In 2014, three new buildings will be opened
at UTS, each with a radically different design of its learning spaces. Instead
of traditional large lecture halls, and tutorial rooms with chairs and desks in
neat rows, the learning spaces in the new buildings maximise opportunities for
engaging, active learning experiences for students.
One of a number of challenges however, is
how to engage and support staff in making the significant changes to teaching
and learning required for this move. This is the focus of the Learning2014
project.
Traditional approaches to “staff
development” for higher education academics have centred around formal activities
such as Graduate Certificates in Higher Education, series of workshops on
topics such as “how to teach large classes”, specialised conferences such as enhancing
assessment, specialised journals and so on.
My experience is that these reach a small
but enthusiastic minority. So, how to engage the rest?
In thinking through an approach I have been
influenced by George Siemens (2004) Principles of Connectivist learning and
also generative theories of learning.
Academics can engage with Learning2014
through the website where there are videos explaining the links between
learning spaces and learning design, there are case studies of academics
engaged in interesting work, and a Pinterest site containing links to
interesting work in areas such as flipped learning, inquiry-based learning and
so on. Users are encouraged to annotate these and recommend others.
But access to information is not enough.
If, as Siemens’ principle notes, “Learning is a process of connecting
specialised nodes or information sources” how might these connections be
facilitated?
Several initiatives are being trialed to
facilitate these:
- four academics who have been engaged in cutting-edge learning and teaching work have been identified as “Future Learning and Teaching Fellows” to promote connections between staff in their faculties and to document their experiences via a blog;
- a number of specialised Communities of Practice have been established including inquiry-based learning to “nuture and maintain connections”; and
- a twitter feed to promote establishment of personal learning networks.
Academics also have access to
Vice-Chancellor’s grants to develop aspects of the Learning2014 model.
So, how will this play out? Will support
for building connections make a difference?
Links and References
Learning2014 website
Future Learning and Teaching Fellows
New learning spaces at UTS
Siemens, G. (2004) Connectivism: A Learning Theory for the Digital Age.
Links and References
Learning2014 website
Future Learning and Teaching Fellows
New learning spaces at UTS
Siemens, G. (2004) Connectivism: A Learning Theory for the Digital Age.
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