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Kim AtkinsonGail Fluker
Leanne NgoMary Dracup
Trish McCormick
December 2009
Introducing a learning repository using a blended professional development
approach
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Why the learning repository was introduced at Deakin
• Improve staff access to and sharing capability of high quality media assets and course materials
• Benefits to learning by allowing exemplars of good use to be easily accessible
• Encouragement for staff to increase use of e-learning resources without the need to start from the beginning
• Easier coordination of material compliance for copyright• Allowed Deakin to better capture and preserve course
material for future use
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Blended approach to professional development
• Hands-on face-to-face workshops with teaching and learning focus - combination of both the pedagogical and technical aspects of teaching
• Online self-paced modules• Customised and individualised one-on-one sessions• Authentic learning and context• Educational design• Online teaching strategies
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Blended approach to professional development (continued)
• Self-help online resources – Quick guide– Step-by-step guide– Video guide
• ITL Support Service providing just-in-time support• Teaching and learning communities wiki – emphasis on peer
support• Further expert support also available
• Learning Systems – Knowledge Media Division• Information Services Division help desk
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Challenges and issues identified in the literature
• Operational and pedagogical– Culture of repository to reflect community requirements (Holden,
2003; Margaryan et al., 2007)– Need to build communities that support the repository, rather than
just building the repository (Philip et al., 2008)– High standard of metadata (Currier, Barton, O’Brierne & Ryan, 2004) – Quality assurance issues (Bates, Loddington, Manuel & Oppenheim,
2007)– Technology usability and interoperability issues (Henty, 2007)– Organisational constraints on use (Manuel & Oppenheim, 2006)– Cultural mindsets of academics in relation to sharing (Venturi & Bessis,
2006)– Roles and responsibilities with open access and research data (Henty,
2007)
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Challenges and issues identified in the literature (continued)• Professional development programs
– Professional development facilitators to have good knowledge of technology (Hanson & Carson, 2005)
– Also have good understanding of how to use the technology to support teaching and learning (Hanson & Carson, 2005)
– Design of material focusing on ‘how it works’ and ‘what is possible’ (Torrisi-Steele & Davis, 2000)
– Collegial support in sharing experiences (Ellis & Phelps, 2000)
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Our major specific challenges
• A focus on technical and compliance aspects rather than pedagogy and enhancing teaching and learning
• Lack of additional funding to resource the professional development program during the initial implementation
• Constant ongoing changes to the working interface of the learning repository itself
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Creation of the professional development program
• Some staff involved from initial pilot stage through to conducting the professional development
• Informed by literature review• Advice from expert group
– Diverse range of members– Involved in user testing at every stage
• Project owners developed communication and training plan in consultation with Institute– Goals and responsibilities– Communication channels with stakeholders– Release schedule– Plans for train-the-trainer sessions– Proposed professional development program
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Overview of the hands-on face-to-face workshops
• Across three campuses• Two facilitators per workshop• Two and a half hours in length• Discussion of benefits of using the learning repository in
enhancing teaching and learning• Overview of available collections• Step-by-step demonstration combined with authentic
practice activities• Tips for effective use of the repository• Guest presenters providing expert knowledge and current use
experience
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Overview of thewider professional development program• Tailored workshops • Individualised one-on-one consultations• Just-in-time support• Informative website:
− Tips for use− Teaching strategies− Self-help guides– Overview of the collections – Information on where to obtain further support
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De-centralised partnership model for ongoing support
• Institute of Teaching and Learning Support Service• Information Technology Services Division
– technical support and initial trouble-shooting
• Knowledge Media Division Learning Systems staff– advanced technical support and upgrades
• Library staff – advice on e-readings
• Copyright team – information on third-party collections
• Faculty academic development staff
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Feedback and continuous improvement
• Many good comments received in relation to the initial round of workshops and overall professional development program
• Changes have been made as a result of feedback including– revising workshop to include effective balance of theory and practice
and maintain a better flow of demonstration and practice to more accurately reflect the real-life usage of the system
– revising the online help-guides to also better reflect the real-life usage of the system
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Future directions
• Online self-paced module• Dedicated community of practice• Good practice exemplars• FAQs on the teaching and learning online wiki• Workshop guest speakers discussing examples of innovative
use of the learning repository
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Questions?
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