A vision for enhancement of learning and teaching at CQUniversity
David Jones
http://bit.ly/CQUvision
http://www.flickr.com/photos/kevenlaw/2260970300/
What I think I know
http://www.gse.harvard.edu/~dedech/
Diversity is inherent in learning and teaching
(Dede, 2008)
And hence enhancement
(Rittel & Webber, 1973)
http://www.flickr.com/photos/wxmom/2052715752/
Wicked problems
As you solve the problemyou learn more about it
There is no stopping rule
Solutions are neitherright nor wrong
There is no ultimate
test of a solutionYou can’t identifyall potential solns.
The problem can be described in many ways
Every one isessentiallyunique
Student
Teachers’Strategies
Teaching/LearningContext
Model of university teaching
(Trigwell, 2001)
http://www.flickr.com/photos/dnorman/177883109/
Teachers’Planning
Teachers’Thinking
Disciplinarycharacteristics
Conceptions ofteaching
Situationalfactors
Perceptions ofthe teachingenvironment
Approaches toteaching
(Richardson, 2005)
http://www.flickr.com/photos/hinkelstone/2435823037/
http://www.flickr.com/photos/wwworks/2923015579/
Master teachers are not born; they become. (Common, 1989)
http://www.flickr.com/photos/wwworks/2923015579/
Master teachers are not born; they become. (Common, 1989)They become primarily
bydeveloping a habit of mind, a way of looking critically at the work they do
http://www.flickr.com/photos/wwworks/2923015579/
Master teachers are not born; they become. (Common, 1989)They become primarily
bydeveloping a habit of mind, a way of looking critically at the work they do
developing the courage to recognise faults, and
http://www.flickr.com/photos/wwworks/2923015579/
Master teachers are not born; they become. (Common, 1989)They become primarily
bydeveloping a habit of mind, a way of looking critically at the work they do
developing the courage to recognise faults, and
struggling to improve.
http://www.flickr.com/photos/opoterser/4797623953/
Reflective alignment
http://www.flickr.com/photos/watko/3836492881/
All aspects of the CQUni L&T environment are aligned to enable and encourage a reflective learning cycle.
Informed by scholarship
At all levels
Management
Professional staff
Academic staff
Students
http://www.flickr.com/photos/wwworks/2923015579/
Master teachers are not born; they become. (Common, 1989)They become primarily
bydeveloping a habit of mind, a way of looking critically at the work they do
developing the courage to recognise faults, and
struggling to improve.
http://www.flickr.com/photos/wwworks/2923015579/
Master teachers are not born; they become. (Common, 1989)They become primarily
bydeveloping a habit of mind, a way of looking critically at the work they do
developing the courage to recognise faults, and
struggling to improve.
Reflective alignment
http://www.flickr.com/photos/watko/3836492881/
All aspects of the CQUni L&T environment are aligned to enable and encourage a reflective learning cycle.
Informed by scholarship
At all levels
Management
Professional staff
Academic staff
Students
Through guiding, supporting and monitoring the learning
journey, we apply our knowledge and skills in a ‘can-do’ manner, encouraging students to follow their aspirations and achieve success. 1. The student
learning journeyL&T
Framework
Reflective alignment
http://www.flickr.com/photos/watko/3836492881/
All aspects of the CQUni L&T environment are aligned to enable and encourage a reflective learning cycle.
Informed by scholarship
At all levels
Management
Professional staff
Academic staff
Students
Through guiding, supporting and monitoring the learning
journey, we apply our knowledge and skills in a ‘can-do’ manner, encouraging students to follow their aspirations and achieve success.
teaching
teachers 1. The student
learning journeyL&T
Framework
teacher
Reflective alignment
http://www.flickr.com/photos/watko/3836492881/
All aspects of the CQUni L&T environment are aligned to enable and encourage a reflective learning cycle.
Informed by scholarship
Academic staff
1. The student learning journeyL&T
Framework
teacherCQUni
http://www.flickr.com/photos/opoterser/4797623953/
Concreteexperienc
e
ReflectiveObservatio
n
AbstractConceptualisatio
n
Activeexperimentatio
n
(Kolb, 1984)
http://www.flickr.com/photos/opoterser/4797623953/
Concreteexperienc
e
Concreteexperienc
e
Concreteexperienc
e
ReflectiveObservatio
n
ReflectiveObservatio
n
AbstractConceptualisatio
nAbstract
Conceptualisation
Activeexperimentatio
n
Activeexperimentatio
n
(Kolb, 1984)
http://www.flickr.com/photos/opoterser/4797623953/
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Student
Teachers
Organisation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Ed Developers
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
ResearchLiterature
http://www.flickr.com/photos/opoterser/4797623953/
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Student
Teachers
Organisation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Ed Developers
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
ResearchLiterature
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
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Concreteexperience
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
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Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
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ReflectiveObservation
AbstractConceptualisation
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experimentation
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AbstractConceptualisation
AbstractConceptualisation
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ReflectiveObservation
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experimentation
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ReflectiveObservation
AbstractConceptualisation
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ActiveexperimentationActive
experimentation
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
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Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
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experimentation
Concreteexperience
Concreteexperience
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
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Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
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experimentation
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ReflectiveObservation
AbstractConceptualisation
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experimentation
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ReflectiveObservation
AbstractConceptualisation
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experimentation
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
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experimentation
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
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experimentation
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
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experimentation
Concreteexperience
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
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experimentation
Concreteexperience
Concreteexperience
Concreteexperience
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ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
Concreteexperience
Concreteexperience
Concreteexperience
ReflectiveObservation
AbstractConceptualisation
AbstractConceptualisation
ActiveexperimentationActive
experimentation
http://www.flickr.com/photos/opoterser/4797623953/
Concreteexperienc
e
ReflectiveObservatio
n
AbstractConceptualisatio
n
Activeexperimentatio
n
(Kolb, 1984)
http://www.flickr.com/photos/crowt59/2091640491/
dominant setting for academics is teaching an existing course for which they spend most of the timemaking minor modifications to material or content(Stark,
2000)
Experience shapes
Who you are
What you think
How you can see the world
(Zull, 2002; Bartunek and Moch, 1987)
http://www.flickr.com/photos/helloturkeytoe/4476874600/
http://www.flickr.com/photos/8078381@N03/2787609571/
Know more about experience
(Auto)-ethonographic research
Beyond smile sheets
Sensemaker http://www.youtube.com/watch?
v=SkRe7Xg7pk4
Course barometer Lead
indicators
(Jones, 2002)
http://www.flickr.com/photos/8078381@N03/2787609571/
Know and respond
Embedding ed dev in teaching practiceThe “guy”
The “Webfuse” way
Embedding teachers in ed dev practice
http://www.flickr.com/photos/8078381@N03/2787609571/
Know and respond
Embedding ed dev in teaching practiceThe “guy”
The “Webfuse” way
Embedding teachers in ed dev practice
3. Integrated
& contextuallearning
L&T Framework
http://flickr.com/photos/pug/5795673/
Eat your own dog food
http://flickr.com/photos/pug/5795673/
Eat your own dog food
3. Integrated
& contextuallearning
L&T Framework
1. Encourage contact between teachers & ed devs & mgmt2. Develop co-operation among staff3. Encourage active reflection4. Give prompt feedback5. Emphasise time on task6. Communicate high expectations
Much more than time management
7. Respect diverse talents and ways of learning
http://www.flickr.com/photos/opoterser/4797623953/
Concreteexperienc
e
ReflectiveObservatio
n
AbstractConceptualisatio
n
Activeexperimentatio
n
(Kolb, 1984)
Experience alone is not
the key to learning(Boud et al, 1985)
http://www.flickr.com/photos/8078381@N03/2787609571/
Encourage reflection
Indicators project
“At risk” project
Activity visualisation
http://indicatorsproject.wordpress.com
Alignment project
http://bit.ly/progbar
http://bit.ly/AlignP
4. Embedded
and explicitgraduateattributes
L&T Framework
http://www.flickr.com/photos/8078381@N03/2787609571/
Encourage reflection
Post mortems Scholarship of
L&T REACT processQuality
feasiblity (Biggs, 1999) Auto-ethonographic
research
http://www.flickr.com/photos/opoterser/4797623953/
Concreteexperienc
e
ReflectiveObservatio
n
AbstractConceptualisatio
n
Activeexperimentatio
n
(Kolb, 1984)
http://www.flickr.com/photos/8078381@N03/2787609571/
Some personal conceptualisations
AutonomyMasteryPurpose(Pink,
2009)
Academics as knowledge workers
http://www.flickr.com/photos/8078381@N03/2787609571/
Distributive leadership
Leadership activity is distributed through an interactive web of actors, artefacts and situation (Spillane et al,
2004)
http://www.flickr.com/photos/8078381@N03/2787609571/
Distributive leadership
Leadership activity is distributed through an interactive web of actors, artefacts and situation (Spillane et al,
2004)
Building connectionsIndicators & alignment
projects
REACT/SoTL
Social network stimulation
CoP
http://www.flickr.com/photos/8078381@N03/2787609571/
Distributive leadership
Leadership activity is distributed through an interactive web of actors, artefacts and situation (Spillane et al,
2004)
Building connectionsIndicators & alignment
projects
REACT/SoTL
Social network stimulation
CoP
Master actors
Teachers
Ed Devs
Multimedia devs
……
http://www.flickr.com/photos/opoterser/4797623953/
Concreteexperienc
e
ReflectiveObservatio
n
AbstractConceptualisatio
n
Activeexperimentatio
n
(Kolb, 1984)
http://www.flickr.com/photos/8078381@N03/2787609571/
Active experimentation Safe-fail rather than fail-
safe (Snowden and Boone, 2007)
http://www.flickr.com/photos/8078381@N03/2787609571/
Active experimentation Safe-fail rather than fail-
safe (Snowden and Boone, 2007)
The distinctive quality of continuous changeis the idea that small continuous adjustments,created simultaneously across units, can cumulate and create substantial change.(Weick & Quinn,
1999)
http://www.flickr.com/photos/8078381@N03/2787609571/
Active experimentation Safe-fail rather than fail-
safe (Snowden and Boone, 2007)
The distinctive quality of continuous changeis the idea that small continuous adjustments,created simultaneously across units, can cumulate and create substantial change.(Weick & Quinn,
1999)
REACT/SoTL
eStudyGuide
BIM
http://www.flickr.com/photos/32920110@N07/3484895197/
http://www.flickr.com/photos/annarbor/4350627292/
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2),
155-169.
Dede, C. (2008). Theoretical perspectives influencing the use of information technology in teaching and learning. In
J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 43-59). New York: Springer.
Common, D. (1989). Master teachers in higher
education: A matter of settings. The Review of Higher Education, 12(4), 375-387.
Kolb, D. A. (1984). Experiential learning experience as a source of learning and development. New Jersey: Prentice Hall.
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: turning experience into learning. Abingdon: Routledge.
Biggs, J. (1999). Teaching for quality learning at university. Buckingham: Open University Press.
Mintzberg, H. (1989). Mintzberg on Management,
Inside our Strange World of Organisations. New York: Free Press.Pink, D. (2009). Drive: The surprising truth about
what motivates us: Riverhead Hardcover.
Birnbaum, R. (2000). Management Fads in Higher
Education: Where They Come From, What They Do, Why They Fail. San Francisco: Jossey-Bass.
Jones, D. (2002). Student Feedback, Anonymity, Observable Change and Course Barometers. Paper presented at EdMedia’2002, Denver, Colorado.
Richardson, J. (2005). Students' approaches to learning and teachers' approaches to teaching in
higher education. Educational Psychology, 25(6), 673-680.
Bartunek, J., & Moch, M. (1987). First-order,
second-order and third-order change and organization development interventions: Acognitive approach. The Journal of Applied Behavoral Science, 23(4), 483-500.
http://www.flickr.com/photos/annarbor/4350627292/
Snowden, D., & Boone, M. (2007). A leader's framework
for decision making. Harvard Business Review, 85(11), 68-76.Spillane, J., Halverson, R., & Diamond, J. (2004). Towards a theory of leadership practice: a distributed perspective. Journal of Curriculum Studies, 36(1), 3-34.
Trigwell, K. (2001). Judging university teaching. The International Journal for Academic Development, 6(1),
65-73.Zull, J. (2002). The art of changing the brain. Stirling,
Virginia: Stylus Publishing.