Presentation about flexible learning at Charles Sturt University on Latin America exchange with Argentina

1. CHARLES STURT UNIVERSITY:
FLEXIBLE LEARNING FOR THE
PROFESSIONS
Professor Mike Keppell
Professor of Higher Education
Director, The Flexible Learning Institute
President, ascilite
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3. OVERVIEW
Location
Structure
Professions
Statistics
Support & Strategic Change
Initiatives
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4. MULTI-CAMPUSES
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5. STRUCTURE
Charles Sturt University Regional University
Multiple Campuses Nine Campuses
(NSW & Canada)
Four Faculties Arts, Science,
Business, Education
24 Schools Professions
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6. Education Business
Science Arts
1 Graduate Policing
1 Murray School of Education
2 Communication and
(Albury-Wodonga)
Creative Industries
2 School of Education (Wagga
3 Humanities and Social
Wagga)
Sciences
3 Human Movement Studies
4 Policing Studies
(Bathurst)
5 Psychology
4 Information Studies
6 Theology
5 Teacher Education (Bathurst)
25% 6 Teacher Education (Dubbo)
29% 7 CSU Ontario School of
Education
1 Agricultural and Wine
Sciences
2 Animal and Veterinary
Sciences 29%
3 Biomedical Sciences 17%
4 Community Health 1 International School of Business &
5 Dentistry and Health Partnerships
Sciences 2 Accounting
6 Environmental Sciences 3 Business
7 Nursing, Midwifery and 4 Computing and Mathematics
Indigenous Health
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7. 2009
Total students 34,659
Domestic 29,640
International 5,019
On campus 9,214
Distance education 21,327
Mixed mode 4,118
Academic staff 672
General staff 1094
Courses 400
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8. LEARNING AND TEACHING
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9. SUPPORT & STRATEGIC CHANGE
OF LEARNING & TEACHING
• Sakai
Division of • Professional
Learning and Development
Teaching • Educational
Services Designers
• Teaching
The Flexible Fellowships The Education
Learning • Standards for Practice
Institute • Learning Institute
Spaces
• Policy
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10. MAJOR INITIATIVES
First Year Experience
Course Redesign
Teaching Fellowships
Research Fellowships
Standards
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11. TEACHING FELLOWSHIPS
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12. REDESIGN OF COURSES &
SUBJECTS THROUGH
BLENDED AND FLEXIBLE
LEARNING
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13. TEACHING FELLOWSHIP
SCHEME
Annual Teaching Fellows Scheme funded through the
office of the DVC (Academic). The scheme aimed to:
Support and encourage the development of
potential leaders across multiple levels and multiple
areas of the university in line with the principles of
distributive leadership.
Distributive leadership focuses on collaboration, shared
purpose, responsibility and recognises leadership
irrespective of role or position within an
organization.
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14. TEACHING FELLOWSHIP
SCHEME
Facilitate collaborative professional
relationships between the Flexible Learning Institute
and the various schools and faculties and the
strengthening of collaborative bonds between the
schools themselves.
Proactively develop course and subject relevant
blended learning systems at the university.
Promote and facilitate CSU Interact (in-house name
for learning management system) as a pivotal teaching
and learning hub.
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15. TEACHING FELLOWSHIP
SCHEME
The original conception of the scheme envisaged the
eventual participation of all twenty-four schools at
the university
2008 - 6 fellows; 2009 - 5 fellows; 2010 - 5 fellows
The Fellowship scheme provides a .5 release from
regular duties over a 12 month period for participating
staff, enabling them to develop strategic learning and
teaching projects.
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16. PRINCIPLES
Equivalence of Learning
ethical obligations
Outcomes
traverses physical,
Student Learning Experience blended and virtual
learning spaces
specific needs of
Discipline Pedagogies
disciplines
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17. BLENDED & FLEXIBLE LEARNING
Activity-Level Blending
Subject-Level Blending
Course-Level blending
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18. PARADIGMS OF BLENDED
LEARNING
Enabling blends
Access and equity
Enhancing blends
Incremental changes to
the pedagogy
Transforming blends
Transformation of the pedagogy
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19. LEARNING SPACES
Physical, blended or virtual ‘areas’ that enhance
learning
Physical, blended or virtual ‘areas’ that motivate
learners
Spaces where both teachers and students optimize
the perceived and actual affordances of the
space
Spaces that promote authentic learning
interactions
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20. DIVERSITY OF LEARNING SPACES
Physical Blended Virtual
Formal Informal Formal Informal
Mobile Personal
Professional
Outdoor
Practice
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22. FLEXIBILITY OF LEARNING SPACES
Flexible learning and teaching spaces allow
adaptability over time for different uses.
Spaces need to be used for students who are both
physically present and students who never visit the
campus.
In addition homes, cars, buses, hotels, cafes become
mobile spaces where the student undertakes
learning.
Studying subject materials while travelling to work via
train or bus may represent the learning space for
some students
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24. http://www.csu.edu.au/division/landt/flexible-learning/
http://www.ascilite.org.au/
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