Kaye Cleary

Activating SoTL Partnerships and Ethical Processes: A Model to Capture Pedagogical Innovation

Springer International Publishing eBooks, 2022

A pilgrim’s progress: how the &quot;late majority &quot; walk the high wire of technology-based innovation

media production, and library services into a single division two years ago. One of the benefits ... more media production, and library services into a single division two years ago. One of the benefits mooted for the amalgamation was to provide an integrated support service for the curriculum innovations heralded in the University's institutional strategic plan. An aim was to mainstream what are currently innovative practices. This paper uses one case study to explore the factors impeding or supporting the up-take of "innovative practices " by academic staff typically not in the vanguard of change- in particular technology-based innovation. The literature abounds with examples of the technologically competent, curious and capable doing the equivalent of leaping tall buildings in a single bound. But where they leap, others will not follow. How could the wild and rugged environment be moulded and landscaped for sustainable inhabitation? Innovation and change has been one of the constants in Australian universities for the past decade. Innovations in teaching with accompany...

Transparency of practice through a curriculum development, support and

management system

Meanings emerging in practice (Part 3): special theme issue of International Journal of Pedagogies and Learning, Vol. 3, No. 3, 2007, pp. 1-113

… of Pedagogies and …, 2007

Special theme issue of International Journal of Pedagogies and Learning, Vol. 3, No. 3, 2007, pp.... more

Building on the VU Block foundations: Results from theinaugural first year cohort

Editors' introduction to special theme issue [of International Journal of Pedagogies and Learning]: Meanings emerging in practice (Part 3)

This issue publishes the third and final set of refereed papers from the first wave proceedings o... more This issue publishes the third and final set of refereed papers from the first wave proceedings of the 3rd International Conference on Pedagogies and Learning, held at the Springfield Campus of the University of Southern Queensland in Australia on 27 and 28 September 2007. This third conference in the series focused on “Meanings Emerging in Practice” as a lens for examining and evaluating multiple enactments of pedagogies and learning.

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Finding and mending potholes in the laneways connecting higher education institutions with their part-time e-tutors: Virtual learning communities fostering organisational learning

This paper reveals the experience part-time e-tutors when a mid-sized regional Australian univers... more This paper reveals the experience part-time e-tutors when a mid-sized regional Australian university first offered online programs. Potholes and laneways are metaphors to highlight the fragility of linkages when institutions rely on those outside their core staff for the success of new enterprises. The study examines the interface between part-time (sessional) e-tutors and the variety of institutional units they must work with through the structure of a learning community. The investigation illustrates how institutional policies and procedures established for the status quo may place these e-tutors in unanticipated and uncomfortable situations.

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Novice researcher + ? = novice online facilitator: the missing link in a lifelong learning partnership

This paper outlines how the experience of graduate research students becoming sessional part-time... more This paper outlines how the experience of graduate research students becoming sessional part-time e-tutors laid the foundation for the creation of a virtual community of practice as a staff development initiative. This creation demonstrates several of the strategies required to make a lifelong learning partnership effective and equitable.

format_quoteIdentifying risks in innovative pedagogical practices for part-time academics suggests vulnerability in adopting new roles within online learning environments.format_quote

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Online pedagogical practices in the Faculty of Education at the University of Southern Queensland

This report is a product of ongoing discussions in the Faculty of Education, USQ, related to the ... more This report is a product of ongoing discussions in the Faculty of Education, USQ, related to the role of networked computing and communications technologies in higher education. The report is informed by reflection on several years of experience using technology to enhance the provision of education, information collected as part of a recent evaluation of online courses and current notions of best practices in online learning and teaching. Section 1 of the report discusses the theoretical foundations of online learning and teaching and identifies the characteristics of sustainable, quality, online learning. Among the key ideas is the need to consider the relationships among various systems associated with online learning within an organisational context, the active and social nature of learning online, and continuity with good educational practice in other contexts. A series of vignettes presented in Section 2 provide illustrations of best practices within courses and other projects...

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A pilgrim's progress: how the "late majority" walk the high wire of technology-based innovation

A shielded arc welding electrode containing in a core wire or a covering flux thereof alloy eleme... more A shielded arc welding electrode containing in a core wire or a covering flux thereof alloy elements in the proportions satisfying the following conditions. in which Bw is a coefficient of yield in deposited metal of a wire-originating element, Bf is a coefficient of yield in the deposited metal of a flux-originating element, [elementary symbol (%)]w is the percentage by weight of a component element of the core wire to the total weight thereof, [elementary symbol(%)]f is the percentage by weight of a component element of the flux to the total weight thereof, and Af is the flux ratio (the weight ratio of the applied flux to the total weight of the welding electrode).

Like spinning a coin? student perceptions of the relevance of formal transnational study to their workplace and career aspirations

This paper reports on part of a longitudinal study of a Faculty of Education’s online masters pro... more This paper reports on part of a longitudinal study of a Faculty of Education’s online masters program. A multi-phased evaluation based upon Stufflebeam’s CIPP model (Context, Input, Process and Product) is underway. The first phase, completed in 2004, revealed pockets of active lifelong learners who highly valued the learning communities/alliances developed during the course of their candidature (Reushle & Cleary 2004). Student comments indicated that these communities were not merely class-based learning communities, but as connections were formed and strengthened through re-acquaintance in subsequent classes, the ‘community’ developed richer characteristics associated with communities of practice. On the whole, students were not content to absorb knowledge, learning to become competent practitioners. Instead many were driven by a desire to be proponents of change in their local settings, forging directions, challenging the status quo inscribing meaning from reflecting on the richn...

Us and IT: Capacity-building for blended learning: An intersection between educator, pedagogy, and technology

When Victoria University (VU) Australia, adopted a new learning management system (LMS) as part o... more When Victoria University (VU) Australia, adopted a new learning management system (LMS) as part of its Blended Learning Strategy and Operational Plan in 2014, it introduced a range of support structures including a staff support and training program. Complementing this, the Graduate Certificate in Higher Education (the course providing professional development for early career academic staff) offered an elective AET4010 Blended Learning Design and Development fusing the pedagogical and theoretical aspects of blended learning to foster teaching as a design science.

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Block Mode Study: Opportunities and Challenges for a New Generation of Learners in an Australian University

Student Success

This article is an update on a university-wide overhaul of its pedagogy, curriculum and delivery ... more This article is an update on a university-wide overhaul of its pedagogy, curriculum and delivery to support the expanding non-traditional, new generation learners while enhancing opportunity and success for traditional learners. The Block Model developed by Victoria University (VU), Australia for its undergraduate cohort, was a bold response to support all students including its high proportion of First-in-family (FiF), low socio-economic status (LSES), and non-English-speaking background (NESB) students. In this radical new hybrid Block model, students study one unit/subject at a time over four weeks. The article reports on preliminary results after two years of implementing the VU Block Model. While both traditional and new-generation cohorts significantly improved their performance, there was a higher improvement in the pass rates of LSES, NESB and FiF students, compared to the improvements in the traditional cohorts of students. These initial results confirm the value of the ins...

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Like spinning a coin? student perceptions of the relevance of formal transnational study to their workplace and career aspirations

This paper reports on part of a longitudinal study of a Faculty of Education’s online masters pro... more This paper reports on part of a longitudinal study of a Faculty of Education’s online masters program. A multi-phased evaluation based upon Stufflebeam’s CIPP model (Context, Input, Process and Product) is underway. The first phase, completed in 2004, revealed pockets of active lifelong learners who highly valued the learning communities/alliances developed during the course of their candidature (Reushle & Cleary 2004). Student comments indicated that these communities were not merely class-based learning communities, but as connections were formed and strengthened through re-acquaintance in subsequent classes, the ‘community’ developed richer characteristics associated with communities of practice. On the whole, students were not content to absorb knowledge, learning to become competent practitioners. Instead many were driven by a desire to be proponents of change in their local settings, forging directions, challenging the status quo inscribing meaning from reflecting on the richness of ideas fed into their transnational classes paralleled by reflections on their own contexts. We were seeing indications of students straddling two communities, feeding insights from one into the other. Fostering these communities and the study-work linkages were dual aims in the 2005 re-design of the Faculty’s online programs. A belief that learning is situated in personal, social and organisational contexts underpinned the structure of the program and orientation of courses. A program model drawing upon communities of practice (Yamagata-Lynch, 2001), lifelong learning (Kerka 2000), workplace learning (Billett 2002) and Terry Mayes’ Learning Cycle (Mayes, 2002) was developed. One aspect of the 2006 phase two evaluation seeks to establish the relevance of the new program to the learners’ workplace and their broader career aspirations through an interpretative, participant-orientated study. A survey available to all enrolled online students and those who have graduated or dropped their study in the past year sets the broad parameters for subsequent focus groups and interviews. This paper investigates and illuminates the manner in which online postgraduate students [co]construct meaning in their transnational course environments and in their workplaces. Students skillfully traverse their personal continuums between their formal and informal learning contexts through a bi-directional flow of engagement (Glastra, Hake & Schedler, 2004) where the fluidity of discourse in the formal setting at one end of the continuum is enriched, transformed and applied in the various workplaces. By applying the lens of lifelong and lifewide learning (Grace 2004, Illeris 2003) the program team aims to gain a better understanding of how students mesh the formal educational requirements of masters study with their non-formal workplace learning. Interdependencies and relatedness between the students’ practice and participation in these communities are examined under the lens of Bourdieu’s concept of habitus and Wenger‘s communities of practice (Wenger, 2000), to illuminate students’ movement across these worlds.

Meanings emerging in practice (Part 3): special theme issue of International Journal of Pedagogies and Learning, Vol. 3, No. 3, 2007, pp. 1-113

… of Pedagogies and …, 2007

Special theme issue of International Journal of Pedagogies and Learning, Vol. 3, No. 3, 2007, pp.... more

Novice researcher + ? = novice online facilitator: the missing link in a lifelong learning partnership

This paper outlines how the experience of graduate research students becoming sessional part-time... more This paper outlines how the experience of graduate research students becoming sessional part-time e-tutors laid the foundation for the creation of a virtual community of practice as a staff development initiative. This creation demonstrates several of the strategies required to make a lifelong learning partnership effective and equitable.

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Engaging pedagogies and facilitating pedagogues: communities of practice among novice online tutors and secondary vocational teachers at the forefront of systemic tensions and change

Come in spinner! Opportunities and meanings emerging through distance study for professional educators

International Journal of Pedagogies and Learning, 2008

... Janse van Rensburg ([email protected]) and Kaye Cleary (kaye.cleary@usq ... of... more

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Editors’ Introduction to Special Theme Issue: Meanings Emerging in Practice (Part 1)

International Journal of Pedagogies and Learning, 2007

The International Journal of Pedagogies and Learning is an international, peer-reviewed journal t... more The International Journal of Pedagogies and Learning is an international, peer-reviewed journal that focuses on issues and trends in pedagogies and learning in national and international contexts. ISSN 1833-4105. © Copyright of articles is retained by authors. As this is an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

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Papers by Kaye Cleary