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.
|Title of host publication||Proceedings of the Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2011)|
|Place of Publication||Australia|
|Number of pages||7|
|Publication status||Published - 2011|
|Event||ASCILITE 2011: 28th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education - Wrest Point, Hobart, Australia|
Duration: 04 Dec 2011 → 07 Dec 2011
|Abbreviated title||Changing demands, changing directions|
|Period||04/12/11 → 07/12/11|
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 Proceedings of the Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2011) (pp. 227-233). ASCILITE.