Embed Size (px)
Citation preview
Division of Learning and TeachingReport to the University2016 - 2017
we enhance student learning at CSU through supporting our
teachers
Aca
dem
ics
Courses
Learning Env
ironm
ents
CSU
CSU
CSU
CSU
Learning Futures
The Division of Learning and Teaching, comprising approximately 103 staff, reports to the Pro-Vice-Chancellor, Learning and Teaching, in the Deputy Vice Chancellor, Academic portfolio. We work in partnership with Divisions, Faculties and Schools to enhance student learning at CSU through supporting our teachers.
For more information about the Division, go to www.csu.edu.au/division/learning-and-teaching
Publication: January 2018
Editor: Ellen McIntyre
Graphic Design: Cassandra Dray
Printing: CSU Print, Bathurst
Contents Introduction .................................................................................................................. 3
Embracing Change ....................................................................................................... 4
Delivering on Design ..................................................................................................... 6
Learning Design and Course Review Project Teams ..................................................... 7
Learning Technologies Developments ........................................................................... 8
The Pulse ...................................................................................................................... 9
Learning Resources Unit ................................................................................................ 9
Resource Production .................................................................................................. 10
Adaptive Learning Systems ........................................................................................ 11
Graduate Certificate Course Review and Development ................................................ 11
Professional Development .......................................................................................... 12
Sessional Staff Support .............................................................................................. 13
Learning Online Unit ................................................................................................... 14
Evaluation of the Online Learning Model ..................................................................... 15
u!magine Incubation and Innovation ............................................................................. 16
Quality Learning and Teaching .................................................................................... 17
Change Afoot in the Subject Experience Survey ......................................................... 18
Graduate Learning Outcomes ..................................................................................... 20
Working Together to Implement the Indigenous Curriculum ........................................ 21
CSUed 2017 .............................................................................................................. 22
Workplace Learning ..................................................................................................... 23
Staff Excellence Recognised ....................................................................................... 24
Applying for Promotion ............................................................................................... 25
Promotion Success ......................................................................................................25
Opening Pathways for CSU Students ......................................................................... 26
MOU with UK Open University .................................................................................... 26
Think Pieces ............................................................................................................... 27
As illustrated on
the front cover,
the themes that
best describe
the scope of the
Division’s work are
Courses & Subjects;
Academics; Learning
Environments and Learning Futures. The
division was renamed in 2017. It is organised
into five units and we work collaboratively
under these themes in conjunction with our
learning and teaching colleagues in Faculties
and other divisions. I am very proud of
the many achievements of the Division
throughout the period of this report to the
University community. The Division has
ensured that CSU has national leadership in:
• course design processes
and supporting software
• quality standards for assessment
• provision of a coherent and robust
suite of underpinning learning
technologies for all learning modes
• quality standards for CSU’s
online learning experience
• new approaches to flexibility and agility
in online learning design and delivery.
On the theme of Courses and Subjects,
CSU’s approach to course design and
review, kick-started by the Smart Learning
Project in 2013, has been reviewed in
2017 by a national and international
panel with high commendation.
One aspect of our course review model
is alignment to standards such as CSU’s
Graduate Attributes. The extensive work of
the CSU community in developing learning
outcomes to instantiate the Graduate
Attributes is now cemented in policy. It is
mandatory for every undergraduate course
and professional entry courses of longer
than one year, to demonstrate alignment
at the time the course review comes
before the Faculty Course Committee for
approval. The Division has developed a raft
of learning resources, tools and services
to support Course Directors in following
this mandate. We are especially committed
to the University’s mandate to align to the
Indigenous Cultural Competency GLO.
On the theme of Learning Environments,
the Division is to be congratulated on its
work in enhancing and advancing the quality
of online learning and supporting effective
and efficient delivery, on-campus and off-
campus, through learning technologies,
electronic assignment submission,
learning analytics, online marking, quality
assurance processes for subject outlines,
moderation systems (internal and external)
as well as its work with designing,
evaluating and supporting teaching in next
generation on-campus learning spaces.
On the theme of Academics, professional
learning activities have focussed on support
of sessional teachers and academics
new to CSU through the Graduate
Certificate of Learning & Teaching in Higher
Education which has been reviewed and
redesigned. Academic development has
also focussed on reward and recognition
for teaching through our introduction
of the UK Higher Education Academy
Fellowships, resources for peer review of
educational practice, and roll out of The
CSU Academic, a guide to evidencing
excellence in promotion applications. The
impact and success of this new approach
can be seen now in increased application
numbers and improved success rates.
The theme of Learning Futures has
been addressed by the pioneering
work of u!magine, our incubator for
innovation in online learning. The early
work on Destination 2020: a roadmap
for CSU’s online future has now
fed into the University’s 2017-2022
strategy for Transforming Online.
In addition to supporting these themes,
the Division has embraced the University’s
new Values with many active Values
Champions amongst our staff, as well
as high engagement with the Indigenous
Cultural Competency Program.
Prof Sandra Wills
PVC Learning & Teaching
Charles Sturt University
Australia
www.csu.edu.au/division/learning-and-
teaching/pvc-student-learning
Introduction
Division of Learning and TeachingReport to the University 3
Division of Learning and TeachingReport to the University4
The Learning Design Unit has reorganised
its structure to align with the 2018
priorities of the Faculties and Divisions.
The new Deputy Director, Dr Leah Irving
leads learning design and delivery teams,
with managers of two teams of Educational
Designers and Educational Support
Coordinators reporting to Leah. These teams
support strategic projects including Wave
course reviews, Open Pathways courses,
Graduate Learning Outcomes mapping
and the Yindyamarra Award (working title).
Leah also manages Educational Designers
designated to the Faculty and Divisional
Initiatives and Improvement Plans. All team
members provide support to CSU through
the Service Request System (SRS).
The Smart Learning Project Team has
been renamed the Course Design Project
Team, headed by Dr Denise Wood as the
Senior Course Design Lead, responsible
for the mainstreaming of design and
review practice. In support, Dallas Woolley,
Project Manager oversees the technology
stream, rolling out modifications and
new functionality to CourseSpace.
Dr Leah Irving
joined the Learning
Design Unit in the
new position of the
Deputy Director,
Learning Design in
October 2017 and
she is based on the
Wagga campus. Leah brings to the position
a visual arts and an education and training
background with teaching experience
and a scholarly contribution to the field of
technology-mediated learning in higher
education. For the past ten years Leah has
held positions at Curtin University in Western
Australia in learning design and development
and led projects integrating technologies in
learning and teaching that included virtual
worlds, 3D game environments, Alternate
Reality Games and Augmented Reality. Her
most recent position was with the Learning
Futures team within Curtin Learning
and Teaching where she managed the
development of a bespoke challenge-based,
adaptive learning platform and worked
strategically across the university on creative
learning solutions. Leah brings to her
position at CSU a thorough understanding
of the experiences of academics and the
role of the educational designer. Leah’s
PhD, Virtual Worlds as Pedagogical
Places: Experiences of Higher Education
Academics also attests to her disciplinary
scholarship and leadership in online
learning and pedagogy. Leah has taken
on the role of supervising the managers
of the design and delivery teams and is
working with the Faculties and projects
in relation to Educational Designer and
Educational Support Coordinator support.
Embracing Change
Learning Online under the Director, Prof
Barney Dalgarno is leading the development
and implementation of the Transform Online
Learning (TOL) project, a key component
of the CSU Strategic Direction, 2017 to
2022. While supporting the TOL initiative,
the Learning Online Unit also continues
to support and develop online learning in
other subjects and courses across CSU.
The TOL project has undergone extensive
development, consultation and analysis
work in 2016 and 2017. Elements of the
resulting Learning Experience Framework
will be piloted in 2018 in the Faculty of
Business, Justice and Behavioural Sciences
with the potential for further refinements
arising from this implementation. The CSU
Online Learning Model (OLM), developed in
2015, provided the foundational conceptual
framework for the TOL Model (OLM V3).
In 2017, OLM V2 was implemented in 137
subjects within 8 of CSU’s largest online
courses, studied by 3700 students and this
version remains the guiding framework for
online courses and subjects outside of TOL.
The Education for Practice Institute
(EFPI) was dis-established as a unit within
DLT in February 2017 after nearly ten years
of supporting and extending professional
and practice-based education (PBE) at CSU.
Workplace Learning resources from the EFPI
website, such as the PBE Exemplars, were
moved to the DLT website. Staff who moved
from EFPI into other units in DLT continued
with workplace learning initiatives and also
focused on other DLT priorities. In the Office
of the PVC, Learning & Teaching, Prof Joy
Higgs is Professor in Higher Education and
Jennifer Pace-Feraud as Project Manager.
A/Prof Franziska Trede and Dr Narelle Patton
joined the Learning Academy, Franziska as
Associate Professor in Higher Education
and Narelle as Senior Lecturer in Workplace
Learning. Narelle has since taken up a
secondment in the Faculty of Science as
Sub-Dean, Workplace Learning. Best wishes
to Franziska as she leaves us in early 2018
to take up a new academic appointment.
A significant change in 2017 in the Division arose out of structural changes across the University, with the name Division of Learning and Teaching replacing the former Division of Student Learning. The arrival and departure of senior staff, the closure of the Education for Practice Institute and a change in operations in the Divisional units has seen a new structure in the Division during 2017.
Learning Academy
Promote academic development for educational practice, career progression and professional recognition and support implementation of the CSU Indigenous Cultural Competency Program and the Graduate Learning Outcomes
• Graduate Certificate in Learning and Teaching in Higher Education• Professional learning• Sessional staff support• Assessment, moderation and benchmarking• Awards, grants and fellowships• Peer review for educational practice• Academic promotions support• Indigenous Cultural Competency Program• Professional Practice and Workplace learning• Graduate Learning Outcomes, including change agent GLOs• Scholarship of Teaching and Learning
Learning Design
Support, advise and guide CSU staff in the design and implementation of best practice in course and subject design, and the development of effective and appropriate learning and teaching strategies in face-to-face, online and blended environments
• Course Design and Review • Subject Development• Interact2 professional development & support • Assessment design • Learning pedagogies
Learning Online
Promote and sustain high quality online teaching and learning through innovative digital practice, scholarship and incubation
• Transform Online Initiative• Distance Education strategy• Online Learning Model• Open Educational Pathways• Online Teaching Standards • u!magine
Learning TechnologiesManage the university’s online learning environments and provide educational input into the design and use of its physical learning environments, providing leadership and support across the university in introducing new learning technologies and spaces
• Interact2• CourseSpace• Learning analytics and adaptive learning• Paperless marking• Workplace Learning Systems• Academic Compass • Subject Experience Survey
Learning Resources
Produce and source innovative, engaging and fit-for-purpose learning resources and provide advice, guidance and leadership in the creation and use of learning resources across CSU
• Media services• Campus D-I-Y media spaces • Educational resources
Associate
Professor David
Cameron joined
DLT as the new
Director, Learning
Resources in
August 2017,
returning to CSU after 7 years away. He is
based on the Bathurst campus and has
staff in both Wagga Wagga and Bathurst.
David Cameron was the Deputy Director of
the Centre for Teaching and Learning at the
University of Newcastle (Australia). He led
a team of media producers, instructional
designers, and online teaching support
staff. Some recent major projects include
the development of open online courses
(on the edX platform), the use of drones
and 360 degree video cameras, and
supporting staff moving to technology-
enabled teaching spaces in a new building
located in the Newcastle CBD. He has
also developed and delivered professional
development activities, including programs
for international partners in Singapore
and India. David has a professional and
educational background in media and
communication, and taught in CSU’s
School of Communication and Creative
Industries from 2000 – 2010. David’s
research and publication interests include
game-based learning, and the use of
technology for drama and education.
David replaced the Learning Resources
founding Director, Mark Wade, who returned
to the UK Open University in April and we
extend a big thank you to Professor Val
Peachey who was Acting Director while
we awaited the new Director’s arrival.
Pro-Vice-ChancellorLearning and Teaching
Prof Sandra [email protected]
Executive OfficerAdministration Team
Leanne [email protected]
DirectorLearning Design
Assoc Prof Elizabeth [email protected]
DirectorLearning TechnologiesAssoc Prof Philip Uys
DirectorLearning Academy
Assoc Prof Kogi [email protected]
DirectorLearning Resources
Assoc Prof David [email protected]
DirectorLearning Online
Prof Barney [email protected]
5Division of Learning and TeachingReport to the University
Division of Learning and TeachingReport to the University6
Delivering on Design
Delivery Team Service Request System (SRS)
The Learning Design Unit Delivery
Team 2017 of Educational Support
Coordinators (ESCs) provided support
for the just-in-time requests via the
Service Request System (SRS).
The variety of requests included technical
issues within Interact2 and associated
educational technologies, new academic
staff induction into Interact2, educational
technologies and use of the MSI.
From January to mid-November 2017,
3,383 SRS requests were received.
The following graph shows the
percentage of jobs opened per Faculty.
Most requests (74%) were for learning
technology assistance to support work
in Interact2, including tests, landing
pages, modules, grade centre, groups,
PebblePad, Adobe Connect (Online
Meeting), subject outlines and other
educational technologies. About 16% of
requests were for Educational Designers
(EDs) to support academic staff with
learning design assistance for assessment,
subject and learning activities, teaching
dynamics, professional learning sessions
and a range of other specialised support.
Peak times for requests were just
before the start of sessions, as
shown by the graph below.
Other3%
FoA&E40%
FoS31%
FoBJBS26%
SRS Requests Jan - Nov 2017
Projects
Educational Support Coordinators worked
across a variety of Faculty and Division
projects aimed at improving learning and
teaching, and enhancing the student
experience. The projects included:
• Testing new educational technologies
in 2017: Panopto Reference groups;
new Interact2 theme demonstrations,
testing the new theme and providing
feedback to the project team; Subject
Outline Project Showcases, testing the
new outline and providing feedback.
• Working with the Learning Resources
Unit to redevelop subject sites with
a set OLM template, supporting the
Online Learning Model (OLM) project.
• Enhancing student learning in the
School of Policing through the
redevelopment of subject and course
sites, completed in November 2017
after extensive ESC support.
• Supporting other CSU educational
technologies (PebblePad, CSU Replay
and Online Meeting); downloading
and cleaning up the Adobe Connect
file download; and supporting the
administration of CSUed in June 2017.
• Collaborating with the Professional
Learning Manager and the Professional
Development team to maintain
the Interact2 help website: re-
structuring the content, updating
and standardising documentation,
adding and updating a “What’s New”
section, developing an A-Z guide.
The Interact2 help website provides
ongoing support of academics in their
teaching and the provision of quality
learning environments for students and
is well visited with over 12,000 unique
page views over the start of session.
Learning Design and Course Review Project TeamsThe design support in Learning Design
consists of a Course Design Project team
(formerly Smart Learning Project team) and
two teams of Educational Designers managed
by two Learning Design managers. These
staff supported the following initiatives in 2017.
• Course Reviews both Wave
and non-Wave reviews
• Subject enhancement through Faculty
Initiatives and Innovation (I&I) Plans
• Online Learning Model Subject
enhancement through support
to u!magine initiatives
• Other projects, such as Student
Leadership Program, Open
Pathways courses, GLO support
Course Reviews
Course Design Leads supported Course
Directors through the design process, the
use of CourseSpace and the approval
process, coordinating targeted professional
development when needed. Educational
Designers supported the Course
Directors and members of the teams.
During 2017, 10 courses in Wave 4 were
approved to Way Points 2 or 3. In October
2017, Faculties selected 17 courses
for Wave 5. The Educational Designers
supported non-Wave course reviews as
requested on the Faculty I&I Plans.
Course Design Process Project
team activities in 2017
The Practice Stream disseminated
information through a variety of channels
to leadership, Faculty and Divisional
stakeholders. Support documentation
was prepared for processes and policy,
planning and reporting. The team facilitated
professional development, and worked on
special projects including the TOL process
and the establishment of subject banks for
single and shared subjects under review.
The Technology Stream consulted regularly
with users for future planning and reporting
needs through regular sessions, including
User Experience workshops. Five Sprints
enhanced the features of CourseSpace. A
key improvement was the capacity to roll
over approved CourseSpaces, allowing
for a fixed copy and a working space
for continuous improvement processes.
Ongoing developments include new
interface trials, revised staff permission
processes, and improved mappers.
Faculty Initiatives and
Improvements Plans
The Faculty Initiatives & Improvements
Plan subjects had diverse redevelopment
requirements, identified by data or by
Heads of School. The Educational Designer
support was designed to address major
concerns. The Subject Consultation Report
recommendations guided this work, although
the tight timelines and managing collaborative
work with multiple stakeholders across
the Faculty and Divisions hindered timely
achievement of some recommendations.
2017 I&I Subject work
Subjects completed across the three Faculties 186
Hours per subject 12.43
Mainstreaming work for the Process and Practice Stream
Mainstreaming work for the Technology/CourseSpace Stream.
Division of Learning and TeachingReport to the University 7
Division of Learning and TeachingReport to the University8
Learning Technologies DevelopmentsDirector of Learning Technologies, A/Prof
Philip Uys, led several projects in 2017 and
he reports that Academic Senate has now
confirmed the requirement for mandatory
Course Sites to be used in the Faculties.
The Learning Environments Committee
approved the revised Learning Technologies
Framework and Learning Technologies Plan.
He led the Open Ed Working Party towards
preliminary open education outcomes and
also worked with the Transform Online team
to establish learning technology requirements.
The Think Pieces 2017 project Creating
distinctive curricula and learning experiences
at CSU was a collaborative undertaking with
u!magine – see separate report on page 27.
Learning Systems supporting
Learning and Teaching
During 2017, the Learning Systems
unit implemented, made changes and
updated systems, procedures, manuals
and software that support the work of
teaching staff, Faculties and Divisions
and the broader CSU community.
Among these were systems for which
the Division of Learning & Teaching is
responsible, including new releases to the
Service Request System (SRS), updates
to the Online Moderation System (OMS),
PebblePad support resources, a Technology
Quick Reference website, and planning
for the System Redevelopment project to
rewrite all Division of Learning & Teaching
systems for a modern systems architecture.
CSU-wide undertakings included targeted
learning analytics reports and dashboards,
contributing to physical learning spaces
design and support, contribution to the
Transform Online Learning (TOL) technology
requirements, Digital Object Management
system re-architecting, Online Meeting
systems review, Adobe Connect Meeting
upgrade, progression of the Knowledge
Matrix for related CSU systems, the ACSES
Support website (to replace Subject
Coordinators Maintenance Form), alternate
return options in EASTS, review of Turnitin,
and ongoing applications rewrites for the unit.
In 2017, 98% of assignments submitted to EASTS were marked paperlessly – a significant increase on previous years
Improved student experience:
81% of Distance/Online EASTS assignments were returned via EASTS within 15 working days
67% of Internal EASTS assignments were returned via EASTS within 15 working days
NORFOLK 4 was released in early 2017. The release was supported by presentations, workshops and seminars at CSUed, Faculty Learning and Teaching Symposia, Faculty, School and Divisional professional
development sessions, and the NORFOLK 4 Help website. The website includes more than 20 video tutorials to assist academic staff to benefit from the paperless marking tools offered by NORFOLK
The PulseThe Adaptive Learning and Teaching Services team, Learning
Technologies Unit in the Division of Learning and Teaching produces
The Pulse, an infographic on Learning Technologies and Analytics.
It is published three times a year to provide a picture of what is
happening within CSU to enhance our knowledge, challenge our
thinking and stimulate conversation about the use of technology/
analytics in learning and teaching. The statistics and analytics
are drawn from a range of sources within CSU including systems
reports, surveys and case studies. Trends in Learning Technologies
and use of Learning Analytics outside CSU are also highlighted.
The Learning Technologies Dashboard provides a further
avenue to examine a variety of timely analytics on some of
the learning technologies in use at CSU to provide insight
into how these learning technologies are being used.
The final The Pulse for 2017 (left) looked at engagement within
Interact2, exploring areas such as student minutes spent in i2 sites
by session week, i2 discussion forum posts by subject level and
assessment & tool usage in i2. Outside of CSU, it presented some
areas in which we can expect to see deeper analytics in the future.
Learning Resources UnitThe Learning Resources Unit was well represented by staff from the
Wagga, Bathurst and Orange campuses at CSUed 2017. Staff from
the Unit were involved in filming a variety of sessions and workshops
at the conference as well as managing a static display. A range of
equipment used by the Unit to create interesting and interactive
learning resources was showcased including a drone, video and
camera equipment, and 3D printer. The team also showcased
examples of output such as banners, posters, online magazines,
animations, interact2 designs and SmartSparrow lessons.
BELOW: The Learning Resources Unit market stall at CSUed
2017. Front L to R: Leanne White, Brooke Thornton. Back L to R:
Janene Wright, Ryun Fell and Acting Director, Prof Valerie Peachey
Division of Learning and TeachingReport to the University 9
Division of Learning and TeachingReport to the University10
Resource Production
The Learning Resources Unit continued to
produce enhanced online and interactive
materials to support the work of Faculties
and Divisions. The BEST Study (Best
Evidence for Stroke Therapy) website is a
joint research project between CSU, Albury-
Wodonga Health and Murrumbidgee Local
Health District. The website consists of
two portals. The first is designed to assist
patients in their ongoing rehabilitation and
the second to assist clinicians to use the
best possible stroke related evidence.
Gaming as a strategy to engage
undergraduate nursing learning about
ageing showcased the power of adaptive
learning tools such as SmartSparrow. This
project focused on enhancing learning and
teaching by engaging students through
technology-mediated and game-based
learning in the Bachelor of Nursing degree.
The aim of this project is to use game-
based learning to change the perception of
students about working with older people.
Adaptive Learning Systems
Adaptive learning capability within CSU is
being fostered by Adaptive Learning and
Teaching Services (ALTS). Two systems
presently being supported by ALTS are
Smart Sparrow and Realizeit. These systems
are being used in a small number of courses
to afford learning personalisation. Work
is now underway to audit where and how
they are being employed, and ALTS is
developing resources to assist academics in
implementing personalisation and adaptive
learning pedagogy in their subjects. The
development of a competency-based
individualised learning model in the Bachelor
of Engineering is one of the exciting
curriculum and pedagogy agenda in this
space. Conceptually, this model is innovative
and the recipient of international acclaim.
The Graduate Certificate in Learning and
Teaching in Higher Education (GCLTHE)
underwent a course review to better meet
the diverse professional development
needs of staff working in the complex CSU
context. The revised 32-point course has
a modular structure that provides multiple
entry points and learning pathways for
staff with different prior experiences and
teaching contexts, and allows credits for
recognition of prior learning (RPL). The
course learning outcomes are aligned with
the Higher Education Academy (HEA) UK
Professional Standards Framework (UKPSF)
so that staff completing probation will be
positioned to apply for HEA Associate
Fellow and staff completing the GCLTHE
will meet the requirements for HEA Fellow.
Course structure:
• EEL516 Foundations of Learning &
Teaching (16 pts), the compulsory
first subject and a requirement of
academic probation for new CSU
academic staff with a teaching role.
• EEL521 Scholarly Teaching & Learning
(8 pts), or equivalent electives or RPL.
• EEL523 Enhancing the Skilful
Teacher (8 pts), a compulsory
subject with capstone project.
Graduate Certificate in Learning and Teaching in Higher Education
2016 2017
Enrolments 123 104
Commencing Enrolments 76 55
Graduations 24 21
Graduate Certificate Course Review and Development
Prof Euan Lindsay demonstrating the use of Realizeit to construct the CSU’s Engineering Topic Tree
Division of Learning and TeachingReport to the University 11
Division of Learning and TeachingReport to the University12
Professional DevelopmentIn the ever-improving environment of
learning and teaching, technology upgrades,
evidence-based practice, graduate
attributes and the student experience, the
provision of a centralised source of high
quality, accessible and current professional
development resources remains an
ongoing function of DLT. Collaboration
between the units in DLT has produced a
consolidated approach to improving skills
and knowledge in learning and teaching
across the University. The resulting
professional learning opportunities and
resources offered have been varied and
diverse, reflecting the specialised skills and
knowledge within the individual units of DLT.
Support for Learning & Teaching
DLT staff offered flexibility in modes of
training to support teaching staff on major
campuses, online and in Schools. They also
contributed their expertise in a variety of
ways to CSUed and Faculty learning and
teaching symposia. DLT staff contributed
to themes and creative ideas for sessions
and ran market stalls for these events.
Facilitation of a wide range of drop-in
sessions, Adobe Connect, video and web
conferences, interactive workshops and
teaching sessions included such topics as
Working with Interact2, Innovative learning
activities, Adaptive Learning, Course
design and review, Teacher presence,
Moderation, Assessment, Graduate Learning
Outcomes, Workplace Learning, Applying
for Promotion, Analytics, NORFOLK, The
on-campus classroom, New online learning
tools, and the Online Learning Model.
Course Directors and Educational Designers
involved in the CSU Course Design
Process (CDP) for course reviews received
professional learning based on the ‘train the
trainer model’, in order to build capacity in
course teams as they progressed through
Wave 4 course reviews. These well-attended
professional development opportunities
were timed to reflect the stage of the CDP
process. Resources developed to augment
the training were the Course Design
webpage, the Course Lifecycle Handbook,
How To and Help manuals for CourseSpace,
and Sprints and updates to CourseSpace.
Resources to support teaching
The Teaching at CSU website content
review led to work being undertaken in
2017 to update and streamline resources.
The site provides current information for
access by all teaching staff at CSU.
DLT Professional Learning Manager, Linda
Ward, coordinated the development of
the Professional Learning Calendar in
2017 to promote learning opportunities
for teaching staff offered by a number of
Divisions and units across the University.
By the end of 2017, 174 professional
learning sessions had been listed for
open audiences or localised School and
Faculty sessions. Capacity-building for
DLT staff occurs through these and other
ongoing staff development opportunities.
The Interact2 Help website has resources
to support the academic use of technology
in Interact2. In 2017, a What’s New table
was added, along with an A to Z Guide,
topical help guides, and Subject preparation
tasks and checklists for each session.
As part of the Quality Learning and Teaching
(QLT) initiative, a wide range of professional
development resources were added to the
Assessment and Moderation site for staff
self-directed learning, with further resources
available through the CSU Digital Object
Management System (DOMS). Interact2
self-enrol sites were also developed for
Subject Outline Preparation Guidelines
and Subject Outline Help files. QLT Leader,
Deb Murdoch, also revamped the Online
Moderation System User Guide and created
the Benchmarking at CSU site in 2017.
Above Left, the on-campus classroom sessions model the use of flexible learning spaces, Port Macquarie.
Above Right, A resource for “on-campus classroom” training sessions, showcasing the Engineering Building, Bathurst.
Sessional Staff Support Major initiatives from the sessional staff team have made professional development for sessional staff more timely, flexible and accessible:
1. Professional Development Program
Continuation and expansion of the
professional development program
to sessional staff to include new
teaching academics, partner
organisations and presentations from
Library and Office for Students.
This program helps sessional staff to
understand their role, engage with their
students, and understand CSU’s learning
and teaching technology. Sessions were
advertised on the Professional Development
calendar on the Division of Learning &
Teaching website and were offered for
all Faculties in all three teaching sessions
across the year. Sessions included Induction,
Introduction to Interact2, Transition
Pedagogy and First Year Principles,
Adobe Connect Introduction, EASTs and
NORFOLK, Understanding the Analytics
Dashboard, Assessment and Feedback, as
well as weekly drop-in support sessions.
2. CSU PD Search
(http://uimagine.edu.au/csupd/) – a search
website developed to provide sessional staff
with ready access to program recordings and
a raft of professional development resources
created by DLT, Library, Human Resources,
Office for Students, Faculty of Arts and
Education, along with links to excellent
external sources.
3. Induction
Learning Academy staff in collaboration with
Human Resources delivered an Induction
package for new and sessional staff that
was run in ELMO, to introduce staff to the
learning and teaching environment at CSU.
This induction delivers the first step towards
understanding the CSU learning management
system (Interact2) and most importantly,
how to get assistance where needed.
These learning and teaching resources
have also been adapted into introductory
workshops for new academic staff.
4. Sessional Staff Website
Our 2017 focus on creating support
resources for staff included an update to the
Division of Learning & Teaching sessional
staff website. The site has received great
feedback from Faculty staff in the short
time since its relaunch. With a more than
doubling of available resources, this site
now functions effectively as the main site
for new, sessional, and continuing staff
members to find information and support
for everything from HR and timesheets,
to strategies to improve their learning and
teaching. It includes a welcome to staff from
Vice-Chancellor Professor Andrew Vann.
8000
7000
6000
5000
4000
3000
2000
1000
0
Oct
-16
Nov
-16
Dec
-16
Jan-
17
Feb-
17
Mar
-17
Apr
-17
May
-17
Jun-
17
Jul-1
7
Aug-
17
Sep-
17
Oct
-17
Nov
-17
Dec
-17
VisitsVisitors
Sta� Accessing PD Resources
CSU PD Search
Resources Linked or Uploaded (up by 48%) 152
Site Visits (up by 700%) 36,686
CSU PD Search most visited resources for 2017
Events 366
Graduate Learning Outcomes (46 minutes) 226
How to Clone a Subject Outline (3 minutes) 205
Multiple Choice Questions: Improve your test with MCQ 188
Student Support - Academic Literacy, Learning and Numeracy
179
Using Teacher presence to Create a Welcoming Home Page 172
Number of Sessional staff PD events: 63
Number of Recorded attendances: 222
CSU PD Search Activity in 2017
Professional Development Events
5. MOOC
As part of the Learning Academy’s
commitment to offer professional development
opportunities to staff, a pilot of the
Contemporary Approaches to University
Teaching MOOC was run during the latter
half of 2017 to determine its suitability as an
induction option for staff who may not have
the opportunity to study the CSU Graduate
Certificate in Learning and Teaching in Higher
Education. Ten staff members participated in
the pilot, with two of them opting to complete
assessment and gain credit. Following the
success of the pilot study, the Learning
Academy will provide a supported opportunity
for staff to complete the MOOC in 2018.
Staff who complete the MOOC including
assessment will be entitled to credit towards
elements of the Graduate Certificate in
Learning and Teaching in Higher Education.
Division of Learning and TeachingReport to the University 13
Division of Learning and TeachingReport to the University14
Learning Online UnitThe Learning Online Unit completed a year of exciting and innovative projects in 2017, through its two key teams. The Online Learning Model team focused on quality enhancement to online courses and subjects. u!magine focused on innovation, incubation and scholarly engagement in online teaching. Foremost among 2017 activities were the reporting phase of Innovation Grant Projects, evaluation of the Pilot and Phase 1 implementation of the Online Learning Model that rolled out to more than 100 CSU subjects, contribution to the Transforming Online Learning (TOL) Initiative, and development and implementation of the Online Learning Innovation and Incubation Strategy including initiatives such as the “unConference” season, demonstration events with edtech start-ups, international guest speakers.
The Online Learning Model team, under the leadership of Lindy Croft-Piggin, continues to work closely with Faculty and School learning and teaching leaders to support quality enhancements in strategic online subjects aligned to the model, and provide ongoing support to the teaching and design teams within OLM subjects. They provide Professional Development on the OLM to academic and design staff, and continually populate the Online
Learning Exchange with exemplars of the model and support resources.
u!magine focus, under the leadership of Professor Valerie Peachey, is building a community presence with internal and external stakeholders; leading innovation in online learning projects in partnership with edtech start-ups and the Faculties; and exploring the potential application of AR/VR, mobile technologies and data analytics across a range of disciplines in higher education. u!magine is also exploring
opportunities to share expertise with the industry sector through a fee for service arrangement, while continuing to build a program of Open Pathways to provide CSU with greater reach in the tertiary education market. Professional development includes unConference sessions, demonstration events, think tanks, guest speaker lecture series, and hands-on workshops.
Read about us and download copies of the u!magine news for comprehensive reports on progress to date at http://uimagine.edu.au
Evaluation of the Online Learning Model
Some achievements
• Development of a workplace
learning Challenge Bank and plans
to incorporate this in multiple
subjects in the Faculty of BJBS
• Development of an enhanced Faculty
template for improved visual design
of modules, including exemplars
• Smart Sparrow lessons, case study
videos, teaching tutorials, adaptive
release of modules, interactive content
• 88% of students experienced peer
interaction and 78% agreed this
opportunity was important (over
1766 individual responses)
• Assessment areas, frequently
commented on as part of the best
features of a subject, included
authenticity, relevance, clarity,
frequency, variety, and feedback
What do students think and want?
• 1270 student survey responses
from online students (13%)
• Want all online lectures and
workshops recorded (98%)
• Want the opportunity to attend an
online workshop offered several
times during the week (71%)
• Prefer the opportunity to commence
study at any time during the year (59%)
• Teacher Presence is the most critical
aspect of the OLM for students (97%
agreement of importance, with Flexible
& Adaptive Learning at 96%)
• Greater clarity in assessment
and more feedback
• High quality and relevant resources
• Authentic practice through the
use of real life case studies
• Site aesthetics: ease of
navigation, multi-modal resources,
reformatting discussion boards
• Teamwork, and
• Actual interaction and engagement
with others: structured, well planned,
well timed and well-resourced
3 Faculties
8 Courses
116 Subjects
9478 Students
Student perceptions of importance (1243 responses) of OLM elements mapped against experience of elements in their subjects where Importance includes: Very important + Important; Agreement includes: Very strongly agree + Strongly agree + Agree
Staff perceptions of the importance of OLM elements and agreement about the
inclusion of elements in their subject (staff ratings n = 21, student ratings n = 776 )
Successful Strategies:
• Authentic practice through the use of real life case studies
• Site aesthetics – ease of navigation, presence of multi-modal resources to reduce
cognitive load, reformatting discussion boards for improved interactions
• Interactive resources: video introductions, adobe connect sessions, online tests
• Teamwork, and
• Actual interaction and engagement with others which was structured, well planned,
and well timed.
• Interactive resources was the most commonly mentioned strategy
Division of Learning and TeachingReport to the University 15
Division of Learning and TeachingReport to the University16
u!magine Incubation and Innovation
In establishing u!magine, one of the key
objectives was to stimulate the imagination
of innovative pedagogical and technological
approaches to online learning and incubate
towards pilot implementation, evaluation
and dissemination. A major initial activity
towards achievement of this objective was
the establishment and implementation of an
innovation grant scheme in 2015, leading to 10
grants awarded, which, following completion
in 2016 and 2017, were disseminated
online and through seminars and local and
national conferences. Alongside these grant
funded initiatives, a series of initiatives were
directly funded through negotiation with
Faculties, which included implementation
of the BEST/Smart Sparrow platform, an
investigation into designing for accessibility
in online learning, and piloting of eExams.
In 2017 u!magine launched a new Incubation
Strategy, designed to underpin future u!magine
work in establishing a culture of innovation
in online learning technologies and teaching
practices. The Strategy identifies a range of
innovation and incubation activities designed
to achieve the following four key objectives:
Community of Innovation
Foster a Community of
Innovation in online learning
that involves our staff and
students, businesses, education providers
and local communities. Create a network
for various stakeholders from within CSU
and external partners to create a community
around innovation that engages our talented
community of staff and students which
make them part of an innovation process
within CSU that creates opportunities to
harness their skills and knowledge.
Creative Solutions
Establish processes to
develop our own Creative
Solutions to the issues
faced in online learning and teaching.
Provide opportunities and methods of
stimulating, capturing and seeking out new
ideas around online learning within CSU.
Identify the kinds of problems in online
learning that need to be solved to improve
student learning and teaching experience.
Adoption and Adaption
Promote the Adoption
and Adaption of new
technologies and practices
in online learning. Nurture and support
new ideas and technologies for possible
uptake by a broader audience. Evaluate
ideas by creating opportunities to pilot and
trial new technologies and practices.
Future Pathways
Develop Future Pathways
for projects beyond the
incubation stage. Promote
ideas and practices developed within CSU
to a broader audience and provide channels
for communicating and sharing ideas.
Scale Up ideas by developing pathways
for future development, mainstreaming,
commercialisation and growth of viable
technologies, systems and practices
The following diagram illustrates the activities encompassed by this Strategy
which underpins u!magine’s 2018 planning:
Quality Learning & Teaching
The two-year Quality Learning and Teaching (QLT) project was completed in November 2017.
Assessment
QLT Assessment (QLTA) Leaders were
embedded in Faculties and more broadly
across CSU to work on two of CSU Quality
Learning and Teaching Key Performance
Indicators, specifically KPI 8 (quality
assured subject outlines), and KPI 10
(quality assured examination scripts).
Building from a 2015 baseline audit of the
Faculties, further audits were conducted in
parallel with professional development and
assessment support. Monitoring of progress
against KPI 8 over the three years clearly
showed the benefit of targeted professional
development with improvements in
assessment quality derived from both
professional development workshops and
individual peer review of assessment design
delivered by the QLTA Leaders. An audit of
KPI 10 revealed that the institutional process
of quality assurance is working and a few
minor recommendations for changes to the
Division of Student Administration checklist
and quality assurance were proposed.
QLTA Leaders also produced resources to
support quality in assessment, contributed
to course reviews, and worked with CSU
policies to refine assessment-related items
and provide audit feedback on subject
performance against assessment quality
requirements. During 2016 and 2017,
assessment support was offered to 714
(25%) of subjects at CSU. Academic staff
who engaged with the QLTA Leaders
improved the quality of subject outlines
and criterion-referenced assessments.
Benchmarking. All higher education institutions
are required under the Higher Education
Standards Framework (2015) to undertake
comprehensive reviews of all accredited courses
of study. A pilot external benchmarking
programme was commenced in 2017,
using the Peer Review Portal. Professional
development was provided to CSU staff
to allow participation in the Benchmarking
project with 10 universities. At the end of
2017, Benchmarking was completed for two
subjects, with a further four ready for review.
Online
Three QLT Online (QLTO) Leaders were
each allocated to support one Faculty
in a range of online course and subject
quality improvement initiatives.
The QLTO Leaders undertook activities to
improve adherence to three KPIs, specifically
KPI 9 (quality of online subject landing
pages), KPI 11 (student online engagement
with peers), and KPI 12 (student online
engagement with teachers). Comprehensive
academic staff online support materials were
produced, including landing page templates
and descriptions of teaching strategies along
with support resources to improve online
interaction. 28 Professional Development
workshops were attended by more than
300 academic staff members. One on one
support was provided to approximately
100 academic staff members in designing
their subjects to meet these KPIs. Audit
and feedback for 1,458 201660 Online and
On Campus subject landing pages was
undertaken against
QLT KPI 9. Audit
and feedback for
293 Online and On
Campus subjects
was undertaken
against QLT KPIs
11 and 12.
In coordinating the
implementation of
the CSU Online
Learning Model
(OLM) in their faculty, the QLTO Leaders
each led a team of Education Designers
and worked collaboratively with academics,
and design and production staff. Elements
of the OLM were piloted in 26 subjects
and evaluated through questionnaires,
interviews and focus group sessions with
academic staff, educational design staff
and students. Professional development
on the OLM was provided to approximately
200 academic staff members and
approximately 20 educational designers.
Subject revision work in all core and elective
subjects was undertaken in 124 subjects
within 8 of CSU’s largest online courses.
An Online Learning Exchange containing
explanatory material and exemplars of
the OLM elements was developed.
The QLTO team presented cutting edge
professional learning activities and resources
directly responsive to faculty needs,
always supported by online material widely
available for staff to access. They have left
a rich legacy of resources including faculty
wikis, newsletters and blogs. A cross
faculty wiki is currently being developed as
a portal linking these and other valuable
professional development support material.
In two short years this team has made an
invaluable contribution to the quality of
teaching and learning in the online space.
WORKSHOP ATTENDANCE120100806040200
66
35
76 80
15
50
29 29 21 24 27
102
6
Asses
smen
t Des
ign
Asses
smen
t for D
iverse
...
Criteria
and Stan
dards
Designin
g Qua
lity M
CQs
End of S
easo
n Proce
sses
How to Q
A Exams
Moderatio
n – Va
lid, F
air...
MSI QA an
d Modera
tion
OMS for S
AC
Providing
Feedbac
k to...
Using th
e Onli
ne...
Writing
Exam Q
uesti
ons
Writing
Good Le
arning
...
Staff engaged with professional development
with 560 attendances at 55 PD sessions.
Division of Learning and TeachingReport to the University 17
Division of Learning and TeachingReport to the University18
Change Afoot in the Subject Experience SurveyAdaptive Learning and Teaching Services
(ALTS) have continued oversight of
the Subject Experience Survey and
the Subject Evaluation Tool, including
providing technical support throughout
the questionnaire process.
In 201660, ALTS implemented a process
to identify and reward top performing
academics for learning and teaching as
revealed in subject experience surveys.
This process identifies leading survey
results and ALTS prepares a report
highlighting top performers, which is
sent to Faculty Sub-Deans to assess
and make final recommendations. Top
performing academics can then be
awarded a certificate of excellence.
ALTS are currently preparing a discussion
document on the Subject Experience Survey
that will recommend a plan for review of
the instrument and its governance. This will
include a review of the instrument’s validity,
the overall structure and content of reports
generated by it, and the development of
overarching policy. An area of specific
focus will be metrics adopted in reports.
Presently, academic staff receive results
for individual items as a mean, although
for senior management and promotion,
results are transformed into a percentage
positive rating (PPR). The divergence in
metrics reported has created confusion
among academics and managers.
Dr Cassandra
Colvin is
Manager,
Adaptive
Learning and
Teaching Services
at Charles
Sturt University. Prior to this appointment
she was the University of South Australia
Manager, Learning Analytics, and Manager,
Enhancing Student Academic Potential, an
academic intervention program targeting
academically vulnerable first-year students.
Cassandra has a national and international
profile for her work as a practitioner and
scholar arising from her analytics-related
roles. In 2015, she was lead researcher
and author for a commissioned report
for the Office for Learning Analytics that
investigated learning analytics take up
across the Australian higher education
sector. More recent research has focused
on leadership, and its affordances for
learning analytics implementations, in
addition to conceptual works exploring
ontological and epistemological framings
of learning and learning analytics. She
regularly reviews for peak international
learning analytics organisations. Building
on previous roles supporting the needs of
international students, and an Australian
Office of Learning and Teaching award-
winning role in the category ‘The First-Year
Experience’, Cassandra has presented
widely on themes relating to learning
analytics, student support, and intercultural
interactions. Particular interests include
learning analytics implementations and
practice in higher education, intercultural
relations between students, and embedding
quality and continuous improvement
tenets into all aspects of her work.
Subject Experience Survey Achievement Award
Evan Plowman, Subject Coordinator for NRS112, received a
Certificate of Achievement for Outstanding Student Feedback on the
Subject Experience Survey in 201730. Evan attributes the student
satisfaction to several aspects. Teacher presence and availability
on campus and online, clarity and consistency in assessment and
pass requirements, alignment of modules with teaching activities,
appealing and easily navigated i2 site, and organisation of class
content before session all contributed to student satisfaction.
The detail in subject design is exemplified by Evan’s statement:
“Our idea was that the more effort we put into the
back end of the i2 site, the less effort students would
need to go to, to use it on the front end.”
The International Council for
Open and Distance Education
President’s Summit was hosted by CSU
in Cronulla November 2016, Dr Lindy
Croft-Piggin reports that the conference
engendered broad interest, exemplified by
this article in The Australian newspaper.
The conference, titled A New Era of
Leadership and Quality: The Business
of Open and Distance Learning 2020,
drew nearly 100 delegates from over 32
countries. The future of online education
leadership in online learning, new business
models, changing paradigms, and innovative
approaches for university leaders and their
ability to offer quality-based online distance
learning programs were key themes.
u!magine co-directors Prof Barney Dalgarno
and Prof Don Olcott and PVC Sandra
Wills facilitated several sessions. CSU’s
Online Learning Model drew acclaim and
interest from this international audience.
International visiting professors
Visiting professors Della Fish from University
of Chester and Linda de Cossart led a
seminar on February 22, 2017 entitled
The Foundation of Professionalism in
and for Practice: The authenticity of our
personhood and conduct. They developed
a compelling argument that professional
practice and learning professionalism
and ‘teaching’/supervising/mentoring
learners as they engage in practice,
requires courage grounded in personal
contemplation, a language to share
that is direct and respectful, strategies
for getting started and sustaining each
learner’s journey, and, for teachers, a
disinterested drive to respect and nurture
learners, who will come with a wide variety
of backgrounds and experiences.
L to R, A/Prof Franziska Trede,
Prof Della Fish, Prof Linda de
Cossart, Dr Narelle Patton
Papua New Guinea delegation
In conjunction with the Division of
International Education and Partnerships,
Division of Learning & Teaching hosted a
delegation from the University of Papua New
Guinea in March 2017. Online education
is growing in PNG and members of the
delegation were impressed with how staff
at CSU work together to deliver learning
online. They were very interested to see
the nexus between the academic and the
work of the educational designer. They went
away with an appreciation of the importance
of team design, development and delivery
and excited about developing the capacity
of their staff to work in similar ways.
L to R, Professor Mange Matui (Pro V/C
Academic and Student Affairs), Janet
Rangou (Acting Associate Director Programs
& Production, UPNG Open College), Prof
Val Peachey (Acting Director, CSU Learning
Resources) and Professor Harinarayana
(Executive Director - Open College).
China Visit
CSU was invited to be part of a delegation
accompanying the NSW Premier to the 26th
NSW-Guangdong Joint Economic Meeting
in Guangzhou and Shenzhen, China. 2017
is the 38th anniversary of NSW/Guandong
sister state relationship, the oldest in China.
Most overseas Chinese originate from
Guangdong Province. There were three
streams: FinTech, MedTech & EdTech. CSU
being part of EdTech was profiled as the
largest online education provider in Australia.
We highlighted our long-term education
partnerships with Chinese universities
and the work of our online incubator,
u!magine. Discussions centred around the
quality of online learning; the intersection
of no-campus learning and on-campus
learning; our idea for a Virtual Colombo
Plan; and their work on a Credit Bank.
L to R, NSW Premier, Glzadys Berejiklian,
with CSU PVC, Professor Sandra Wills,
in Guangdong, China, December 2017
Division of Learning and TeachingReport to the University 19
Division of Learning and TeachingReport to the University20
Graduate Learning OutcomesThe CSU Graduate Attributes Policy
was changed in 2017 to require the
incorporation of GLOs during the review
process for all undergraduate courses
and professional entry courses of duration
greater than one year. As a consequence,
the number of courses requiring input from
GLO Advisors has effectively multiplied
by a factor of five to ten, depending on
Faculty. The focus of 2017 has been to
create a coherent approach to GLOs,
to build a bank of resources to support
Course Directors, to streamline the quality
assurance requirements, and to inform and
empower academics to take responsibility
for the inclusion of GLOs in their courses.
Staff
GLO Manager, Dr Bruce Stenlake, was
appointed in March 2017 to bring a
coherent and effective approach to the
inclusion of GLOs in courses. Along
with a stable roster of GLO Advisors,
a network of GLO Gurus has now
been established with representatives
from each Faculty. These teams work
together to share innovative examples
of GLO implementations in courses,
assessments and teaching practices.
Course Design and GLO Mapping
GLO Advisors provided advice and feedback
in CourseSpace in 2017. The GLO data
visualisation project has developed a quick,
robust system to assist Course Directors
and supporting Educational Designers in
identifying GLO inclusion in new courses
and established courses under review.
Recognition
Subject badges have been developed
to help students, subject coordinators
and course design teams understand
the GLO content in subjects.
A process has been outlined for the
Yindyamarra Award (working title), a
student award for achieving change agent
GLOs in the classroom and beyond.
Communication
For academic and professional staff,
awareness of the GLOS and the resources
available to support their development in
courses and subjects has been promoted
through GLO team presentations at
CSUed and at Faculty events.
For students, posters have been put up
on major campuses to promote curiosity
and understanding of the GLOs.
The Graduate Learning Outcomes page
on the Division of Learning & Teaching
website now includes targeted GLO
information in the form of Introductory
Guides. The CSU Graduate Learning
Outcomes Interact2 self-enrol organisation
is continually updated with exemplars
of assessments for individual GLOs.
Agents of Change
Three hubs have been created for the
change agent GLOs to provide richer
resources to support course design teams.
The three change agent GLOs (Global
Citizenship, Sustainable Practices and
Indigenous Cultural Competence) now
have safety net subjects, including IKC100
Indigenous Health, Global Citizenship
subjects, and a Sustainable Practices
subject in the Faculty of Science.
GLO
Ad
viso
rs Deb Wheeler – Academic Literacy and Numeracy - [email protected] Susanna Back – Information and Research Literacies, Digital Literacies - [email protected] Bruce Stenlake – Ethics and Professional Practice - [email protected] Paul Worsfold – Lifelong Learning - [email protected] Melinda Lewis – Indigenous Cultural Competence - [email protected] Sheeja Samuel – Global Citizenship - [email protected] Jonathan Howard – Sustainable Practices - [email protected]
Citizenship
Achievement
Leadership
GLO data visualisation screen
The Indigenous Curriculum Implementation
Plan sets priorities and targets for 2017 to
2020. Developed as the result of a year-long
process and completed in December 2017, it
supports the CSU 2020 goal to improve the
education and lives for Indigenous Australians.
Chaired by the PVC Learning & Teaching,
the Indigenous Curriculum Working Party
ICWP included Associate Deans Academic
from each Faculty (or their nominee), an
Indigenous academic, Head of School
of Indigenous Australian Studies/Chair of
Indigenous Board of Studies, and from the
Division of Learning & Teaching: Director of
Learning Academy, Indigenous Curriculum
and Pedagogy Coordinator, GLO Indigenous
Courses and Resources Lead, Director of
Learning Design, Course Design Lead.
The final Implementation Plan covers
four elements: Policies, Procedures &
Communication, Course & Subject Alignment,
Professional Development, and Learning
Resources (see diagram below). The
number ONE priority is Course and Subject
Alignment with the other three elements
underpinning or foundational to achievement
of that goal: alignment of all undergraduate
and professional entry courses by 2020.
Gulaay supports the elements of the ICWP plan
through its ongoing work to align all courses to
the Indigenous Cultural Competence Graduate
Learning Outcome (GLO). In 2017, the Gulaay
team participated in the working party, and in
ICWP and course reviews, and coordinated
‘online, on campus and on-country’ learning
and teaching, including an immersive on-country
experience and smaller cultural immersion
events on campuses (see diagram below).
In November 2017, CSU and communities
journeyed 29 people west to Menindee to sit
with Ngiyaampaa Elder Aunty Beryl Carmichael
to listen and learn cultural ways and forms of
respect. An important part of this 9th journey
since 2010 was the commitment by the
Wiradjuri Elders from Bathurst to journey with
us, learning from stories and the creation of
an artwork depicting the Ngiyaampaa ways
of knowing, being, doing and valuing.
Working Together to Implement the Indigenous Curriculum
Indigenous Curriculum Implementation and the ICC GLO
Policies, Procedures &
Communication
LearningResources
ProfessionalDevelopment
Course &Subject
Alignment
Course and Subject Alignment• Embedding IKC subjects - SIAS
• Curriculum mapping: content and assessment; rubrics• Course review & feedback cycles
• ICC GLO embedding - core curriculum elements• Scholarship of teaching & learning
• Academic identities & indigenist standpoint• Privileging Elders’ voices
• Facilitation skills - Capstone projects
Learning Resources• Cultural guidelines for content
• ICC GLO Library Guide• Cassie’s Story 3
• Student Views, Learning Analytics• DOMs archive/Gulaay housed media
• GLO ICC Yammer group• #CSUICC Twitter; @GulaayCSU
Policies, Procedures & Communication• Indigenous Australian Content in Courses Policy
• Graduate Attributes Policy• GLO Advisors/Gurus
• Champion the Champions project• Presentations to course teams, Schools, Faculties
• Raising student awareness of ICC GLO• IBS Governance
Professional DevelopmentOnline, On campus, On-country - the “journey within”
• ICCP stand-alone program• ICCP in the GCLTHE & PG courses
• Blended workshops• Cultural immersion camps
• Webinars in 2018• External PD
Supported by Gulaay
Year Completed
ICCP Number of staff completions
2015 402
2016 248
2017 72
TOTAL 722
Gulaay participated in course reviews
across all disciplines
Professional development is
supported through the three-stage
Institutional Indigenous Cultural
Competency Program privileging the
voices of the Elders and knowledge
holders, the student experience, and
the ‘journey within’ for participants
Inclusion of foundational content
Number of courses
Finalised 23
In Progress 40
Seeking Exemption 3
Learning with and from the Bathurst Wiradjuri Elders has provided welcomed opportunities to enhance her cultural mentoring since Melinda joined the Gulaay team in June 2017.
MELINDA LEWISGLO COURSES & RESOURCES LEAD(INDIGENOUS CULTURAL COMPETENCE)
21Division of Learning and TeachingReport to the University
Background photo © 2017, CSU photographer Kate Rose
Division of Learning and TeachingReport to the University 21
Division of Learning and TeachingReport to the University22
CSUed 2017The 2017 CSUed conference, Valuing
Teaching: CSU’s Distinctive Learning
Experience, was held on the CSU Orange
Campus in June. Co-hosts
A/Prof Kogi Naidoo (Director, Learning
Academy) and A/Prof Philip Uys (Director,
Learning Technologies) extended a
warm welcome to all participants in
the cold of mid-winter in Orange.
About 130 CSU academic and professional
staff were able to get together, meet and
network face-to-face, share our practices
and seek out innovative strategies aimed at
enhancing our student learning experiences
in a welcoming and collegial environment.
Staff from all units within the Division
partnered with participants from the Faculties
and other CSU Divisions to present panel
sessions, workshops and symposia, poster
presentations and roundtable sessions
related to the conference themes.
The conference was designed around four
distinct but related themes that aligned
with the CSU Strategic Direction 2017-
2022 and addressed how the CSU Values
- of being Insightful, Inclusive, Impactful
and Inspiring - can guide our day-to-day
learning and teaching activities to build
capacity in our students, our communities,
our colleagues and ourselves:
1. Integrating the CSU Values into
our teaching practices.
2. Creating a distinctive student
experience through the Graduate
Learning Outcomes.
3. Transforming the student
online experience.
4. Transforming the student on
campus experience.
Conference attendees also took the
opportunity to attend the six pre-conference
workshops on: Sustainable Practices,
Online Learning Model, Analytics in
Learning and Teaching, Strategies for
Blended Learning, Workplace Learning,
and Applying for Promotion.
Feedback from the attendees highlighted
the value of sharing teaching and learning
practices and the networking relationship
building opportunities afforded by CSUed.
The poster session with CSU sponsored
wine was very popular and was attended
by most delegates. Staff were encouraged
to share their hot teaching tips and hints
for aligning the CSU Values to GLOs.
The most popular tips posted for each
of the nine GLOs were rewarded with
$50 Co-op Bookshop vouchers.
The student voice panel has become a
feature of CSUed and this year’s panel again
provided great insight into the student
perspective and experience related to the
themes of the conference.
Valuing TeachingCSU’s Distinctive Learning Experience
Insightful Understanding people
and the world
Inclusive Stronger together
Impactful Outcome driven
Inspiring Leading for the future
Information &Research Literacies
Indigenous CulturalCompetence
Global Citizenship
Sustainable Practices
Professional PracticeAcademic Literacy &Numeracy
Lifelong Learning
Ethics
Digital Literacies
CA
PAB
LE P
RO
FES
SIO
NA
LS AG
ENTS
OF C
HA
NG
E
CAP
AB
LE P
RO
FES
SIO
NA
LS AG
ENTS
OF C
HA
NG
E
Graduate Learning Outcomes
Professional Practice: Demonstrate knowledge, capabilities, practices,attitudes, ethics and dispositions of their discipline or profession.
Digital Literacies: Critically harness digital literacy for professional practice and research and demonstrate digital citizenship in online learning, professional and social communities
Information & Research Literacies: Demonstrate capability as inquirers tolocate, evaluate, manage, and use information and research to develop and guide their own knowledge, learning, and practice
Academic Literacy & Numeracy: Demonstrate the literacy and numeracy skills necessary to understand and interpret information and communicate according to the context
Ethics: Exhibit ethical decision making and reasoning to identify creativesolutions to ethical problems
Lifelong Learning: Critically appraise and continue to develop personal and professional capabilities
Indigenous Cultural Competence: Practise in ways that show a commitment to social justice and the processes of reconciliation based on understanding the culture, experiences, histories and contemporary issues of Indigenous Australian communities
Global Citizenship: Use their understanding of diversity and the ‘common good’ to work constructively, respectfully and effectively with local and global communities and work places
Sustainable Practices: Engage with ethical and sustainable practices that meet the needs of the present without compromising the ability of futuregenerations to meet their own needs and those of the environment
Share your good teaching practices
Identify a teaching practice that incorporates a specific Value and use the appropriate flip chart to describe that teachingpractice.
Identify a distinctive teaching practice or learning experience that aligns a specific Value with one or more GLOs and use the appropriate flip chart to describe that teaching practice.
All contributions will be in the running for a prize. One prize will be awarded for each of the Values.
Use the flip charts provided to share how you incorporate the Values and GLOs in your teaching practices
Values in the Division
CSU Values underpin our ethos represented by the phrase
Yindyamarra winhanganha. The CSU Values were launched
in late 2016, and Division of Learning & Teaching staff
attended Values ambassador training in late 2016 and early
2017. Following on from this, the Values in DLT group,
comprising ambassadors and other interested staff, met
regularly to promote the Values within the Division and
investigate ways of working collegially.
Guidelines for evidence for achievement of Values in
the Professional domain and Academic domain were
developed to support recognition of our staff who are living
the Values and promote approaches that incorporate the
Values in our work and our interactions. Values champions
from within the Division were featured in the Autumn 2017
InsideDSL newsletter.
Values ambassadors ran workshops in Wagga, Albury,
Bathurst and online to formally introduce the Values to all
staff in the Division in July 2017. These sessions promoted
lively discussions and will be followed up with workshops in
each of the units to work together on Values priorities in the
different units.
Workplace LearningMaking WPL a transformative
student experience through
strong teaching relationships
between university and industry
A vibrant and dynamic workplace
learning workshop was held in Orange.
The pre-CSUed conference workshop
was hosted by Professor Franziska
Trede, and co-facilitated by Prof Wendy
Bowles and Dr Narelle Patton.
The first session, Making WPL Distinctive at
CSU, was well attended by CSU workplace
learning staff. The WPL film Mid Placement
Visit triggered a lively discussion about
good practices for supporting students and
workplace supervisors during placements.
Ways of bridging spaces between
supervisors, students and university
liaisons were explored. This naturally
flowed into a discussion of WPL good
practice guideline 3. Establish and maintain
collaborative, reciprocal partnerships.
The second session, University Industry
Partnerships, highlighted the importance
of timely, authentic and constructive
communication between the university,
workplace supervisors and students to
developing and sustaining respectful and
productive partnerships. Industry guest
speakers, pharmacist Tim Denham and
social workers John Burns and Noreen
Edmeades described challenges and
rewards of supervision and underscored
the value of vibrant university-industry
partnerships for educating our
students for the future workforce.
The afternoon concluded with a campus
tour led by Dr Heather Robinson, Head
of Campus. Those participants who
braved the dark and chilly Orange evening
were rewarded with an interesting tour
of the high quality and diverse teaching
facilities on the Orange campus.
Curriculum Transformation: HERDSA 2017
Sponsored by the Deputy Vice-Chancellor
(Academic) and facilitated by the Learning
Academy, 15 CSU delegates attended
the HERDSA Curriculum Transformation
Conference in 2017. Drawn from Faculty
Learning & Teaching Leadership teams
and Course Directors, the group took
a coordinated approach to cover all
key themes at the conference to bring
back to CSU current national Curriculum
Transformation perspectives.
Discussing the challenges faced in
curriculum transformation and the
potential future solutions, the three conference streams included: Whole of institutional transformation; Embedding employability into curriculum transformation to create career ready graduates; Harnessing the student voice by
fostering students as change agents.
CSU HERDSA Delegates 2017, L to R, Pam Roberts, Kogi Naidoo, Elizabeth Thomson, Narelle Patton, Lucy Webster. Other delegates not pictured were
Warwick Baines, Rachel Richardson, Will Letts, Ben Wilson, Caroline Robinson, Cate Thomas, Kath Attree, Arif Khan, Franziska Trede, Deb Clarke.
Workplace Learning Good Practice Guidelines
1. Create purposeful designs that align with learning outcomes2. Select WPL experiences tailored to student and host needs3. Establish and maintain collaborative, reciprocal partnerships4. Ensure students are comprehensively prepared for WPL experiences5. Provide constructive and timely support during WPL experiences6. Facilitate constructive post-WPL reflection for students and WPL partners7. Ensure rigorous and fair assessments of student performances and outcomes
with WPL partners8. Evaluate WPL program and revise systems and actions in consultation with
WPL partners
Curriculum Quality: ICDE 2017
The webinar Perspectives on Quality Processes in Distance and Online Education in Higher Education in Oceania, was a mini-regional meeting sponsored by the International Council for Open and Distance Education (ICDE) and the Australasian Council on Open, Distance and e-Learning (ACODE). Held in November 2017, the webinar was hosted by A/Prof Philip Uys, Director of Learning Technologies and facilitated by Prof Val Peachey, Professor of Open Education, both from CSU.
A panel of four experts shared how the quality processes from their respective institutions/regions impact curriculum design, development and delivery. Each presentation was followed with an opportunity for questions and answers. The 52 attendees engaged in lively broad-ranging discussions that were encouraged by asking invitees to share one of their institution's quality processes in the webinar Google document.
A/Prof Elizabeth Thomson, Director Learning Design presented on Quality in Course Design at CSU
Division of Learning and TeachingReport to the University 23
Division of Learning and TeachingReport to the University24
The Australian Awards for University Teaching are a federally funded scheme administered by the Department of Education and Training.
The HEA has named 16 CSU academic staff
as Fellows of the Academy for excellence
in teaching and learning practice. In July
2017, the Vice-Chancellor acknowledged
the 16 CSU staff members for their
commitment to Learning and Teaching in
Higher Education at a Higher Education
Academy Fellows’ Luncheon by reading out
a citation and presenting them with a gift.
HEA Principal Fellows at CSU are:
Professor Tim Wess (2017);
Associate Professor Kogi Naidoo (2016);
and Professor Joy Higgs (2015).
Principal Fellowships recognise
experienced professionals with
demonstrated records in institutional
strategic leadership and policymaking
in the area of teaching and learning.
HEA Senior Fellows at CSU are: Associate
Professor Janelle Wheat (2017); Associate
Professor Maree Simpson (2017);
Dr Patricia Logan (2017);
Dr Lucy Webster (2017);
Associate Professor Michael Curtin (2015);
Associate Professor Ben Wilson (2015);
Associate Professor Elizabeth Thomson (2015);
Dr Lindy Croft-Piggin (2015);
Dr Deb Clarke (2015);
Dr Jenni Munday (2015);
Dr Narelle Patton (2015);
Dr Pam Roberts (2015); and
Dr Barb Hill (2015).
LEFT: Dr Louise Pemberton is a lecturer in biomedical sciences in the School of Community Health at CSU in Albury-Wodonga. In 2017, she was awarded a Citation for Outstanding Contributions to Student Learning, recognising her contribution to student learning over a sustained period. In particular, the award recognised her distinctive approach to engaging students in Biomedical Science concepts, including the employment of role play scenarios and the use of Lego to demonstrate interactions between prescription drugs. Dr Pemberton received her Citation during a ceremony in Sydney at the Museum of Contemporary Art in September, 2017.
LEFT: In 2016 Dr Laura McFarland was awarded a Citation for Outstanding Contributions to Student Learning, recognising her sustained excellence in scholarship in early childhood education that enhances student learning by connecting research, families and communities. In particular she was recognised for her unique methodology in using real-life experiences to help guide pre-service teachers in applying research to their work with families and communities.
L to R, Prof Lindsay Parry, Dr Tamara Browne, Dr Andi Salamon, Dr Angela
Fenton, Dr Laura McFarland, Tania Cowgill, A/Prof Kogi Naidoo, Prof Leslie
White at the 2016 award ceremony.
Division of Learning and TeachingReport to the University
Staff Excellence Recognised
The Higher Education Academy (HEA) in the United Kingdom awards international professional recognition for experience and expertise in university teaching.
Some of the current Fellowship recipients meeting with Vice Chancellor Andrew Vann in July, 2017.
24
Promotion SuccessThe profession of “academic” is not an easy
one to enter, not least because the role
lacks the explicit standards and definitions
developed by other professions. However,
a decade of work in Australia and UK on
defining the teaching-related aspects of
an academic’s role sheds new light on the
role holistically. Building on the research
on teaching-related roles, Charles Sturt
University, as part of its review of academic
promotions policy and procedures, has
developed The CSU Academic, a framework
to describe all academic activity.
The framework is the basis for A Guide
to Evidence in Promotion in which
evidence for the three domains and six
dimensions are laid out by academic
progression, Levels A to E, for the first
time making standards explicit.
Three domains by which academic
work at CSU is now framed are:
• Promoting Learning;
• Influencing University,
Profession, Community;
• Creating Knowledge.
The three domains are scoped
using six dimensions:
• Personal and professional development;
• Student engagement and learning;
• Application and integration
of scholarship;
• Design and development;
• Discovery and extension
of new knowledge;
• Leadership and collaboration.
Since implementation, success
rates for promotion have improved,
especially for the Promoting Learning
and Influencing domains, which
academics previously perceived as not
adequately recognised in promotion.
Year # applications % promoted Main improvement2014 before
standards
26 62
2015 with
standards
41 66 Level C success rate increased 19%
2016 with
standards
49 69 Level C improved success rate
maintained
Level D applications doubled
Level D success rate increased 16%
2017 with
standards
52 81 All levels improved success rate
Improved success rates for
Promoting Learning and Influencing
Applying for PromotionSupporting staff and increasing the
chances of getting promoted.
This very successful CSUed pre-conference
workshop was attended by staff considering
applying for promotion. Facilitated by
A/Prof Kogi Naidoo and Christine Klimpsch,
lively discussions and a Question and
Answer session followed on from three
great presentations from Dr Denise Wood,
Dr Caroline Robinson and A/Prof Maree
Bernoth who were all successful in the
last round of staff promotions. Building on
previous information sessions from Deputy
Vice-Chancellor (Academic), Professor
Toni Downes, Deputy Vice-Chancellor
(Research), Professor Mary Kelly, and
Pro Vice-Chancellor Student Learning,
Professor Sandra Wills, the workshop
provided staff with the opportunity to:
• hear hints and tips from academic
staff who were promoted recently
• consider what evidence to present
that will best promote themselves and
their impact (The CSU Academic)
• bring along their own applications
to reflect on/review and have
their questions answered.
The workshop and information sessions
have led to increased numbers of staff
applying for promotion and an increased
proportion of them using appropriate
evidence to support their applications.
Division of Learning and TeachingReport to the University 25
Division of Learning and TeachingReport to the University26
Opening Pathways for CSU StudentsIn support of the CSU position as the
number one provider of employment
opportunities for its graduates (Good
Universities Guide, 2018), CSU’s Open
Pathways initiative, part of the Transform
Online strategy, provides increased flexibility
and options for potential students to
explore the myriad of careers that CSU has
to offer. Combining their complementary
skills and talents to lead this important
undertaking are Professor in Open
Education and Strategic Advisor, Valerie
Peachey and Professor David Cameron,
Director of the Learning Resources Unit.
The Open Pathways model starts with a short free taster or introduction to an area or subject, offered either through CSU’s Blackboard Open platform, the Open Educational Resource Universitas, or openlearning.com, an Australian company with a deep reach into the Asian and Australian markets used by as many as 950,000 people.
Students can then transfer the subject into a CSU degree, receive a prior learning credit, or complete a deeper dive into a single CSU subject. It’s a win for students, as they have an alternate degree pathway; it’s a win for the stakeholders as they can
generate a welcome new source of revenue.
An MOU has been signed between
Australia’s largest provider of distance
and online learning and mega-university,
the UK Open University. The two
universities will collaborate on professional
learning opportunities for their staff
about online learning, curriculum design,
learning analytics and evaluation.
PVC CSU, Prof Sandra Wills (right) and
PVC OU, Prof Hazel Rymer (far right)
virtual signing the MOU
Above: Andrew Cameron, Lecturer in Theological Ethics and Director of St. Mark’s National Theological Centre in Canberra, being filmed by Learning Resources Unit’s David Cameron and Adam Webster for the “Connected You” taster, in production and due for release in early 2018.
MOU with UK Open University
Open Pathways has gained momentum in Schools and Divisions across all areas of
the university. As one of the first to enter this arena, Jonathon Howard so aptly stated:
“Ecotourism has the potential to drive economic development in less developed
countries endowed with natural beauty but without harming the environment.
This makes our ecotourism taster in Open Learning an outstanding example
of how the university’s core business of education overlaps with its mission
‘for the public good’”. (A/Prof Jonathon Howard, Faculty of Science)
Dr Lucy Webster, Sub-Dean Learning and Teaching, Faculty
of Science, shares her enthusiasm as well:
“The Faculty of Science are excited to be involved in a collaborative project
to develop an Open Taster that will allow students to experience online
learning and highlight career pathways open to them with CSU courses.”
Think Pieces
Footnotes
2017 was the fifth year that the Think Pieces
project was conducted.Last year there were
16 Think Pieces focusing on Leadership
and innovation in Learning and Teaching.
This year the theme was Creating distinctive
curricula and learning experiences at CSU and
was jointly conducted by A/Prof Philip Uys,
LTU and Prof Barney Dalgarno, u!magine.
There were 18 Think Pieces, with 1100
unique views, which provided a diversity
of interpretations of “distinctiveness”.
The incorporation of Yindyamarra Winhanganha
in lots of ways is interesting, highlighting our
collective valuing of a deep connection to our
regional environment and community. Our recent
market research has further highlighted that
segmentation of our student market is better
done on the basis of student motivations or
needs rather than demographics or enrolment
mode, which has implications for our thinking
about who we might aim to be distinctive to.
Prof Sandra Wills presented a thought-
provoking Think Piece on what transformed
online learning might look like through the eyes
of students in 2020. Entitled ‘Transforming
Online 2020: A Student’s View of CSU Online’
we follow Charlie’s experience as a CSU
online nursing student in the future while she
is talking to a friend. In her course of study,
Charlie experiences the three main elements of
the transformation which Prof Wills discusses
in her presentation including flexible study
options; extended hours teaching teams
and increased digital enhancement of both
learning resources and learning interactions.
A session at CSUED in June and a webinar
in November provided opportunity for staff
to engage with the Think Pieces and their
writers, as well as some limited responses
to the Think Pieces on Yammer.
As is now customary, the Vice-Chancellor
shared his thoughts during the webinar in
November. In discussing the notions of dialogue
versus broadcast communication in the
context of the deeper meaning of Yindyamarra
Winhanganha as an underpinning notion for
our management and change processes,
Andy Vann noted that sometimes we tend
to use a monosynchronous communication
style even though the technologies can
afford polysynchronous communication,
and that there’s a question about whether
we all need to develop new literacies!
Page URL
4 TOL: www.csu.edu.au/unistats/university-strategy/documents/TOL-Project-Definition-V3.10.pdf OLM: https://uimagine.edu.au/csulx/model
8 NORFOLK: https://www.csu.edu.au/division/learning-and-teaching/interact2_help/faculty-and-csu-staff/assessment/norfolk
9 The Pulse: https://www.csu.edu.au/division/learning-and-teaching/home/analytics-and-evaluations/the-pulse
12 Teaching at CSU: http://www.csu.edu.au/division/learning-and-teaching/home PL Calendar: http://www.csu.edu.au/division/learning-and-teaching/home/staff-learning OMS guide: http://thinkspace.csu.edu.au/onlinemoderationsystemuserguide/ Benchmarking: http://thinkspace.csu.edu.au/benchmarkingcsu/
13 PD search: http://uimagine.edu.au/csupd/VC welcome: https://www.csu.edu.au/division/learning-and-teaching/home/teaching-staff/sessional-staff
17 Peer Review Portal: http://thinkspace.csu.edu.au/benchmarkingcsu/creating-a-new-project-in-the-peer-review-portal/
18 SES Awards: https://www.csu.edu.au/division/learning-and-teaching/home/analytics-and-evaluations/eval-learn-teach-home/subject-experience-survey-awards
20 GLO: https://www.csu.edu.au/division/learning-and-teaching/home/csu-curriculum/graduate-learning-outcomes
21 Gulaay: www.csu.edu.au/division/learning-and-teaching/indigenous-curriculum ICCP: http://iccp.csu.edu.au
22 CSUed: https://www.csu.edu.au/csued/home
23 WPL film “Mid Placement Visit”: https://www.youtube.com/watch?v=Caj5gVo5PbU0
25 Promotion videos: https://ecessprod.csu.edu.au:8443/ess/portal/section/f29ae1e0-82b5-4ea8-a51a-70e9f469e92fCSU Academic: http://www.csu.edu.au/__data/assets/pdf_file/0010/1355824/The-CSU-Academic-Publication-update-FINAL.pdf
27 Think Pieces: https://www.csu.edu.au/division/learning-and-teaching/home/teaching-staff/think-pieces/think-pieces-2017
Division of Learning and TeachingReport to the University 27
Full contact details for all units in DLT are available at: www.csu.edu.au/division/learning-and-teaching
