From Confidence to Creativity - the year ahead for the teaching practitioner

From Confidence to Creativity - the year ahead for the teaching practitioner

• 1.
  From confidence tocreativity: Emerging design opportunities for teaching and learning practice within the new hyflex educational landscape. Professor Steven Warburton, Executive Principal Education Futures, University of New England, NSW, Australia CDE Seminar: the year ahead for the practitioner. 3rd March 2022, 1am to 2am AEDT Slide 1 of 11
• 2.
  The University ofNew England respects and acknowledges that its people, courses and facilities are built on land, and surrounded by a sense of belonging, both ancient and contemporary, of the world’s oldest living culture. In doing so, UNE values and respects Indigenous knowledge systems as a vital part of the knowledge capital of Australia. We recognise the strength, resilience and capacity of the Aboriginal community and pay our respects to the Elders past, present and future. Acknowledgement of Country Pictured: Warwick Keen “Always was, always will be” 2008 Gifted by the artist to UNE in 2008 Slide 2 of 11
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  Context • The Universityof New England (UNE) is a public university in Australia with approximately 22,500 higher education students. • UNE was the first university in Australia to be established outside of a capital city and became an autonomous, degree-granting institution in 1954. • UNE has remained one of Australia’s largest providers of distance education. • Approximately 85% of our students study off campus. Slide 3 of 11
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  Covid19 – Circuitbreaker? Slide 4 of 11 Has the pandemic has truly been a circuit breaker for traditional models of education? If “hyflex” is here to stay then how do we define the new skillset required to operate within this environment and how do we flex this newly developed muscle in meaningful ways? In exploring these questions, I suggest that the affordances of a more flexible educational landscape offer exciting design opportunities for both creative pedagogy and the architecture of hybrid learning spaces.
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  1. People 2. Time 3.Space 4. Data 5. Design The year/s ahead for the practitioner in five domains … no digital … !? Slide 5 of 11 Five threads provocations and themes for the year/s ahead.
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  1. People –moving beyond binaries Professional Academic Third space Slide 6 of 11 The importance of recognition and reward in the third space has grown.
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  2. Time –resetting the rhythm of business Slide 7 of 11 From f-2-f to online examinations, to rethinking assessment for learning, to removing defined end of trimester assessment periods, to then releasing the institution from the tyranny of the academic calendar and changing the rhythm of university business
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  from hybrid to… 3. Space – to place and placemaking Slide 8 of 11
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  … to hyflexmash-ups using the concept of place and placemaking to add value and meaning to distributed teaching, learning and settings.
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  Pass Rate Retention 4. Data anddatafication – closing the loop on student success 360 degree view - the learning analytics ecosystem: • academic progression, persistence; • wellbeing; • multiple touchpoints, advising; • early interventions; • impact and ethics; Slide 10 of 11 Ensuring intentional relationships are developed between institutional BI actions, academic insights and learning analytics to close the loop on student success, progression and well being.
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  CORE TEAM Facilitator UNE Service Designer UNE Business Analyst TEAM 4-6UNE staff SPRINT TEAM multi-functional SME* 4-6 UNE staff INTERVIEWEES 8-12 ‘end-users or customers’ ADDITIONAL RESOURCES To test the prototype(s) To unpack problem, co-design solutions and share back insights *Subject Matter Expert External e.g., industry partners (n=? as appropriate) 5. Design – from current confidence to future creativity Slide 11 of 11 Design thinking methodologies encourage: - team-based working; - avoidance of silo mentality; - innovative problem solving; - shared endeavour; - shared rewards and recognition; - organisational agility and capability uplift.