Centre for Distance Education (CDE)

Centre for Distance Education (CDE)

Research and innovation in flexible and distance teaching and learning.

Our aim

To enhance the student experience and improve student achievement through the deployment of open and distance education.

What we do

Support a community of practice, promote collaboration and knowledge-sharing and provide a focus for the development of high-quality teaching and research in open and distance learning throughout the University of Newcastle.

Coordinate an advocacy and development network in the Member Institutions, Institutes, and the Central University

Raise awareness of and promote discussion about learning and teaching innovation

Manage the distribution and monitoring of Teaching and Research Awards for the University of Newcastle

Provide training, knowledge management, development funding and consultancy services

organising development events including symposia, seminars and conferences

manage the work of a panel of experts and specialists, to provide recognised expertise of the highest standards.

Our objectives

  • promote excellence in teaching that is focused on distance learning
  • promote research into distance education within the University of Newcastle
  • enhance distance learning and its status in higher education
  • foster and evaluate pedagogic, technological and organisational innovation
  • facilitate dissemination of best practice within the community of Newcastle Member Institutions.

Who we are

The Centre for Distance Education (CDE) is a University of Newcastle initiative to support the development of expertise in this field. 

Our core function is to support the University of Newcastle and Member Institutions.

The University of Newcastle International Programmes Learning, Teaching and Assessment Sub-Committee has oversight of these activities.

There are currently 24 CDE Fellows drawn from across the University of Newcastle member institutions, and from thought leaders in the area of distance and open education.

 

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