02 03 Flexible Opportunities in a Digital Future: 10achievements@FLI 04 05 15 16 19 20 21 22 23 24 25 26 27 28 31 32 33


The following is a summary of our work within the FLI. It is a great exercise to summarise your work in one page only as it gets you to focus on what is important. Here they are:

1.    Designed resources to support ‘Best Practice’. These resources enable conversations in relation to BFL. The FLI has developed a number of strategies to inspire best practice at CSU. A flyer has been developed to promote the BFL strategies, as well as a DVD called Exploring good practice in blended and flexible learning at CSU: The Practitioner’s voice, and a series of video case studies (e.g. Lucy Webster Case). 
The Designing for Blended and Flexible Learning wiki
The Blended and Flexible Learning @ CSU Blog 
Social bookmarking
Media Channel 
The FLI Twitter site
ALTC Good Practice Report – Technology-enhanced learning and Teaching

2.  Lead CSU in the cultural shift towards course team approaches to curriculum renewal. The Flexible Learning Institute introduced Course Team Symposium Grants in 2011. In support of this strategy: Developed a set of principles for good practice in blended and flexible learning, as well as a ‘5 perspectives’ framework to assist course teams work towards developing a blended and flexible learning strategy as part of the Annual Course Performance Review (Part B). Course teams are encouraged to consider their course from each perspective, being guided by a series of questions and support resources that will help them interrogate and build upon existing practices.

3. Informed governance at CSU related to establishing and fostering a broad cultural shift from content- and materials-based approaches to distance education to design- and blended and flexible-based approaches as validated by AUQA 2010.

4. Established internal CSU partnerships with Learning and Teaching Services and the Education for Practice Institute to maximize cultural change. For example; in relationship to the introduction of Interact (2007-2011) and i2 (current-), mobile learning, Education for Practice and enabling technologies (the proposed NBN Project), CSUED Conferences, CSUDegree, SES.
5.  Fostered scholarly leaders. FLI Teaching Fellows have been fostered and supported to become future learning leaders at CSU, with many having assumed formal leadership roles at CSU, and in some cases receiving Vice-Chancellor Awards and ALTC citations.
6. Maximised Faculty and School based learning and teaching innovation through the Teaching Fellowship Scheme. Teaching Fellows engage in scholarship, and conduct their project at the teaching-research nexus. Teaching fellows transform both research and practice and engage in an embedded professional development opportunity to develop intensive learning and teaching projects of benefit to students, subjects, courses and Schools.
7. Positioned CSU as an expert in institutional change related to blended and flexible learning. For example, the recognition of expertise in evaluation of flexible learning through consultancies at Charles Darwin University and Curtin University. This process assists CSU to be future focussed and adaptive.
8.  Achieved strategic research partnerships with ALTC and now OLT. Commissioned to write the Good Practice Report on technology-enhanced learning and teaching (2011). Commissioned to establish a National Networking Initiative in Higher Education Learning and Teaching that involves five established collaborative professional associations (ascilite, CADAD, ACODE, HERDSA, ODLAA) and three enabling partners OLT, AARNET and Netspot 2012-2014.
9. Established sustainable strategic research. For example the FLI have developed a partnership with Massey University in relation to two research projects: In your own words: Experiences of first-time distance Learners and Fostering institutional change through distributive leadership approaches: Stories of adaptation in blended and flexible learning and distance education.
10.  In summary the FLI has enhanced CSU’s reputation as a national leader in blended and flexible learning course design, Technology-Enhanced learning, Distance Education, Distributive Leadership approaches to faculty development, and distributive learning spaces.

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