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Staff development for ICT in T&L: RMIT experience

Staff development for ICT in T&L: RMIT experience. Carmel McNaught Learning Technology Services (LTS). Effective staff development. The weaving together of many strands … A juggling act … But no longer a craft industry. CFL. Computer-facilitated learning.

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Staff development for ICT in T&L: RMIT experience

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  1. Staff development for ICT in T&L: RMIT experience Carmel McNaught Learning Technology Services (LTS)

  2. Effective staff development The weaving together of many strands … A juggling act … But no longer a craft industry.

  3. CFL Computer-facilitated learning

  4. Adoption of CFLMcN et al., 2000, EIP • National & institutional policies • Intellectual policy & copyright • Leadership & institutional culture • Staff development, incentives & rewards • Resourcing, inc. funding, support staff & time release

  5. Flexible learning involves more than technology

  6. Vicious circle? • Investment in new modes =>a return • New modes => need for support • Need for support => greater investment • =>higher expectations of return • => fear of failure, stress ...

  7. How big are the staff support needs?

  8. Investment with whom?

  9. ASCILITE members’ perceptions of CFL adoption patterns at their universities

  10. A no. of players • ‘Traditional’ ADUs • Flexible learning units • Production units, former DECs(1-3 can be central or local; may also have VET or HE focus) • ITS units • Libraries

  11. Central & local support(Hughes, Hewson & Nightingale 1997) • Integrated (eggs in one basket!) • Parallel (never the twain shall meet?) • Distributed (organic sprouting) In reality, often all three exist.

  12. Staff development issues McN et al., 2000, EIP • Balance between central & local units • Scaling up support services; role of exemplars and mentors • Relationship between ed. design, evaluation and production services • Careful & ongoing mapping of all services • Work loads! • Appropriate & flexible staff development

  13. RMIT University • ‘Old’ technological university • Cross-sectoral (includes vocational sector) • Largest number of international students in Australia • 7 strong faculties • Not a strong SD history in recent years

  14. So, what did RMIT want? A program which: • Is linked to RMIT business & vision • Promotes sound educational practice • Ensures flexible learning is ‘owned’ in every department • Organises adequate support for all staff • Results in low increase in staff work loads

  15. IT Alignment Program • Money - $50 million over four years • IT infrastructure (networks, computers) • Distributed Learning System (set of tools) • Academic Management System • Business Process Re-engineering • Staff development

  16. Learning Technology Mentors1999 - 2000 • 145+, ~2 per department • ~ 5 days’ SD, in bits: • RMIT ‘big picture’, DLS tools, program & course renewal guidelines, educational design • http://www.lts.rmit.edu.au/renewal/ • 26 days’ time release for each LTM • Work contract with each LTM & final report • Feedback mechanisms • Evaluation of program • Links to Grad Cert in TTL

  17. 2001LTMs continue to … • Develop ‘strategic’ courses • Contribute examples of good practice • Work in QA processes • Local staff development • Work in web refurbishment project

  18. 2001Quantity <—> Quality • More emphasis on ‘strategic’ course renewal • RoI/ CoD • Implementing quality assurance processes • Strengthening Faculty processes • Building up examples & resources

  19. Current questions • Balance b/w central & local action? • Balance b/w short-term & long-term goals? • Managing complexity? Simple & aligned • Practicability of time release? • Optimum no. of LTMs? • Rewards for LTMs? • Maintaining a climate where exploration & debate can thrive??

  20. Questions?Ideas? … but don’t let me forget the last slide

  21. ASCILITE 2001in Melbourne 9-12 December http://www.ascilite.org.au or http://www.medfac.unimelb.edu.au/ascilite2001

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