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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 l.jpg
Staff development for ICT in T&L: RMIT experience

Carmel McNaught

Learning Technology Services (LTS)


Effective staff development l.jpg

Effective staff development

The weaving together of many strands …

A juggling act …

But no longer a craft industry.


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CFL

Computer-facilitated learning


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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



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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 ...




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ASCILITE members’ perceptions of CFL adoption patterns at their universities


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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


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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.


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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


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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


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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


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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


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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


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2001LTMs continue to …

  • Develop ‘strategic’ courses

  • Contribute examples of good practice

  • Work in QA processes

  • Local staff development

  • Work in web refurbishment project


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2001Quantity <—> Quality

  • More emphasis on ‘strategic’ course renewal

  • RoI/ CoD

  • Implementing quality assurance processes

  • Strengthening Faculty processes

  • Building up examples & resources


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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??


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Questions?Ideas?

… but don’t let me forget the last slide


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ASCILITE 2001in Melbourne

9-12 December

http://www.ascilite.org.au

or

http://www.medfac.unimelb.edu.au/ascilite2001


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