1. 1. CHARLES STURT UNIVERSITY: FLEXIBLE LEARNING FOR THEPROFESSIONS Professor Mike KeppellProfessor of Higher EducationDirector, The Flexible Learning Institute President, asciliteMonday, 23 August 2010 1
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3. 3. OVERVIEW Location Structure Professions Statistics Support & Strategic Change InitiativesMonday, 23 August 20103
4. 4. MULTI-CAMPUSES Monday, 23 August 20104
5. 5. STRUCTURECharles Sturt UniversityRegional UniversityMultiple Campuses Nine Campuses(NSW & Canada) Four Faculties Arts, Science, Business, Education24 Schools ProfessionsMonday, 23 August 20105
6. 6. EducationBusinessScienceArts1 Graduate Policing 1 Murray School of Education2 Communication and (Albury-Wodonga)Creative Industries 2 School of Education (Wagga3 Humanities and Social Wagga)Sciences 3 Human Movement Studies4 Policing Studies (Bathurst)5 Psychology 4 Information Studies6 Theology 5 Teacher Education (Bathurst)25%6 Teacher Education (Dubbo) 29% 7 CSU Ontario School of Education1 Agricultural and Wine Sciences 2 Animal and Veterinary Sciences29% 3 Biomedical Sciences17% 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 Monday, 23 August 20106
7. 7. 2009 Total students34,659Domestic29,640 International5,019 On campus9,214Distance education21,327 Mixed mode 4,118Academic staff 672 General staff1094 Courses 400 Monday, 23 August 20107
8. 8. LEARNING AND TEACHING Monday, 23 August 2010 8
9. 9. SUPPORT & STRATEGIC CHANGEOF LEARNING & TEACHING SakaiDivision of Professional Learning and Development Teaching Educational Services Designers TeachingThe FlexibleFellowshipsThe Education LearningStandards for Practice Institute LearningInstituteSpaces Policy Monday, 23 August 2010 9
10. 10. MAJOR INITIATIVESFirst Year Experience Course RedesignTeaching FellowshipsResearch Fellowships StandardsMonday, 23 August 201010
11. 11. TEACHING FELLOWSHIPS Monday, 23 August 201011
12. 12. REDESIGN OF COURSES & SUBJECTS THROUGH BLENDED AND FLEXIBLELEARNING Monday, 23 August 2010 12
13. 13. TEACHING FELLOWSHIPSCHEMEAnnual Teaching Fellows Scheme funded through theofce of the DVC (Academic). The scheme aimed to: Support and encourage the development ofpotential leaders across multiple levels and multipleareas of the university in line with the principles ofdistributive leadership. Distributive leadership focuses on collaboration, sharedpurpose, responsibility and recognises leadershipirrespective of role or position within anorganization.Monday, 23 August 201013
14. 14. TEACHING FELLOWSHIPSCHEMEFacilitate collaborative professionalrelationships between the Flexible Learning Instituteand the various schools and faculties and thestrengthening of collaborative bonds between theschools themselves. Proactively develop course and subject relevantblended learning systems at the university. Promote and facilitate CSU Interact (in-house namefor learning management system) as a pivotal teachingand learning hub.Monday, 23 August 2010 14
15. 15. TEACHING FELLOWSHIPSCHEMEThe original conception of the scheme envisaged theeventual participation of all twenty-four schools atthe university 2008 - 6 fellows; 2009 - 5 fellows; 2010 - 5 fellows The Fellowship scheme provides a .5 release fromregular duties over a 12 month period for participatingstaff, enabling them to develop strategic learning andteaching projects.Monday, 23 August 2010 15
16. 16. PRINCIPLES Equivalence of Learningethical obligationsOutcomestraverses physical,Student Learning Experience blended and virtual learning spacesspecic needs of Discipline Pedagogiesdisciplines Monday, 23 August 201016
17. 17. BLENDED & FLEXIBLE LEARNING Activity-Level Blending Subject-Level Blending Course-Level blending Monday, 23 August 201017
18. 18. PARADIGMS OF BLENDED LEARNINGEnabling blendsAccess and equity Enhancing blendsIncremental changes tothe pedagogy Transforming blendsTransformation of the pedagogy Monday, 23 August 201018
19. 19. LEARNING SPACES Physical, blended or virtual areas that enhancelearning Physical, blended or virtual areas that motivatelearners Spaces where both teachers and students optimizethe perceived and actual affordances of thespace Spaces that promote authentic learninginteractions Monday, 23 August 201019
20. 20. DIVERSITY OF LEARNING SPACES Physical BlendedVirtual Formal Informal FormalInformalMobilePersonalProfessional OutdoorPractice Monday, 23 August 2010 20
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22. 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 Monday, 23 August 201022
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24. 24. http://www.csu.edu.au/division/landt/exible-learning/ http://www.ascilite.org.au/Monday, 23 August 201024