Learning from experience: Dealing with the realities of a campus wide flexible learning innovation

Implementing this changing learning context has not been without difficulties. Teachers, learners, administrators and support staff have all brought their own pre-conceptions to bear on this implementation. While educational designers in support units loudly praise the educational philosophy behind the approach, some students voice concerns over the 'inflexibility' of this model. Their concerns relate more to issues of flexible access rather than the pedagogy being implemented. Students report that they had expectations that flexible learning meant being able to choose whether to attend lectures or work from home via computer delivered materials and to decide for themselves when and if they will attend the campus.

Teaching staff report concerns about the new demands placed on academics in developing courses for flexible teaching and learning. These include the need to develop a whole course in advance of delivery; to adhere to production deadlines; to work in teams to produce materials; as well as their lack of knowledge of, and a degree of apprehension about teaching in a technologically rich environment and the time needed to develop the requisite skills, knowledge, and understanding of how to use the technology to enhance learning.

There is also concern from a number of quarters that course preparation time has been greatly underestimated by faculty administrators and that this creates additional pressure and stress for academic staff, support staff and learning resource production staff.

After a year of operation it was clear at UQ Ipswich, that strategies were required to cushion the impact of this changing learning context for all involved. Among the strategies adopted to date are:

• The development of a video about flexible learning at UQ Ipswich designed to counter preconceptions about issues of access and explain the model of flexible learning in practice here. This was shown to all new students during Orientation week.
• The publication of a monthly print and electronic newsletter publicising issues surrounding the promotion of flexible learning practices and possible uses of technology to enhance learning,
• The development and distribution of information packages detailing development timelines and support systems available for the production of flexible learning resources.
• Needs based staff development sessions relating to flexible learning and using technology, targeted to departments.
• Improved networking between all those involved in course development across departments.
• Regular meetings at the Program Director level to identify whole campus issues and to recommend action.