The context for design across courses at Sydney
Rob Ellis presentation at learning through inquiry workshop, 10th Dec 08
Cloud created by:
10 December 2008
- Context of e-learning at Sydney
- Cycles of design
- Barriers to teaching as design
- Will universities ever be configured to use this stuff – ie tools and design ideas?
- Particularly in a campus based and research intensive university?
- Idea of researcher as teacher – what are the markers of professional identity
- Go write a paper, teach what you research, NOT design what you teach
- Size is an issue – Sydney is a large institution
Cycles of design in relation to ICTs
- Avoidance ca. 40% - too busy, not relevant, no money, no support
- Toe in the water ca. 40% little above information based and minor changes
- Committed approaches to integrated designs
- Barrier to greater uptake are complex
Barriers to growth
- Markers of a legitimate professional identity of teacher/designers (with ICTs) – workload recognition for design, budgets for online tutoring, teaching category of online tutoring,
- Shared design language – linking shared deign language to use of tools for even the technophobic or just slight irritated
How do we overcome the barriers?
- Better tools?
- Executive buy-in?
- Faculty demand?
- Student demand?
- Transparent design language?