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Fotolia_9316612_Subscription_sml.jpgSTL were in the spotlight last week when The Australian, highlighted Professor Goodyear's keynote at a recent high-speed broadband and higher education forum.

Professor Goodyear said the pace of change in the higher education environment meant that neither top down management strategies nor grassroots innovation would be able to cope. In order to respond coherently and efficiently to changes in their operating environment, universities need to behave more like 'self managing' ecosystems, informed by ideas about 'good learning'.

He warned that recent research in the learning sciences had not yet been picked up broadly within universities. Flows of data about learning processes and outcomes were still limited.

Measures of student satisfaction, and students' self-reports about what they have learned, are only partial guides to whether their education is proceeding well.

"If you are running a multi-million dollar business and you don't have good data about whether your core product or service is doing what everybody thinks it is supposed to be doing, surely you ought to feel a little bit insecure about that,'' he said.

The article, titled "University management left behind on student learning", was written by Andrew Trounson and published in The Australian's Higher Education section on September 29.

Peter's keynote on "Connected Learning" was part of Creating New Futures, a high-speed broadband and higher education forum, held at the University of Melbourne on Thursday 27th September. Please contact us if you would like more information.

Abstract: Connected Learning

High speed networked technologies are allowing universities to offer support for student learning in more flexible ways. While these changes are easing the constraints of time, space, context and media, they also place extra burdens on students in terms of integrating their learning experiences. Students need to make connections or their knowledge ends up being fragmented and inert. This presentation will focus on how proper design-for-learning can preserve flexibility while enhancing connections: between students; between students and staff; between areas of knowledge; between what students come to know, and what they can do; between learning and research.