Learners’ needs and
aspirations have changed. As our DVC (Corporate
Programs and Partnerships), Peter Little tells us, we need to ‘get
modern’. As in all prospering
ecosystems, the ecology of learning at QUT must adapt.
What’s happening
Transforming learning and teaching at QUT is well underway. Six course teams are developing chunks of
learning for online delivery – these are our first forays into a more open
learning ecology sustained by the kinds of technologies our learners use daily. Twelve Transformational Learning and Teaching
Fellows seconded from across our Faculties are leading this work. I’m in my 25th day on the job with
four core-team members in LTU – we are supporting the work of our Fellows. Colleagues from all parts of QUT are joining
in to shape QUT’s digital learning future.
We’re adapting. Our Fellows, with
our support, are reaching into their networks (and beyond) to source good ideas
and effective practices to engage and connect modern learners; drawing all of our
learning together to benefit students’ experience.
Why are we doing this?
Higher education is changing – this megashift is
most notably signified by the emergence of MOOCs. We must answer some old questions in new ways.
How do learners want to engage with us? What do people want to
learn? What value the credential - in life and work? How must our curriculum,
teaching, accreditation, research and administration practices adapt? (George
Siemens gave us some ideas about this at VC’s Forum). What kinds of
platforms for learning are most effective? How, if at all, will we fund
the learning experiences we offer? What are the IP implications of more
distributed learning? Using everyday technologies to engage our learners
is our obligation.
Adapting to the changes around us means
understanding
and responding to our learners
developing
ourselves to effectively engage with our learners
considering
our modes of delivery
choosing
appropriate platforms, technologies, techniques and tools for learning
developing
learning experiences that are collaborative, peer-to-peer, and inquiry-based
We will do this in the way we know best – through
robust engagement with each other in ways that foster learning. The essential qualities of collaboration and
interconnectedness between our people and our learners are things we value and
we will hold them close.
Where have we come from?
QUT’s physical learning environments have undergone significant
transformation in recent times. Many
intrepid staff (academic and professional) have embraced ‘Learning and Teaching
in Collaborative Learning Environments’ in the LaTICE initiative – a community
of practice supporting change. Our students’ experience has changed for the better, underpinned
through integration of pedagogy, space and technology. Collaborative,
peer-to-peer learning is alive and well and student engagement is prospering
through a focus on students as co-creators of knowledge. We can learn to prosper in digital learning
environments on the back of these LaTICE lessons. We can adapt our practices to digital
learning environments.
Who’s responsible for transformation?
There is work in this for everyone and our roles as agents for
transforming learning will change as our work unfolds. Anyone who supports learning, facilitates
learning, manages learning technology, budgets for learning, leads learning
development, undertakes research about learning, helps learners find their way
to the right experiences at the right time or ensures equity and quality for our
learners has a role in transforming our practices. QUT’s ecosystem for learning
will develop along new lines but will retain, we hope, essential qualities of
collaboration and interconnectedness between our people and our learners. We welcome you to join in and tell us what you think.
Sue Savage
Director Learning and Teaching Transformation
