What the Fudge does EEI do?

PowerPoint Presentation

http://bit.ly/eeiWhat

Educational Excellence & Innovation (EEI)What you need to know?What wed like to know?

https://www.flickr.com/photos/yewenyi/7909176606/

1

WTF(udge) does EEI do?

https://www.flickr.com/photos/theilr/345056806/

The $64K question that most people want to know. What does EEI do and how does it differ and relate to what you and your team does?2

https://www.flickr.com/photos/oregonstateuniversity/9304357390/

Well were not sure. Were still working out the detail of this. Still working out what our shared understanding is. Cant show you the wonderful, well-designed edifice that is EEI.

Were still under construction. Only become a full team yesterday, and even then its not as there remains strategic interplay with EDD as Trisha hands over her work from that team3


I get the sense that this particular metaphor - building a plane while flying - resonates with many in OALT. The restructure has happened and now we face the challenge of doing something different and better, discovering what that might be, and at the same still having to continue some past practices.4

Learning by doing


At least for EEI, I dont think the building a plane while flying metaphor captures the full complexity of the challenge we face. In the video, the folk working on the plane know exactly what they are building and they know how they will build it - they have plans for the plane that they are building. We dont have a great deal of certainty about exactly what were going to build, and even less certainty around how were going to build it.

Some of that uncertainty arises from the fact that we are a brand new unit. We reached our full complement yesterday. Some of it comes from OALT being the result of a restructure and were all figuring out how we work in the new order. But some of the uncertainty also arises from the nature of learning and teaching in contemporary universities. Im not certain theres ever going to be certainty. Hence were likely to have to learn how to like building planes while were flying.

So how do we know what we do?5

What wed like to know?

https://www.flickr.com/photos/climateinteractive/13944682478/

Each of the members of EEI - based on their experience, role etc - have ideas about EEI do and how we should do it. We are working to develop a shared perspective. An early and incomplete version of that perspective will be shared here. In part, because we value any and all contribution, but also because the very act of preparing and sharing this version of the perspective will help us/me refine our own thinking.6



Heres the explanation from the iron pla7


MDD(focus on content)PQE(focus on programs)EDD(focus on courses)EEI(focus on academics)





Our focus is on helping academics developthe knowledge & skills necessary to achieveeducational excellence and innovation





Our focus is on helping academics developthe knowledge & skills necessary to achieveeducational excellence and innovationMe to


Heres the explanation from the iron plan10



The four teams have been designed to have strong interconnections.The four interconnected and interdependent teams of USQs Advancement of Learning and Teaching (ALT)The overarching aim of ALT can only be achieved throughstrategic and meaningful interplay across the teams, and inpartnership with the broader USQ community.What wed like to know?


The iron plan also points out that ME TO is not a problem. Its actually the intent.11

WTF(udge) does EEI do?1. Teaching awards2. Teaching grants 3. Professional Learning Opportunities for USQ teachers4. Identify learning needs for USQ teachers


Get to the core three things and then try to move out to the broader circle of life where everyone should be participating this brings into question the culture thing.12

WTF(udge) does EEI do?1. Teaching awards2. Teaching grants 4. Identify learning needs for USQ academicsstrategic and meaningful interplayMe to3. Professional Learning Opportunities for USQ teachers


For at least three of these tasks there are others doing these things in some way shape or form. The orange me to for awards is there because that well be involve more people in that. But theres also more boring stuff13

https://www.flickr.com/photos/pikerslanefarm/2797408376/

Whats more it highlights the need 14

SILS service model



SILS service engagement model4. Identify learning needs for USQ academics



SILS service engagement modelPLO design systemTeacher Inquiry into Student Learning modelAnalytics platformCRM?



The dogmas of the quiet past, are inadequate to the stormy present. The occasion is piled high with difficulty, and we must risewith the occasion.As our case is new, so we must think anew, and act anew

https://www.flickr.com/photos/kevinwburkett/3415358060/

Move onto howLearning versus planningSSDD18

As our case is new, so we must think anew, and act anewLearning by doing


**** Mention user centered design **** ateeological19

ReferencePlanning schoolLearning schoolWeick & Quinn (1999)Episodic changeContinuous changeBrews & Hunt (1999)Planning schoolLearning schoolSeely Brown & Hagel (2005)Push systemPull systemsHutchins (1991)Supervisor reflection and interventionLocal adjustmentTruex et al (2000)Traditional designEmergent designMarch (1991)ExploitationExplorationBoehm & Turner (2003)Plan-drivenAgileMintzberg (1989)Deliberate strategyEmergent StrategyKurtz & Snowden (2007)IdealisticNaturalistic

(Jones et al, 2005; Jones & Muldoon, 2007)Human-centered design


**** Mention user centered design **** ateeological20

Know thy studentsLearner-centered approaches to higher education require that instructors have insight into their students characteristics(Motz, Teague & Shepard, 2015)

https://www.flickr.com/photos/opalmirror/4314134817/

A key focus on emergent development is to develop deep insights into your stakeholders and what they want to achieve. To do it with them. In education this equates to knowing thy student. For EEI our student are USQ teaching staff. We need to adopt practices and processes that enable us to develop better knowledge of them and their learning needs.21

Know thy studentsHow many teaching staff at USQ?Permanent, casual, full-time, part-time?What do they know/do about L&T?What are they having problems with?What would they like to do?Who is achieving educational excellence and innovation?(Motz, Teague & Shepard, 2015)

https://www.flickr.com/photos/opalmirror/4314134817/

For example, can anyone answer these questions about USQ teaching staff? If you can, please come and see me. A key focus for EEI this year is developing answers to these and similar questions22

Eat your own dog food

https://www.flickr.com/photos/basje/15999486557/23

As our case is new, so we must think anew, and act anew1. Teaching awards2. Teaching grants 3. Professional Learning Opportunities for USQ teachers4. Identify learning needs for USQ teachers



PLOsBeing in a culture the encouragesprofessional learningHaving current conceptions ofteaching challengedWatching recordings of ownteachingTalking to colleaguesParticipating in a PL groupAttending externally-hosted sessions on teachingGrad. Cert in Tertiary Teaching(de la Harpe et al, 2012, pp. 25-26)Independent self-study

https://www.flickr.com/photos/16584958@N00/8049325688/

List of professional development activities (de la Harpe et al, 2012, p. 25-26)25

PLOsBeing in a culture the encouragesprofessional learningHaving current conceptions ofteaching challengedWatching recordings of ownteachingTalking to colleaguesParticipating in a PL groupAttending externally-hosted sessions on teachingGrad. Cert in Tertiary Teaching(de la Harpe et al, 2012, pp. 25-26)Independent self-study

Known to positively impactstudent outcomes

https://www.flickr.com/photos/16584958@N00/8049325688/

List of professional development activities (de la Harpe et al, 2012, p. 25-26)26

3. Professional Learning Opportunities for USQ teachersAs our case is new, so we must think anew, and act anew

Wheres the pedagogy?

The focus here is on the technical knowledge.28

Wheres the pedagogy?

Quality teaching requires (TPACK)developing a nuanced understanding of the complex relationships between technology, content, and pedagogy, and using this understanding to develop appropriate, context-specific strategies and representations.Productive technology integration in teaching needs to consider all three issues not in isolation, but rather within the complex relationships in the system defined by the three key elements(Mishra & Koehler, 2006)

The focus here is on the technical knowledge.29

SituatedThought the venue was excellentThe technology in the room really assisted in the learning process.Great use of technology - to assist with the learning and recording each tables ideas.

Heres the 2017 orientation in one of the new teaching spaces. Quite nice, quite successful30

Situated

31

Situated

Wheres the link?


DigitalDigital magazinee-Book


DigitalOn the web, not of the webaugmenting human intellectWholly new forms of encyclopedias will appear, ready-made with a mesh of associative trails running through them, ready to be dropped into the memex and there amplified(Bush, 1945)(Engelbart, 1962)


SocialOpportunities for New types of discussion;Diverse expertise;Critical/reflective questioning of practice


http://sydney.edu.au/education-portfolio/ei/teaching@sydney/

Smallest Federated Wiki

Distributed

The more thinking that can be off-loaded onto the environment, the more mental energy remains available for those tasks that are primarily internal(Tribble, 2005, p. 144)we have mistakenly assumed that properties of the system as a whole must be possessed by each individual within it(Tribble, 2005, p. 137)Little or no teacher conceptual change fromIncreasing teaching experience; orformal training.(Norton et al, 2005)

https://www.flickr.com/photos/jfholloway/1456423316/Move onto howLearning versus planningSSDD37

Distributed

(Sarlio-Lahteenkorva, 2007)Individual responsibility is often emphasized, but changing the environment rather than putting the main burden on the individualscould perhaps result in better weight maintenance

xxMove onto howLearning versus planningSSDD38

Distributed

Wheres the link?Tool to support planning specific to roomsPush suggestions based onroom;course;discipline.Link to room setupTranslate learning activities into room/technology choices


(Trigwell, 2001)

The more thinking that can be off-loaded onto the environment, the more mental energy remains available for those tasks that are primarily internal(Tribble, 2005, p. 144)

What wed like to know.40

WTF(udge) does EEI do?1. Teaching awards2. Teaching grants 3. Professional Learning Opportunities for USQ teachers4. Identify learning needs for USQ teachers


The $64K question that most people want to know. What does EEI do and how does it differ and relate to what you and your team does?41

The dogmas of the quiet past, are inadequate to the stormy present. The occasion is piled high with difficulty, and we must risewith the occasion.As our case is new, so we must think anew, and act anew



Learning by doing


At least for EEI, I dont think the building a plane while flying metaphor captures the full complexity of the challenge we face. In the video, the folk working on the plane know exactly what they are building and they know how they will build it - they have plans for the plane that they are building. We dont have a great deal of certainty about exactly what were going to build, and even less certainty around how were going to build it.

Some of that uncertainty arises from the fact that we are a brand new unit. We reached our full complement yesterday. Some of it comes from OALT being the result of a restructure and were all figuring out how we work in the new order. But some of the uncertainty also arises from the nature of learning and teaching in contemporary universities. Im not certain theres ever going to be certainty. Hence were likely to have to learn how to like building planes while were flying.

So how do we know what we do?43

As our case is new, so we must think anew, and act anewKnowledge isSituatedSocialDistributedDigital(Putnam & Borko, 2000; Jones et al, 2015)

https://www.flickr.com/photos/kevinwburkett/3415358060/ ***** added here (or somewhere) digital renovation; constructionism; connectivism?; eat your own dog food; OEPMove onto howLearning versus planningSSDD44

http://bit.ly/eeiWhat

Where does EEI fit with the SILS service engagement model? Whats missing/wrong in the above?What can we learn from you?How do we get strategic & meaningful interplay across OALT & the broader USQ community?How can OALT be more open?

What dont we know?

https://www.flickr.com/photos/yewenyi/7909176606/

To do- Add names and titles on photos45

Boehm, B., & Turner, R. (2004). Balancing agility and disicpline: A guide for the perplexed. Addison-Wesley.

Brews, P., & Hunt, M. (1999). Learning to plan and planning to learn: Resolving the planning school/learning school debate. Strategic Management, 20(10), 889913.

Bush, Vannevar. "As we may think." The atlantic monthly 176.1 (1945): 101-108. Retrieved from https://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/303881/

de la Harpe, B., & Mason, T. (2012). Not a Waste of Space: Professional Development for Staff Teaching in New Generation Learning Spaces. Melbourne, Australia.

Engelbart, Douglas C. "Augmenting Human Intellect: A Conceptual Framework. Summary Report AFOSR-3223 under Contract AF 49 (638)-1024, SRI Project 3578 for Air Force Office of Scientific Research." Stanford Research Institute. Retrieved March 1 (1962): 2007. Retrieved from http://www.dougengelbart.org/pubs/augment-3906.html

Hutchins, E. (1991). Organizing work by adaptation. Organization Science, 2(1), 1439.

Jones, D., Heffernan, A., & Albion, P. (2015). TPACK as Shared Practice: Toward a Research Agenda,. In L. Liu & D. Gibson (Eds.), Research Highlights in Technology and Teacher Education 2015 (pp. 1320). Waynesville, NC: AACE.

Jones, D., Luck, J., McConachie, J., & Danaher, P. A. (2005). The teleological brake on ICTs in open and distance learning. In 17th Biennial Conference of the Open and Distance Learning Association of Australia. Adelaide.

Jones, D., & Muldoon, N. (2007). The teleological reason why ICTs limit choice for university learners and learning. In R. J. Atkinson, C. McBeath, S. K. A. Soong, & C. Cheers (Eds.), ICT: Providing choices for learners and learning. Proceedings ASCILITE Singapore 2007 (pp. 450459). Singapore.

Kurtz, C., & Snowden, D. (2007). Bramble Bushes in a Thicket: Narrative and the intangiables of learning networks. In M. Gibbert & T. Durand (Eds.), . Blackwell.

https://www.flickr.com/photos/warwick_carter/5535384257/46

March, J. (1991). Exploration and exploitation in organizational learning. Organization Science, 2(1), 7187.

Mintzberg, H. (1989). Mintzberg on Management, Inside our Strange World of Organisations. New York: Free Press.

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 10171054.

Motz, B., Motz, B. A., Teague, J. A., & Shepard, L. L. (2015). Know thy students: Providing aggregate student data to instructors. EDUCAUSE Review Online, (September). Retrieved from http://er.educause.edu/articles/2015/3/know-thy-students-providing-aggregate-student-data-to-instructors

Norton, L., Richardson, J., Hartley, J., Newstead, S., & Mayes, J. (2005). Teachers beliefs and intentions concerning teaching in higher education. Higher Education, 50(4), 537571.

Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 415. Retrieved from http://www.jstor.org/stable/1176586

Sarlio-Lahteenkorva, S. (2007). Determinants of long-term weight maintenance. Acta Paediatrica, 96(s454), 2628.

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

Tribble, E. (2005). Distributing cognition in the globe. Shakespeare Quarterly, 56(2), 135155.

Trigwell, K. (2001). Judging university teaching. The International Journal for Academic Development, 6(1), 6573.

Truex, D., Baskerville, R., & Travis, J. (2000). Amethodical systems development: the deferred meaning of systems development methods. Accounting Management and Information Technologies, 10, 5379.

Weick, K., & Quinn, R. (1999). Organizational change and development. Annual Review of Psychology, 50, 361386.


Slide 1, 45: "Blowing Questions" by Brian Yap () available at http://flickr.com/photos/yewenyi/7909176606 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/

Slide 2, 7, 8, 9, 10, 11, 12, 13, 43: "fudge" by theilr available at http://flickr.com/photos/theilr/345056806 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/

Slide 3, 4, 5, 40: "construction" by Oregon State University available at http://flickr.com/photos/OregonStateUniversity/9304357390 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/

Slide 6: "Blind Men and the Elephant" by Climate Interactive available at http://flickr.com/photos/ClimateInteractive/13944682478 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/

Slide 14, 15, 16, 17: "The Big Picture" by Amanda Slater available at http://flickr.com/photos/amandabhslater/2797408376 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/

Slide 18, 19, 20, 24, 42, 44: "Abraham Lincoln Memorial 1" by Kevin Burkett available at http://flickr.com/photos/KevinBurkett/3415358060 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/


Slide 21, 22: "Commandments" by James Perkins available at http://flickr.com/photos/OpalMirror/4314134817 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/

Slide 23: "Chip Eats with Abandon 1/52 (explored 2015-01-04)" by Bas Bloemsaat available at http://flickr.com/photos/BasBloemsaat/15999486557 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/

Slide 25, 26: "Traditional Professional Development" by Jen Hegna available at http://flickr.com/photos/jenhegna1/8049325688 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/

Slide 35: "fat cat" by available at http://flickr.com/photos/Yukari*/122530930 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/

Slide 37, 38: "SC_Corelle Snowflake Garland (1974)" by catface3 available at http://flickr.com/photos/catface3/1456423316 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/

Slide 46, 47, 47, 49: "Private home reference library" by warwick_carter available at http://flickr.com/photos/warwick_carter/5535384257 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/
