Fostering institutional change through learning leadership - a study of stories of adaptation in blended and flexible learning and distance education

Merilyn Childs; Mike Keppell; Mark Brown; Carole Hunter; Natasha Hard; Helen Hughes

Fostering institutional change through learning leadership - a study of stories of adaptation in blended and flexible learning and distance education

Merilyn Childs^*, Mike Keppell, Mark Brown, Carole Hunter, Natasha Hard, Helen Hughes

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

Abstract

This paper discusses the significance of a research project between Charles Sturt University (CSU) and Massey University (MU) which aims to build knowledge and understanding of the impact of distributive leadership approaches to transforming teaching and learning in relation to distance education. Authentic, situated approaches to change offer a powerful conduit for building "street level leadership ", the sharing of knowledge, skills and information within and between schools and as a basis for whole-of-institution cultural change driven through practice. This research provides an opportunity for evaluation of authentic, situated approaches as a mechanism for institutional renewal of learning and teaching practices in relation to distance education (DE). Such a reorientation of practice affords CSU and MU a chance to increase the equity of student experience and engagement in learning through blended and flexible delivery.

Original language	English
Title of host publication	ascilite 2011
Subtitle of host publication	Changing Demands, Changing DIrections
Editors	G. Williams, P. Statham, N. Brown, B. Cleland
Place of Publication	Hobart, Tas
Publisher	University of Tasmania
Pages	220-226
Number of pages	7
ISBN (Print)	9781862956445
Publication status	Published - 2011
Externally published	Yes
Event	Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - "Changing demands, changing directions", ASCILITE 2011 - Hobart, TAS, Australia Duration: 4 Dec 2011 → 7 Dec 2011

Other

Other	Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - "Changing demands, changing directions", ASCILITE 2011
Country/Territory	Australia
City	Hobart, TAS
Period	4/12/11 → 7/12/11

Cite this

Childs, M., Keppell, M., Brown, M., Hunter, C., Hard, N., & Hughes, H. (2011). Fostering institutional change through learning leadership - a study of stories of adaptation in blended and flexible learning and distance education. In G. Williams, P. Statham, N. Brown, & B. Cleland (Eds.), ascilite 2011: Changing Demands, Changing DIrections (pp. 220-226). University of Tasmania.

Childs, Merilyn ; Keppell, Mike ; Brown, Mark et al. / Fostering institutional change through learning leadership - a study of stories of adaptation in blended and flexible learning and distance education. ascilite 2011: Changing Demands, Changing DIrections. editor / G. Williams ; P. Statham ; N. Brown ; B. Cleland. Hobart, Tas : University of Tasmania, 2011. pp. 220-226

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title = "Fostering institutional change through learning leadership - a study of stories of adaptation in blended and flexible learning and distance education",

abstract = "This paper discusses the significance of a research project between Charles Sturt University (CSU) and Massey University (MU) which aims to build knowledge and understanding of the impact of distributive leadership approaches to transforming teaching and learning in relation to distance education. Authentic, situated approaches to change offer a powerful conduit for building {"}street level leadership {"}, the sharing of knowledge, skills and information within and between schools and as a basis for whole-of-institution cultural change driven through practice. This research provides an opportunity for evaluation of authentic, situated approaches as a mechanism for institutional renewal of learning and teaching practices in relation to distance education (DE). Such a reorientation of practice affords CSU and MU a chance to increase the equity of student experience and engagement in learning through blended and flexible delivery.",

author = "Merilyn Childs and Mike Keppell and Mark Brown and Carole Hunter and Natasha Hard and Helen Hughes",

year = "2011",

language = "English",

isbn = "9781862956445",

pages = "220--226",

editor = "G. Williams and P. Statham and N. Brown and B. Cleland",

booktitle = "ascilite 2011",

publisher = "University of Tasmania",

note = "Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - {"}Changing demands, changing directions{"}, ASCILITE 2011 ; Conference date: 04-12-2011 Through 07-12-2011",

}

Childs, M, Keppell, M, Brown, M, Hunter, C, Hard, N & Hughes, H 2011, Fostering institutional change through learning leadership - a study of stories of adaptation in blended and flexible learning and distance education. in G Williams, P Statham, N Brown & B Cleland (eds), ascilite 2011: Changing Demands, Changing DIrections. University of Tasmania, Hobart, Tas, pp. 220-226, Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - "Changing demands, changing directions", ASCILITE 2011, Hobart, TAS, Australia, 4/12/11.

Fostering institutional change through learning leadership - a study of stories of adaptation in blended and flexible learning and distance education. / Childs, Merilyn; Keppell, Mike; Brown, Mark et al.
ascilite 2011: Changing Demands, Changing DIrections. ed. / G. Williams; P. Statham; N. Brown; B. Cleland. Hobart, Tas: University of Tasmania, 2011. p. 220-226.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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AB - This paper discusses the significance of a research project between Charles Sturt University (CSU) and Massey University (MU) which aims to build knowledge and understanding of the impact of distributive leadership approaches to transforming teaching and learning in relation to distance education. Authentic, situated approaches to change offer a powerful conduit for building "street level leadership ", the sharing of knowledge, skills and information within and between schools and as a basis for whole-of-institution cultural change driven through practice. This research provides an opportunity for evaluation of authentic, situated approaches as a mechanism for institutional renewal of learning and teaching practices in relation to distance education (DE). Such a reorientation of practice affords CSU and MU a chance to increase the equity of student experience and engagement in learning through blended and flexible delivery.

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A2 - Brown, N.

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Childs M, Keppell M, Brown M, Hunter C, Hard N, Hughes H. Fostering institutional change through learning leadership - a study of stories of adaptation in blended and flexible learning and distance education. In Williams G, Statham P, Brown N, Cleland B, editors, ascilite 2011: Changing Demands, Changing DIrections. Hobart, Tas: University of Tasmania. 2011. p. 220-226

Fostering institutional change through learning leadership - a study of stories of adaptation in blended and flexible learning and distance education

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