From “training” to “learning in a digital age” in an HDR Supervision Enhancement Program
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This document summarizes a presentation given by Dr. Merilyn Childs about redesigning a Higher Degree Research (HDR) Supervision Enhancement Program from a training model to a model focused on lifelong learning. The presentation discusses limitations of the traditional training approach and proposes a more balanced approach incorporating self-directed, interest-driven learning and redesigning learning policies and practices. The goal is to better connect strategies for HDR supervisor development to theories of institutional change and digital literacies needed in today's academic environment. Feedback so far on the redesign has been positive and the program aims to further progress and evaluate changes in 2017.
From “training” to “learning in a digital age” in an HDR Supervision Enhancement Program
- 1. A reflection at 12 months in a 3 year change agenda From “training” to “learning in a digital age” in an HDR Supervision Enhancement Program Presentation to HDR Team Peers, 29/8/2016 Dr Merilyn Childs Associate Professor & Convenor Supervision Enhancement Program Merilyn.Childs@mq.edu.au
- 2. About this presentation Proposition: “Training” and “registration” dominate HDR Supervision Enhancement in Australian Universities. This is a problem.
- 3. Prequel
- 4. No studies have been done that test the assumption that a causal relationship exists between Supervision Enhancement Programs/the registration of HDR Supervisors/ and institution-wide quality HDR supervision practice. It’s highly doubtful such a study could be successfully conceived or conducted.
- 5. Even useful developments, such as Luca’s (2014) Good Practice Framework; the ACOLA Review (2016); James & Baldwin’s (1999) 11 Practices, lack connectedness to the broad life of an academic’s work; theories of cross-institutional cultural change; and thinking about authentic spaces & places that sustain academic development. This presentation is hopeful, but understands the limitations of program level innovation.
- 6. The training discourse Higher Education Standards Framework (Threshold Standards 2015, p.9
- 7. Eg Ongoing dominance of “first generation” thinking in Higher Education academic development. Lack of funding to do anything differently. The training discourse
- 8. Content Didactic, teacher-centred Process Dialogic, learner-centred Directed training (we want you to be good at supervising, so we’ll tell you how in mandatory workshops. And register you) Normal:
- 10. Melbourne Sydney
- 11. Office of LT funded
- 12. But – we actually know quite a bit about academic development, institutional change, and best practice in CPD
- 13. For example – we know that an academic’s stage of career is important to meaningful CPD Making Evidence Count
- 14. We know that academic work is changing
- 15. We know that signature & discipline pedagogies shape practice Examples 1 & 2
- 16. We know what good practice in induction looks like
- 17. We know that academics can learn from many in complex, networked ways (Ling 2009, Childs et al 2013)
- 18. We know we are supervising in a digital age…
- 19. ..and that HDR supervisors need to develop digital literacies in “next generation” spaces. Goodfellow et alNext Generation
- 20. We know that academics have strong professional viewpoints – good! it’s their job!
- 21. ..and we have known for some time that transfer of learning is a problem in off-the-job formal training, especially without purposeful “learning ties”
- 22. We know what good induction looks likeSo, what else is possible?
- 23. A balance of connected strategies
- 24. Content Didactic, teacher-centred Process Dialogic, learner-centred Directed learning: • Mental Health First Aid • Supervisor’s Toolkit • Some Faculty based workshops • Popup (incl peer review and promotions) • Annual Forum • Cultural Competence Module (case-based learning) • Self-directed learning • Social learning (Faculty strategy) • Problem based learning (Initial SEP) • Case based learning (Adjuncts) • Social and interest-based learning (Faculty strategy) • Peer support (Faculty Champion) A balance of connected strategies by December 2018:
- 25. Introduce self-directed, ubiquitous “interest-driven” learning, 2016 Stage 1, 2016
- 27. So far, feedback has been positive* *There will be a report at the end of 2016
- 28. 2017 Stage 2, 2017: Redesign learning, policy & practice There will be a report of progress & evaluation mid-2017)
- 29. Thankyou. No Wookie was hurt in the transformation of the Supervision Enhancement Program
- 30. Thanks to the creative genius of DocChewbacca for all images in this presentation Creative commons license https://creativecommons.org/licenses/by-nc-sa/2.0/
- 31. Things I said @MerilynChilds during 2016 about #HDR Supervision
- 32. For great examples of CPD scroll on