
81% of Distance/Online EASTS assignments were returned via EASTS within 15 working days
67% of Internal EASTS assignments were returned via EASTS within 15 working days
NORFOLK 4 was released in early 2017. The release was supported by presentations, workshops and seminars at CSUed, Faculty Learning and Teaching Symposia, Faculty, School and Divisional professional
development sessions, and the NORFOLK 4 Help website. The website includes more than 20 video tutorials to assist academic staff to benefit from the paperless marking tools offered by NORFOLK
Sessional Staff Support Major initiatives from the sessional staff team have made professional development for sessional staff more timely, flexible and accessible:
1. Professional Development Program
Continuation and expansion of the
professional development program
to sessional staff to include new
teaching academics, partner
organisations and presentations from
Library and Office for Students.
This program helps sessional staff to
understand their role, engage with their
students, and understand CSU’s learning
and teaching technology. Sessions were
advertised on the Professional Development
calendar on the Division of Learning &
Teaching website and were offered for
all Faculties in all three teaching sessions
across the year. Sessions included Induction,
Introduction to Interact2, Transition
Pedagogy and First Year Principles,
Adobe Connect Introduction, EASTs and
NORFOLK, Understanding the Analytics
Dashboard, Assessment and Feedback, as
well as weekly drop-in support sessions.
2. CSU PD Search
(http://uimagine.edu.au/csupd/) – a search
website developed to provide sessional staff
with ready access to program recordings and
a raft of professional development resources
created by DLT, Library, Human Resources,
Office for Students, Faculty of Arts and
Education, along with links to excellent
external sources.
3. Induction
Learning Academy staff in collaboration with
Human Resources delivered an Induction
package for new and sessional staff that
was run in ELMO, to introduce staff to the
learning and teaching environment at CSU.
This induction delivers the first step towards
understanding the CSU learning management
system (Interact2) and most importantly,
how to get assistance where needed.
These learning and teaching resources
have also been adapted into introductory
workshops for new academic staff.
4. Sessional Staff Website
Our 2017 focus on creating support
resources for staff included an update to the
Division of Learning & Teaching sessional
staff website. The site has received great
feedback from Faculty staff in the short
time since its relaunch. With a more than
doubling of available resources, this site
now functions effectively as the main site
for new, sessional, and continuing staff
members to find information and support
for everything from HR and timesheets,
to strategies to improve their learning and
teaching. It includes a welcome to staff from
Vice-Chancellor Professor Andrew Vann.
8000
7000
6000
5000
4000
3000
2000
1000
0
Oct
-16
Nov
-16
Dec
-16
Jan-
17
Feb-
17
Mar
-17
Apr
-17
May
-17
Jun-
17
Jul-1
7
Aug-
17
Sep-
17
Oct
-17
Nov
-17
Dec
-17
VisitsVisitors
Sta� Accessing PD Resources
CSU PD Search
Resources Linked or Uploaded (up by 48%) 152
Site Visits (up by 700%) 36,686
CSU PD Search most visited resources for 2017
Events 366
Graduate Learning Outcomes (46 minutes) 226
How to Clone a Subject Outline (3 minutes) 205
Multiple Choice Questions: Improve your test with MCQ 188
Student Support - Academic Literacy, Learning and Numeracy
179
Using Teacher presence to Create a Welcoming Home Page 172
Number of Sessional staff PD events: 63
Number of Recorded attendances: 222
CSU PD Search Activity in 2017
Professional Development Events
5. MOOC
As part of the Learning Academy’s
commitment to offer professional development
opportunities to staff, a pilot of the
Contemporary Approaches to University
Teaching MOOC was run during the latter
half of 2017 to determine its suitability as an
induction option for staff who may not have
the opportunity to study the CSU Graduate
Certificate in Learning and Teaching in Higher
Education. Ten staff members participated in
the pilot, with two of them opting to complete
assessment and gain credit. Following the
success of the pilot study, the Learning
Academy will provide a supported opportunity
for staff to complete the MOOC in 2018.
Staff who complete the MOOC including
assessment will be entitled to credit towards
elements of the Graduate Certificate in
Learning and Teaching in Higher Education.
Division of Learning and TeachingReport to the University 13
Division of Learning and TeachingReport to the University14
Learning Online UnitThe Learning Online Unit completed a year of exciting and innovative projects in 2017, through its two key teams. The Online Learning Model team focused on quality enhancement to online courses and subjects. u!magine focused on innovation, incubation and scholarly engagement in online teaching. Foremost among 2017 activities were the reporting phase of Innovation Grant Projects, evaluation of the Pilot and Phase 1 implementation of the Online Learning Model that rolled out to more than 100 CSU subjects, contribution to the Transforming Online Learning (TOL) Initiative, and development and implementation of the Online Learning Innovation and Incubation Strategy including initiatives such as the “unConference” season, demonstration events with edtech start-ups, international guest speakers.
The Online Learning Model team, under the leadership of Lindy Croft-Piggin, continues to work closely with Faculty and School learning and teaching leaders to support quality enhancements in strategic online subjects aligned to the model, and provide ongoing support to the teaching and design teams within OLM subjects. They provide Professional Development on the OLM to academic and design staff, and continually populate the Online
Learning Exchange with exemplars of the model and support resources.
u!magine focus, under the leadership of Professor Valerie Peachey, is building a community presence with internal and external stakeholders; leading innovation in online learning projects in partnership with edtech start-ups and the Faculties; and exploring the potential application of AR/VR, mobile technologies and data analytics across a range of disciplines in higher education. u!magine is also exploring
opportunities to share expertise with the industry sector through a fee for service arrangement, while continuing to build a program of Open Pathways to provide CSU with greater reach in the tertiary education market. Professional development includes unConference sessions, demonstration events, think tanks, guest speaker lecture series, and hands-on workshops.
Read about us and download copies of the u!magine news for comprehensive reports on progress to date at http://uimagine.edu.au
Student perceptions of importance (1243 responses) of OLM elements mapped against experience of elements in their subjects where Importance includes: Very important + Important; Agreement includes: Very strongly agree + Strongly agree + Agree
Staff perceptions of the importance of OLM elements and agreement about the
inclusion of elements in their subject (staff ratings n = 21, student ratings n = 776 )
Successful Strategies:
• Authentic practice through the use of real life case studies
• Site aesthetics – ease of navigation, presence of multi-modal resources to reduce
cognitive load, reformatting discussion boards for improved interactions
• Interactive resources: video introductions, adobe connect sessions, online tests
• Teamwork, and
• Actual interaction and engagement with others which was structured, well planned,
and well timed.
• Interactive resources was the most commonly mentioned strategy
Division of Learning and TeachingReport to the University 15
Division of Learning and TeachingReport to the University16
u!magine Incubation and Innovation
In establishing u!magine, one of the key
objectives was to stimulate the imagination
of innovative pedagogical and technological
approaches to online learning and incubate
towards pilot implementation, evaluation
and dissemination. A major initial activity
towards achievement of this objective was
the establishment and implementation of an
innovation grant scheme in 2015, leading to 10
grants awarded, which, following completion
in 2016 and 2017, were disseminated
online and through seminars and local and
national conferences. Alongside these grant
funded initiatives, a series of initiatives were
directly funded through negotiation with
Faculties, which included implementation
of the BEST/Smart Sparrow platform, an
investigation into designing for accessibility
in online learning, and piloting of eExams.
In 2017 u!magine launched a new Incubation
Strategy, designed to underpin future u!magine
work in establishing a culture of innovation
in online learning technologies and teaching
practices. The Strategy identifies a range of
innovation and incubation activities designed
to achieve the following four key objectives:
Community of Innovation
Foster a Community of
Innovation in online learning
that involves our staff and
students, businesses, education providers
and local communities. Create a network
for various stakeholders from within CSU
and external partners to create a community
around innovation that engages our talented
community of staff and students which
make them part of an innovation process
within CSU that creates opportunities to
harness their skills and knowledge.
Creative Solutions
Establish processes to
develop our own Creative
Solutions to the issues
faced in online learning and teaching.
Provide opportunities and methods of
stimulating, capturing and seeking out new
ideas around online learning within CSU.
Identify the kinds of problems in online
learning that need to be solved to improve
student learning and teaching experience.
Adoption and Adaption
Promote the Adoption
and Adaption of new
technologies and practices
in online learning. Nurture and support
new ideas and technologies for possible
uptake by a broader audience. Evaluate
ideas by creating opportunities to pilot and
trial new technologies and practices.
Future Pathways
Develop Future Pathways
for projects beyond the
incubation stage. Promote
ideas and practices developed within CSU
to a broader audience and provide channels
for communicating and sharing ideas.
Scale Up ideas by developing pathways
for future development, mainstreaming,
commercialisation and growth of viable
technologies, systems and practices
The following diagram illustrates the activities encompassed by this Strategy
which underpins u!magine’s 2018 planning:
Quality Learning & Teaching
The two-year Quality Learning and Teaching (QLT) project was completed in November 2017.
Assessment
QLT Assessment (QLTA) Leaders were
embedded in Faculties and more broadly
across CSU to work on two of CSU Quality
Learning and Teaching Key Performance
Indicators, specifically KPI 8 (quality
assured subject outlines), and KPI 10
(quality assured examination scripts).
Building from a 2015 baseline audit of the
Faculties, further audits were conducted in
parallel with professional development and
assessment support. Monitoring of progress
against KPI 8 over the three years clearly
showed the benefit of targeted professional
development with improvements in
assessment quality derived from both
professional development workshops and
individual peer review of assessment design
delivered by the QLTA Leaders. An audit of
KPI 10 revealed that the institutional process
of quality assurance is working and a few
minor recommendations for changes to the
Division of Student Administration checklist
and quality assurance were proposed.
QLTA Leaders also produced resources to
support quality in assessment, contributed
to course reviews, and worked with CSU
policies to refine assessment-related items
and provide audit feedback on subject
performance against assessment quality
requirements. During 2016 and 2017,
assessment support was offered to 714
(25%) of subjects at CSU. Academic staff
who engaged with the QLTA Leaders
improved the quality of subject outlines
and criterion-referenced assessments.
Benchmarking. All higher education institutions
are required under the Higher Education
Standards Framework (2015) to undertake
comprehensive reviews of all accredited courses
of study. A pilot external benchmarking
programme was commenced in 2017,
using the Peer Review Portal. Professional
development was provided to CSU staff
to allow participation in the Benchmarking
project with 10 universities. At the end of
2017, Benchmarking was completed for two
subjects, with a further four ready for review.
Online
Three QLT Online (QLTO) Leaders were
each allocated to support one Faculty
in a range of online course and subject
quality improvement initiatives.
The QLTO Leaders undertook activities to
improve adherence to three KPIs, specifically
KPI 9 (quality of online subject landing
pages), KPI 11 (student online engagement
with peers), and KPI 12 (student online
engagement with teachers). Comprehensive
academic staff online support materials were
produced, including landing page templates
and descriptions of teaching strategies along
with support resources to improve online
interaction. 28 Professional Development
workshops were attended by more than
300 academic staff members. One on one
support was provided to approximately
100 academic staff members in designing
their subjects to meet these KPIs. Audit
and feedback for 1,458 201660 Online and
On Campus subject landing pages was
undertaken against
QLT KPI 9. Audit
and feedback for
293 Online and On
Campus subjects
was undertaken
against QLT KPIs
11 and 12.
In coordinating the
implementation of
the CSU Online
Learning Model
(OLM) in their faculty, the QLTO Leaders
each led a team of Education Designers
and worked collaboratively with academics,
and design and production staff. Elements
of the OLM were piloted in 26 subjects
and evaluated through questionnaires,
interviews and focus group sessions with
academic staff, educational design staff
and students. Professional development
on the OLM was provided to approximately
200 academic staff members and
approximately 20 educational designers.
Subject revision work in all core and elective
subjects was undertaken in 124 subjects
within 8 of CSU’s largest online courses.
An Online Learning Exchange containing
explanatory material and exemplars of
the OLM elements was developed.
The QLTO team presented cutting edge
professional learning activities and resources
directly responsive to faculty needs,
always supported by online material widely
available for staff to access. They have left
a rich legacy of resources including faculty
wikis, newsletters and blogs. A cross
faculty wiki is currently being developed as
a portal linking these and other valuable
professional development support material.
In two short years this team has made an
invaluable contribution to the quality of
teaching and learning in the online space.
WORKSHOP ATTENDANCE120100806040200
66
35
76 80
15
50
29 29 21 24 27
102
6
Asses
smen
t Des
ign
Asses
smen
t for D
iverse
...
Criteria
and Stan
dards
Designin
g Qua
lity M
CQs
End of S
easo
n Proce
sses
How to Q
A Exams
Moderatio
n – Va
lid, F
air...
MSI QA an
d Modera
tion
OMS for S
AC
Providing
Feedbac
k to...
Using th
e Onli
ne...
Writing
Exam Q
uesti
ons
Writing
Good Le
arning
...
Staff engaged with professional development
with 560 attendances at 55 PD sessions.
Division of Learning and TeachingReport to the University 17
Policies, Procedures & Communication• Indigenous Australian Content in Courses Policy
• Graduate Attributes Policy• GLO Advisors/Gurus
• Champion the Champions project• Presentations to course teams, Schools, Faculties
• Raising student awareness of ICC GLO• IBS Governance
Professional DevelopmentOnline, On campus, On-country - the “journey within”
• ICCP stand-alone program• ICCP in the GCLTHE & PG courses
• Blended workshops• Cultural immersion camps
• Webinars in 2018• External PD
Supported by Gulaay
Year Completed
ICCP Number of staff completions
2015 402
2016 248
2017 72
TOTAL 722
Gulaay participated in course reviews
across all disciplines
Professional development is
supported through the three-stage
Institutional Indigenous Cultural
Competency Program privileging the
voices of the Elders and knowledge
holders, the student experience, and
the ‘journey within’ for participants
Inclusion of foundational content
Number of courses
Finalised 23
In Progress 40
Seeking Exemption 3
Learning with and from the Bathurst Wiradjuri Elders has provided welcomed opportunities to enhance her cultural mentoring since Melinda joined the Gulaay team in June 2017.
MELINDA LEWISGLO COURSES & RESOURCES LEAD(INDIGENOUS CULTURAL COMPETENCE)
21Division of Learning and TeachingReport to the University
Professional Practice: Demonstrate knowledge, capabilities, practices,attitudes, ethics and dispositions of their discipline or profession.
Digital Literacies: Critically harness digital literacy for professional practice and research and demonstrate digital citizenship in online learning, professional and social communities
Information & Research Literacies: Demonstrate capability as inquirers tolocate, evaluate, manage, and use information and research to develop and guide their own knowledge, learning, and practice
Academic Literacy & Numeracy: Demonstrate the literacy and numeracy skills necessary to understand and interpret information and communicate according to the context
Ethics: Exhibit ethical decision making and reasoning to identify creativesolutions to ethical problems
Lifelong Learning: Critically appraise and continue to develop personal and professional capabilities
Indigenous Cultural Competence: Practise in ways that show a commitment to social justice and the processes of reconciliation based on understanding the culture, experiences, histories and contemporary issues of Indigenous Australian communities
Global Citizenship: Use their understanding of diversity and the ‘common good’ to work constructively, respectfully and effectively with local and global communities and work places
Sustainable Practices: Engage with ethical and sustainable practices that meet the needs of the present without compromising the ability of futuregenerations to meet their own needs and those of the environment
Share your good teaching practices
Identify a teaching practice that incorporates a specific Value and use the appropriate flip chart to describe that teachingpractice.
Identify a distinctive teaching practice or learning experience that aligns a specific Value with one or more GLOs and use the appropriate flip chart to describe that teaching practice.
All contributions will be in the running for a prize. One prize will be awarded for each of the Values.
Use the flip charts provided to share how you incorporate the Values and GLOs in your teaching practices
Values in the Division
CSU Values underpin our ethos represented by the phrase
Yindyamarra winhanganha. The CSU Values were launched
in late 2016, and Division of Learning & Teaching staff
attended Values ambassador training in late 2016 and early
2017. Following on from this, the Values in DLT group,
comprising ambassadors and other interested staff, met
regularly to promote the Values within the Division and
investigate ways of working collegially.
Guidelines for evidence for achievement of Values in
the Professional domain and Academic domain were
developed to support recognition of our staff who are living
the Values and promote approaches that incorporate the
Values in our work and our interactions. Values champions
from within the Division were featured in the Autumn 2017
InsideDSL newsletter.
Values ambassadors ran workshops in Wagga, Albury,
Bathurst and online to formally introduce the Values to all
staff in the Division in July 2017. These sessions promoted
lively discussions and will be followed up with workshops in
each of the units to work together on Values priorities in the
potential future solutions, the three conference streams included: Whole of institutional transformation; Embedding employability into curriculum transformation to create career ready graduates; Harnessing the student voice by
fostering students as change agents.
CSU HERDSA Delegates 2017, L to R, Pam Roberts, Kogi Naidoo, Elizabeth Thomson, Narelle Patton, Lucy Webster. Other delegates not pictured were
Warwick Baines, Rachel Richardson, Will Letts, Ben Wilson, Caroline Robinson, Cate Thomas, Kath Attree, Arif Khan, Franziska Trede, Deb Clarke.
Workplace Learning Good Practice Guidelines
1. Create purposeful designs that align with learning outcomes2. Select WPL experiences tailored to student and host needs3. Establish and maintain collaborative, reciprocal partnerships4. Ensure students are comprehensively prepared for WPL experiences5. Provide constructive and timely support during WPL experiences6. Facilitate constructive post-WPL reflection for students and WPL partners7. Ensure rigorous and fair assessments of student performances and outcomes
with WPL partners8. Evaluate WPL program and revise systems and actions in consultation with
WPL partners
Curriculum Quality: ICDE 2017
The webinar Perspectives on Quality Processes in Distance and Online Education in Higher Education in Oceania, was a mini-regional meeting sponsored by the International Council for Open and Distance Education (ICDE) and the Australasian Council on Open, Distance and e-Learning (ACODE). Held in November 2017, the webinar was hosted by A/Prof Philip Uys, Director of Learning Technologies and facilitated by Prof Val Peachey, Professor of Open Education, both from CSU.
A panel of four experts shared how the quality processes from their respective institutions/regions impact curriculum design, development and delivery. Each presentation was followed with an opportunity for questions and answers. The 52 attendees engaged in lively broad-ranging discussions that were encouraged by asking invitees to share one of their institution's quality processes in the webinar Google document.
A/Prof Elizabeth Thomson, Director Learning Design presented on Quality in Course Design at CSU
Division of Learning and TeachingReport to the University 23
Division of Learning and TeachingReport to the University24
The Australian Awards for University Teaching are a federally funded scheme administered by the Department of Education and Training.
The HEA has named 16 CSU academic staff
as Fellows of the Academy for excellence
in teaching and learning practice. In July
2017, the Vice-Chancellor acknowledged
the 16 CSU staff members for their
commitment to Learning and Teaching in
Higher Education at a Higher Education
Academy Fellows’ Luncheon by reading out
a citation and presenting them with a gift.
HEA Principal Fellows at CSU are:
Professor Tim Wess (2017);
Associate Professor Kogi Naidoo (2016);
and Professor Joy Higgs (2015).
Principal Fellowships recognise
experienced professionals with
demonstrated records in institutional
strategic leadership and policymaking
in the area of teaching and learning.
HEA Senior Fellows at CSU are: Associate
Professor Janelle Wheat (2017); Associate
Professor Maree Simpson (2017);
Dr Patricia Logan (2017);
Dr Lucy Webster (2017);
Associate Professor Michael Curtin (2015);
Associate Professor Ben Wilson (2015);
Associate Professor Elizabeth Thomson (2015);
Dr Lindy Croft-Piggin (2015);
Dr Deb Clarke (2015);
Dr Jenni Munday (2015);
Dr Narelle Patton (2015);
Dr Pam Roberts (2015); and
Dr Barb Hill (2015).
LEFT: Dr Louise Pemberton is a lecturer in biomedical sciences in the School of Community Health at CSU in Albury-Wodonga. In 2017, she was awarded a Citation for Outstanding Contributions to Student Learning, recognising her contribution to student learning over a sustained period. In particular, the award recognised her distinctive approach to engaging students in Biomedical Science concepts, including the employment of role play scenarios and the use of Lego to demonstrate interactions between prescription drugs. Dr Pemberton received her Citation during a ceremony in Sydney at the Museum of Contemporary Art in September, 2017.
LEFT: In 2016 Dr Laura McFarland was awarded a Citation for Outstanding Contributions to Student Learning, recognising her sustained excellence in scholarship in early childhood education that enhances student learning by connecting research, families and communities. In particular she was recognised for her unique methodology in using real-life experiences to help guide pre-service teachers in applying research to their work with families and communities.
L to R, Prof Lindsay Parry, Dr Tamara Browne, Dr Andi Salamon, Dr Angela
Fenton, Dr Laura McFarland, Tania Cowgill, A/Prof Kogi Naidoo, Prof Leslie
White at the 2016 award ceremony.
Division of Learning and TeachingReport to the University
Staff Excellence Recognised
The Higher Education Academy (HEA) in the United Kingdom awards international professional recognition for experience and expertise in university teaching.
Some of the current Fellowship recipients meeting with Vice Chancellor Andrew Vann in July, 2017.
24
Promotion SuccessThe profession of “academic” is not an easy
one to enter, not least because the role
lacks the explicit standards and definitions
developed by other professions. However,
a decade of work in Australia and UK on
defining the teaching-related aspects of
an academic’s role sheds new light on the
role holistically. Building on the research
on teaching-related roles, Charles Sturt
University, as part of its review of academic
promotions policy and procedures, has
developed The CSU Academic, a framework
to describe all academic activity.
The framework is the basis for A Guide
to Evidence in Promotion in which
evidence for the three domains and six
dimensions are laid out by academic
progression, Levels A to E, for the first
time making standards explicit.
Three domains by which academic
work at CSU is now framed are:
• Promoting Learning;
• Influencing University,
Profession, Community;
• Creating Knowledge.
The three domains are scoped
using six dimensions:
• Personal and professional development;
• Student engagement and learning;
• Application and integration
of scholarship;
• Design and development;
• Discovery and extension
of new knowledge;
• Leadership and collaboration.
Since implementation, success
rates for promotion have improved,
especially for the Promoting Learning
and Influencing domains, which
academics previously perceived as not
adequately recognised in promotion.
Year # applications % promoted Main improvement2014 before
standards
26 62
2015 with
standards
41 66 Level C success rate increased 19%
2016 with
standards
49 69 Level C improved success rate
maintained
Level D applications doubled
Level D success rate increased 16%
2017 with
standards
52 81 All levels improved success rate
Improved success rates for
Promoting Learning and Influencing
Applying for PromotionSupporting staff and increasing the
chances of getting promoted.
This very successful CSUed pre-conference
workshop was attended by staff considering
applying for promotion. Facilitated by
A/Prof Kogi Naidoo and Christine Klimpsch,
lively discussions and a Question and
Answer session followed on from three
great presentations from Dr Denise Wood,
Dr Caroline Robinson and A/Prof Maree
Bernoth who were all successful in the
last round of staff promotions. Building on
previous information sessions from Deputy
Vice-Chancellor (Academic), Professor
Toni Downes, Deputy Vice-Chancellor
(Research), Professor Mary Kelly, and
Pro Vice-Chancellor Student Learning,
Professor Sandra Wills, the workshop
provided staff with the opportunity to:
• hear hints and tips from academic
staff who were promoted recently
• consider what evidence to present
that will best promote themselves and
their impact (The CSU Academic)
• bring along their own applications
to reflect on/review and have
their questions answered.
The workshop and information sessions
have led to increased numbers of staff
applying for promotion and an increased
proportion of them using appropriate
evidence to support their applications.
Division of Learning and TeachingReport to the University 25
Division of Learning and TeachingReport to the University26
Opening Pathways for CSU StudentsIn support of the CSU position as the
number one provider of employment
opportunities for its graduates (Good
Universities Guide, 2018), CSU’s Open
Pathways initiative, part of the Transform
Online strategy, provides increased flexibility
and options for potential students to
explore the myriad of careers that CSU has
to offer. Combining their complementary
skills and talents to lead this important
undertaking are Professor in Open
Education and Strategic Advisor, Valerie
Peachey and Professor David Cameron,
Director of the Learning Resources Unit.
The Open Pathways model starts with a short free taster or introduction to an area or subject, offered either through CSU’s Blackboard Open platform, the Open Educational Resource Universitas, or openlearning.com, an Australian company with a deep reach into the Asian and Australian markets used by as many as 950,000 people.
Students can then transfer the subject into a CSU degree, receive a prior learning credit, or complete a deeper dive into a single CSU subject. It’s a win for students, as they have an alternate degree pathway; it’s a win for the stakeholders as they can
generate a welcome new source of revenue.
An MOU has been signed between
Australia’s largest provider of distance
and online learning and mega-university,
the UK Open University. The two
universities will collaborate on professional
learning opportunities for their staff
about online learning, curriculum design,
learning analytics and evaluation.
PVC CSU, Prof Sandra Wills (right) and
PVC OU, Prof Hazel Rymer (far right)
virtual signing the MOU
Above: Andrew Cameron, Lecturer in Theological Ethics and Director of St. Mark’s National Theological Centre in Canberra, being filmed by Learning Resources Unit’s David Cameron and Adam Webster for the “Connected You” taster, in production and due for release in early 2018.
MOU with UK Open University
Open Pathways has gained momentum in Schools and Divisions across all areas of
the university. As one of the first to enter this arena, Jonathon Howard so aptly stated:
“Ecotourism has the potential to drive economic development in less developed
countries endowed with natural beauty but without harming the environment.
This makes our ecotourism taster in Open Learning an outstanding example
of how the university’s core business of education overlaps with its mission
‘for the public good’”. (A/Prof Jonathon Howard, Faculty of Science)
Dr Lucy Webster, Sub-Dean Learning and Teaching, Faculty
of Science, shares her enthusiasm as well:
“The Faculty of Science are excited to be involved in a collaborative project
to develop an Open Taster that will allow students to experience online
learning and highlight career pathways open to them with CSU courses.”
18 SES Awards: https://www.csu.edu.au/division/learning-and-teaching/home/analytics-and-evaluations/eval-learn-teach-home/subject-experience-survey-awards