Abstract
| Original language | English |
|---|---|
| Title of host publication | ASCILITE 2018 Conference Proceedings |
| Subtitle of host publication | Open Oceans: Learning without Borders |
| Editors | Malcolm Campbell, Julie Willems, Chie Adachi, Damian Blake, Iain Doherty, Siva Krishnan, Susie Macfarlane, Leanne Ngo, Marcus O'Donnell, Stuart Palmer, Lynn Riddell, Ian Story, Harsh Suri, Joanna Tai |
| Place of Publication | Australia |
| Publisher | Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) |
| Pages | 142-150 |
| Number of pages | 9 |
| Publication status | Published - 2018 |
| Event | Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education 2018 - Deakin University, Geelong, Australia Duration: 25 Nov 2018 → 28 Nov 2018 Conference number: 35th |
Conference
| Conference | Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education 2018 |
|---|---|
| Abbreviated title | ASCILITE 2018 |
| Country | Australia |
| City | Geelong |
| Period | 25/11/18 → 28/11/18 |
Keywords
- Change
- Educational Designers
- Learning and Teaching
- Teacher professional learning and development
Cite this
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Change is difficult : Making it happen and making it stick. / Hook, Josephine; Macfarlan, Barbara; Smith, Tammy.
ASCILITE 2018 Conference Proceedings: Open Oceans: Learning without Borders. ed. / Malcolm Campbell; Julie Willems; Chie Adachi; Damian Blake; Iain Doherty; Siva Krishnan; Susie Macfarlane; Leanne Ngo; Marcus O'Donnell; Stuart Palmer; Lynn Riddell; Ian Story; Harsh Suri; Joanna Tai. Australia : Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), 2018. p. 142-150.Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Other › peer-review
TY - GEN
T1 - Change is difficult
T2 - Making it happen and making it stick
AU - Hook, Josephine
AU - Macfarlan, Barbara
AU - Smith, Tammy
PY - 2018
Y1 - 2018
N2 - Monash University is transforming its educational offering with a focus on students actively engaging in their learning experiences with educators changing their teaching practice so as to make that happen. The disruption to traditional approaches to education through innovative curricula, multi-faceted modes of delivery and purposeful learning spaces is challenging our educators to think about how students learn, and how to provide students with a quality educational experience. The University has employed a group of Educational Designers (EDs) and embedded these in each of the ten faculties to lead the change. The EDs interpret and implement the University education agenda within their faculties, partnering with academics to innovate teaching and learning across the University. This paper draws on case study methodology utilising two case studies, from the Arts and Science Faculties, to demonstrate how the EDs have enabled sustainable educational transformation. Despite working across ten faculties with various foci for enhancement, the EDs have coordinated their efforts to build staff capacity and resilience through a range of practical support strategies and programs. The strength of this support is grounded in the relationships that they are able to develop with our academic partners over time.
AB - Monash University is transforming its educational offering with a focus on students actively engaging in their learning experiences with educators changing their teaching practice so as to make that happen. The disruption to traditional approaches to education through innovative curricula, multi-faceted modes of delivery and purposeful learning spaces is challenging our educators to think about how students learn, and how to provide students with a quality educational experience. The University has employed a group of Educational Designers (EDs) and embedded these in each of the ten faculties to lead the change. The EDs interpret and implement the University education agenda within their faculties, partnering with academics to innovate teaching and learning across the University. This paper draws on case study methodology utilising two case studies, from the Arts and Science Faculties, to demonstrate how the EDs have enabled sustainable educational transformation. Despite working across ten faculties with various foci for enhancement, the EDs have coordinated their efforts to build staff capacity and resilience through a range of practical support strategies and programs. The strength of this support is grounded in the relationships that they are able to develop with our academic partners over time.
KW - Change
KW - Educational Designers
KW - Learning and Teaching
KW - Teacher professional learning and development
M3 - Conference Paper
SP - 142
EP - 150
BT - ASCILITE 2018 Conference Proceedings
A2 - Campbell, Malcolm
A2 - Willems, Julie
A2 - Adachi, Chie
A2 - Blake, Damian
A2 - Doherty, Iain
A2 - Krishnan, Siva
A2 - Macfarlane, Susie
A2 - Ngo, Leanne
A2 - O'Donnell, Marcus
A2 - Palmer, Stuart
A2 - Riddell, Lynn
A2 - Story, Ian
A2 - Suri, Harsh
A2 - Tai, Joanna
PB - Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)
CY - Australia
ER -