Kim AtkinsonGail Fluker

Leanne NgoMary Dracup

Trish McCormick

December 2009

Introducing a learning repository using a blended professional development

approach

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

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

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

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)

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)

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

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

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

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

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

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

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

Questions?