from “training” to “learning in a digital age” in an hdr supervision enhancement program
TRANSCRIPT
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A reflection at 12 months in a 3 year change agenda
From “training” to “learning in a digital age”in an HDR Supervision Enhancement Program
Presentation to HDR Team Peers, 29/8/2016Dr Merilyn ChildsAssociate Professor & ConvenorSupervision Enhancement [email protected]
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About this presentationProposition: “Training” and “registration” dominateHDR Supervision Enhancement in Australian Universities.This is a problem.
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Prequel
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No studies have been done that test the assumption that a causal relationship
exists between Supervision Enhancement Programs/the registration of HDR Supervisors/
and institution-wide quality HDR supervision practice.
It’s highly doubtful such a study could be successfullyconceived or conducted.
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Even useful developments, such as Luca’s (2014) Good Practice Framework; the ACOLA Review (2016); James & Baldwin’s (1999
) 11 Practices, lack connectedness tothe broad life of an academic’s work; theories
of cross-institutional cultural change; and thinking aboutauthentic spaces & places that sustain academic development.
This presentation is hopeful, but understands the limitations ofprogram level innovation.
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The training discourse
Higher Education Standards Framework (Threshold Standards 2015, p.9
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Eg Ongoing dominance of “first generation” thinking in Higher Education academic development.
Lack of funding to do anything differently.
The training discourse
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Content
Didactic, teacher-centred
Process
Dialogic, learner-centred
Directed training (we want you tobe good at supervising, so we’ll tell you how in mandatory workshops. And register you)
Normal:
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Melbourne
Sydney
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But – we actually know quite a bit about academic development, institutional change, and best practice in CPD
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For example – we know that an academic’s stage of career is important to meaningful CPD
Making Evidence Count
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We know that academic work is changing
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We know that signature & discipline pedagogies shape practice
Examples 1 & 2
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We know that academics can learn from many in complex, networked ways (Ling 2009, Childs et al 2013)
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We know we are supervising in a digital age…
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..and that HDR supervisors need to develop digital literacies in “next generation” spaces.
Goodfellow et alNext Generation
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We know that academics have strong professional viewpoints – good! it’s their job!
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..and we have known for some time that transfer of learning is a problem in off-the-job formal training, especially without purposeful “learning ties”
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We know what good induction looks likeSo, what else is possible?
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A balance of connectedstrategies
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Content
Didactic, teacher-centred
Process
Dialogic, learner-centred
Directed learning:• Mental Health First Aid• Supervisor’s Toolkit• Some Faculty based workshops• Popup (incl peer review and
promotions)
• Annual Forum• Cultural Competence Module
(case-based learning)
• Self-directed learning• Social learning (Faculty strategy)
• Problem based learning (Initial SEP)• Case based learning (Adjuncts)• Social and interest-based learning
(Faculty strategy)• Peer support (Faculty Champion)
A balance of connected strategies by December 2018:
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Introduce self-directed, ubiquitous “interest-driven” learning, 2016
Stage 1, 2016
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RebuildArchitecture
Stage 1, 2016
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So far, feedback has been positive*
*There will be a report at the end of 2016
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2017Stage 2, 2017: Redesign learning, policy & practice
There will be a report of progress & evaluation mid-2017)
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Thankyou.
No Wookie was hurt in the transformation of the Supervision Enhancement Program
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Thanks to the creative genius of DocChewbacca for all images in thispresentation
Creative commons license https://creativecommons.org/licenses/by-nc-sa/2.0/
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Things I said @MerilynChilds during 2016 about #HDR Supervision
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For great examples of CPD scroll on