Strategic Plan
The Flexible Learning Institute Strategic Plan 2009-2011 is available in PDF (1.4MB [.PDF]) and HTML format.
Flexible Learning Institute - Strategic Plan
AIM
CONTEXT
STRATEGIC AREAS
USEFUL DEFINITIONS
KEY OBJECTIVES
STRATEGY 2009-2011 OVERVIEW
KEY FLI STRATEGIC INITIATIVES
REFERENCES
AIM
The Institute will be an interdisciplinary centre of excellence for applied, educational research and the promotion of innovative and sustainable practice in flexible learning and teaching. The Institute will pursue its principal aims of development, research and policy analysis through partnership, sponsorship and commercialization. It will also aim to gain recognition for the work of staff and the University in the provision of flexible learning and teaching.
CONTEXT
Flexible Learning and teaching covers the provision of an array of learning and teaching experiences and opportunities using a wide range of media, environments and technologies to offer a variety of ways of learning and types of study.
STRATEGIC AREAS
The Flexible Learning Institute (FLI) strategy informs the operational activities of the FLI across four distinct strategic areas:
1. Development 2. Research 3. Policy 4. Recognition
USEFUL DEFINITIONS
FLEXIBLE LEARNING
The phrase ‘flexible learning and teaching’ was coined to describe the development of a new model of education, (hybrid) particularly in the higher education sector (Webb, Gill, & Poe, 20051). Flexible learning offers flexibility in the time, place and pace of the study, the content, including at times, flexible entry and exit and differing assessments. It also allows for different learning styles and the option to collaborate or work independently. It can include recognition of prior learning, and learning can employ a range of technologies such as online teaching and learning as well as the more traditional methods of face-to-face and distance print based learning. This model originated in response to the growth of an increasingly competitive higher educational environment caused by factors such as globalisation, changing student demographics, the demand for increased and constantly changing employment knowledge, decreasing governmental and increasing private funding for universities, and the improvement in communication technology.
UNIFIED SESSION MODEL (USM) DEFINITION OF BLENDED LEARNING
Blended learning is used at CSU to refer to learning and teaching which, at the discretion of academic staff, blends elements of internal, on-line and distance education to enhance student learning.
The concept of blurring the distinctions between internal and distance education focuses on enhancing learning and teaching by utilising a combination of physical and virtual learning and learning spaces (such as CSU Interact). Student interaction and engagement for both internal and distance education students is encouraged.
FLI DEFINITION OF BLENDED LEARNING
Blended learning is traditionally defined as the combination of face-to-face teaching and learning with online teaching and learning. “It is a design approach whereby both face-to-face and online learning are made better by the presence of each other” (Garrison & Vaughan, 2008, p.52). Within CSU, blended learning would also include a further dimension of blending which would allow predominantly print-based distance education subjects/courses to be combined with online teaching and learning.
Blended learning and teaching can occur at four levels of granularity. Firstly, activity-level blending might include both face-to-face and online components for an activity (e.g. online debate and a face-to-face debate; off-line reading and online discussion of the reading). Secondly, a subject-level blending would design distinct face-to-face and online activities throughout an entire subject. This is the most common form of blending (e.g. 50/50 blend of face-to-face and online learning and teaching activities). Thirdly, course-level blending would focus on the course or degree program. All subjects within a course may be redesigned or selected subjects ‘best-suited’ to blending may be the focus of the blended design. Fourthly, institutional–level blending would focus on using blended learning and teaching as an integral part of all courses and most subjects (Graham, 20063).
The impact of the blended learning design will also need to be considered. A blended learning design may be enabling, incremental or transformative. Enabling blends would address issues of access and equity to provide equitable opportunities in face-to-face, print-based, blended and fully online learning environments. These blends would focus on providing a diverse range of teaching and learning options for the same subject or course (e.g. print, CD-ROM/DVD, online, blended, face-to-face). Enhancing blends focus on incremental changes to the existing teaching and learning environment. Transformative blends focus on a major redesign of the teaching and learning environment (e.g. online problem-based learning). Other strategies may focus on specific learning designs such as peer learning, independent learning, inquiry-based learning (problem and project-based learning), learning-oriented assessment, global learning and the use of digital repositories.
KEY OBJECTIVES
As an interdisciplinary centre of excellence for applied, educational research and the promotion of innovative and sustainable practice in flexible learning and teaching, the FLI will:
1. Promote the scholarship of learning and teaching within the University to inform and transform educational practice through use of flexible learning and teaching approaches.
2. Improve the use of flexible learning and teaching technologies within the University and for partners, sponsors and other stakeholders.
3. Influence conceptualisation of educational processes, policies and practices concerning flexible learning and teaching, fostering a culture of quality, for the professions within the University, regionally, nationally and internationally.
4. Share knowledge and intellectual property with external stakeholders and the community at large.
5. Initiate and obtain external funding to conduct strategic scholarly projects to support development, evaluation and dissemination of good practice in flexible learning and teaching.
6. Promote research into the place of the flexible use of learning and teaching technologies both within and external to the University.
7. Create and leverage knowledge and intellectual property with external stakeholders and the community at large.
8. Undertake industry-sponsored research projects and consultancies relevant to flexible learning and teaching.
9. Conduct environmental scans, with a view to policy development, new initiatives and commercial activities.
10. Study, analyse and recommend sustainable business models for flexible learning and teaching.
11. Assist in gaining acknowledgement of CSU as a leading flexible learning provider nationally and internationally including through external awards and recognition.
STRATEGY 2009-2011 OVERVIEW
The process of developing the FLI strategic plan commenced in December 2008. The process included detailed exploration of the Recommendations from the Working Party on Institute for Flexible and Distance Education (September 12th 2006). This led to the development of The Flexible Learning Institute Strategy and Planning document that included details of the Charles Sturt University (CSU) vision, values, mission and objectives and the FLI objectives, performance outcomes and key activities.
KEY OBJECTIVES AND PERFORMANCE INDICATORS
KEY OBJECTIVE 1
Promote the scholarship of learning and teaching within the University to inform and transform educational practice through use of flexible learning and teaching approaches.
Performance Indicators:
1.1. Models of best practice in flexible learning and teaching that are promoted through:
- Publications, presentations and initiatives including:
- publications from FLI staff and teaching fellows;
- The redesign of the Tertiary Teaching Colloquium (TTC) and Graduate Certificate of University Learning and Teaching (GCULT); and
- Recommendations for best practice in flexible learning and teaching.
- External projects (e.g. eSims project, the development of exemplars of best practice in the use of eSimulations and knowledge generation for learning spaces).
- Presentations, committees and institutional initiatives (e.g. Student course evaluation questions explicitly related to flexible learning and teaching, FLI representation on CSU committees)
1.2. Scholarship of learning and teaching innovations for flexible learning and teaching that are promoted and fostered through:
- The Teaching Fellowship Scheme.
- Seed grants.
- CSUEd 2009 Conference.
- Initiatives (e.g. TTC and GCULT).
- Transformative change research.
KEY OBJECTIVE 2
Improve the use of flexible learning and teaching technologies within the University and for partners, sponsors and other stakeholders.
Performance Indicators:
2.1. Models and exemplars of emerging technology uses, fostering a culture of quality, promoted through:
- Teaching Fellowship Scheme.
- Seed Grants.
- FLI website.
- Presentations.
- Professional development and research activities (e.g. GCULT).
- FLI communications.
2.2. Attendance, involvement and engagement of FLI staff:
- At CSU meetings and committees.
- With CSU Schools, Faculties and Divisions
2.3. Development of best practice models in technologies related to flexible learning and teaching, fostering a culture of quality, that are supported through:
- Institutional initiatives (e.g. allocation of PBF points).
- Teaching Fellowship Scheme.
- External projects and initiatives (e.g. eSims Project).
- CSUEd 2009 Conference.
KEY OBJECTIVE 3
Influence conceptualisation of educational processes, policies and practices concerning flexible learning and teaching, fostering a culture of quality, for the professions within the University, regionally, nationally and internationally.
Performance Indicators:
3.1. Conceptualisations of flexible learning and teaching that are generated and promoted through:
- Publications, presentations, committees and institutional initiatives (including but not limited to construction of an official definition of flexible and blended learning to be incorporated in CSU documentation, A suite of flexible learning and teaching principles for CSU.
- CSUEd 2009 Conference (including a Pre-Conference workshop).
- FLI website.
- Professional development and research activities.
- Attendance, involvement and engagement of FLI staff at CSU meetings on CSU committees and with CSU Schools, Faculties and Divisions.
3.2. Conceptualisations of flexible learning and teaching that are reviewed through:
- Institutional initiatives (e.g. AUQA review and reporting).
- Teaching Fellowship Scheme.
KEY OBJECTIVE 4
Share knowledge and intellectual property with external stakeholders and the community at large.
Performance Indicators:
4.1. Knowledge and intellectual property that is shared through:
- FLI website.
- Publications, presentations, committees and institutional initiatives (including development and implementation of an FLI promotion and media plan, development of Terms of Reference for FLI membership, CSU flexible learning and teaching principles).
- CSUEd 2009 Conference (including a Pre-Conference workshop).
KEY OBJECTIVE 5
Initiate and obtain external funding to conduct strategic scholarly projects to support development, evaluation and dissemination of good practice in flexible learning and teaching.
Performance Indicators:
5.1. Internal seed projects that are strategically managed through procedural systems and protocols (including the requirement for an end of project report developed according to FLI reporting criteria).
5.2. Increased external funding for CSU scholarly projects managed through a strategic plan for attracting external funding (including protocols for managing the attribution of DEST points).
KEY OBJECTIVE 6
Promote research into the place of the flexible use of learning and teaching technologies both within and external to the University.
Performance Indicators:
6.1. Research into the place of flexible learning and teaching technologies that is promoted through:
- Publications and presentations (including an eBook on flexible and blended learning).
- FLI website.
- PhD Students
KEY OBJECTIVE 7
Create and leverage knowledge and intellectual property with external stakeholders and the community at large.
Performance Indicators:
7.1. Collaborations and projects with external stakeholders including:
- eSims project.
- ALTC Learning Spaces project.
- ascilite.
- Western Institute and Riverina Institutes of TAFE (involving the development of protocols for resource sharing of eLearning capabilities.
- Other distance education universities.
KEY OBJECTIVE 8
Undertake industry-sponsored research projects and consultancies relevant to flexible learning and teaching.
Performance Indicators:
8.1. A minimum of 1 annual Industry-sponsored research project (e.g. one (1) APA grant).
8.2. A position paper on the feasibility and business case for industries to sponsor professional doctorates in flexible learning and teaching.
KEY OBJECTIVE 9
Conduct environmental scans, with a view to policy development, new initiatives and commercial activities.
Performance Indicators:
9.1. Conduct an environmental scan on a monthly basis.
KEY OBJECTIVE 10
Study, analyse and recommend sustainable business models for flexible learning and teaching.
Performance Indicators:
10.1. Policy and guidelines for flexible learning and teaching at CSU incorporating:
- Standards for flexible and blended learning at CSU.
- Identification of three (3) key policy goals.
- An explicit Graduate Attribute related to Flexible learning.
10.2. Policy and guidelines for the quality provision of flexible delivery of learning and teaching incorporating:
- Shared learning spaces and teaching experiences for students on and off campus.
- Communities of learning especially amongst dispersed students.
KEY OBJECTIVE 11
Assist in gaining acknowledgement of CSU as a leading flexible learning provider nationally and internationally including through external awards and recognition.
Performance Indicators:
11.1. A minimum of one (1) ALTC fellowship nomination submitted annually.
11.2. A minimum of one (1) ALTC citation nomination submitted annually.
11.3. Representation on national and international committees and editorial boards.
11.4. External recognition of CSU through FLI adjunct membership(s).
11.5. Initiatives designed to gain acknowledgement of CSU as a leading flexible learning provider (strategically planned and implemented in an FLI promotion and media strategy).
KEY FLI STRATEGIC ACTIVITIES
TEACHING FELLOWSHIP SCHEME
The teaching fellowship scheme is designed principally to:
1. Promote and instigate the scholarship and practice of flexible learning and teaching at CSU.
2. Promote the scholarship of learning and teaching through the provision of:
- models of best practice; and
- innovation exemplars.
3. Support development, evaluation and dissemination of good practice in flexible learning and teaching.
4. Model uses for emerging flexible learning and teaching technologies.
5. Review conceptualisations of educational processes, policies and practices concerning flexible learning and teaching for the professions.
SEED GRANTS
Seed grants are provided essentially to:
1. Promote the scholarship of learning and teaching through the provision of innovative exemplars.
2. Promote and instigate the scholarship and practice of flexible learning and teaching at CSU.
3. Support development, evaluation and dissemination of good practice in flexible learning and teaching.
FLI WEBSITE
The FLI website will:
1. Model uses for emerging flexible learning and teaching technologies.
2. Promote:
- conceptualisations of educational processes, policies and practices concerning flexible learning and teaching for the professions;
- research into the place of the flexible use of learning and teaching technologies both within and external to the University; and
- institutional recognition of CSU staff excellence in the scholarship and practice of flexible learning and teaching.
3. Provide a medium through which knowledge and intellectual property can be shared with external stakeholders and the community at large.
CSUEd 2009 CONFERENCE
FLI will endeavour, through the CSUEd 2009 Conference and pre-Conference workshop to:
1. Promote the scholarship of teaching to inform and transform educational practice in the use of flexible learning and teaching approaches.
2. Promote the use of flexible learning and teaching technologies.
3. Promote conceptualisations of educational processes, policies and practices concerning flexible learning and teaching for the professions.
4. Share knowledge and intellectual property related to FLI initiatives and outcomes.
PUBLICATIONS, PRESENTATIONS, COMMITTEES AND INSTITUTIONAL INITIATIVES
FLI will utilise publications, delivery of presentations, representation on committees and involvement in CSU initiatives to:
1. Promote the scholarship of learning and teaching to inform and transform educational practice in the use of flexible learning and teaching approaches.
2. Improve the use of flexible learning and teaching technologies within the University and for partners, sponsors and other stakeholders.
3. Influence conceptualisations of educational processes, policies and practices concerning flexible learning and teaching for the professions within the University, regionally, nationally and internationally.
4. Promote research into the place of the flexible use of learning and teaching technologies.
5. Create, share and leverage knowledge and intellectual property.
6. Encourage and recognise CSU staff excelling in the scholarship and practice of flexible learning and teaching.
7. Recommend sustainable business models for flexible learning and teaching.
8. Gain acknowledgement, nationally and internationally, of CSU as a leading flexible learning provider.
9. Broker industry-sponsored research projects and consultancies relevant to flexible learning and teaching.
PROFESSIONAL DEVELOPMENT AND RESEARCH ACTIVITIES
FLI will provide or inform the development of professional development (including TTC, the Graduate Certificate Program) and research activities to:
1. Promote the scholarship of learning and teaching to inform and transform educational practice in the use of flexible learning and teaching approaches.
2. Improve the use of flexible learning and teaching technologies.
3. Influence conceptualisations of educational processes, policies and practices concerning flexible learning and teaching for the professions.
4. Create, share and leverage knowledge and intellectual property.
EXTERNAL PROJECTS AND INITIATIVES
FLI will engage in and undertake external projects and initiatives (including eSims and Learning Spaces projects), and industry-sponsored research projects and consultancies relevant to flexible learning and teaching to:
1. Promote the scholarship of teaching and research-based teaching to inform and transform educational practice in the use of flexible learning and teaching approaches.
2. Support the development of best practice models in the use of flexible learning and teaching technologies.
3. Create, share and leverage knowledge and intellectual property
4. Gain acknowledgement of CSU as a leading flexible learning provider nationally and internationally including through external awards and recognition.
TRANSFORMATIVE CHANGE RESEARCH
FLI will undertake research and engage in the supervision of research students primarily to :
1. Inform and transform educational practice through the use of flexible learning and teaching approaches.
2. Ensure contemporary conceptualisations of educational processes, policies and practices concerning flexible learning and teaching for the professions
POLICY AND GUIDELINES
FLI will develop policy and guidelines to:
1. Conceptualise for CSU flexible learning and teaching for the professions.
2. Define flexible and blended learning to be incorporated into CSU documentation.
3. Inform and transform educational practice.
4. Embed flexible learning capabilities within CSU Graduate Attributes.
5. Direct the use of flexible learning and teaching technologies.
6. Detail procedural guidelines and protocols for the facilitation and implementation of FLI initiatives and activities (e.g. promotion and media, Teaching Fellowship Scheme, Seed grants, style guide for reports and publications).
7. Overview sustainable business models for flexible learning and teaching.
8. Present recommendations for best practice in flexible learning and teaching.
9. Outline the principles for flexible learning and teaching at CSU.
10. Communicate the Terms of Reference for FLI memberships.
Acknowledgments
This document has been prepared by the Director and staff of the Flexible Learning Institute, Charles Sturt University (CSU). It has been informed by the CSU:
- University Strategy and Plans 2007-2011;
- Learning and Teaching Plan 2007-2011;
- Recommendations of the Working Party on Institute for Flexible & Distance Education September 2006; and
- AUQA Audit Preparation - Flexible and Blended Learning.
REFERENCES
1 Webb, H. W., Gill, G., & Poe, G. (2005). Teaching with the case method online: Pure versus hybrid approaches. Decision Sciences Journal of Innovative Education, 3(2), 223-250.
2 Garrison, D. R. & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass: John Wiley & Sons, Inc.
3 Graham, C.R. (2006). Blended learning systems: Definition, current trends, and future directions. In C.J. Bonk & C.R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3-21). San Francisco: Pfeiffer.