Name: Cécile Dutreix
Cécile is not the original author of this idea but has used it effectively in her teaching. The original author is not known.
Field or discipline: Social Work
Program: Bachelor of Social Work
Course: Human Service Provision
Year level: 1
Class size: 25
Activity type: Values Walk
Aim: Explore a range of perspectives in values, including social justice and the implications for services in a multicultural, non-racist and gender sensitive context. Developing graduate qualities 1,2,5 and 6.
Description: Students are asked to reflect on their values and position in relation to the following statements (ie strongly agree to strongly disagree). The students move from one side of the room to the other depending on their position.
· Women should stay at home when their children are young
· Capital punishment should be reintroduced
· Divorce is too easy
· People on the dole are lazy
· Anyone can go to university
· Abortion is wrong
· Teachers should be banned if they are known to be gay or lesbian
· Refugees are queue jumpers
· Children raised in 2 parent families are better off than children raised in single parent families
People may choose to discuss why they took this position (but are not required to if they do not wish to). This generates discussion which leads to increased knowledge and understanding of differing values and beliefs.
Application: This exercise enables students to explore and challenge their own values, prejudices and assumptions. If there is a lack of respect and courtesy within the group, this can disintegrate into argument and personal attacks. Students should be prepared by deciding on group norms prior to this exercise and in particular discussing the need for respect of differing views and beliefs.
Wednesday, December 23, 2009
Tuesday, December 22, 2009
Mouse-trap powered cars
Name: Liz Smith
Field or discipline: Engineering
Program: Common first year - Civil, Electrical, Mechanical
Course: Engineering and Design Innovation
Year level: 1
Class size: 180
Activity type: Assignment
Description: Students, working in groups, create an innovative design model and compare their creations with their peers. This year the design brief was to make a car that was made of ordinary objects and propelled by a mouse trap. A public event to test the design and innovations was held in the Experience 1 studio, an informal learning environment for first year engineering students. Students were assessed by interview with a 'scruitineer' on the merits of their creation as well as performance - distance that the car was propelled.
Application: Community and peer engagement with professional learning
Field or discipline: Engineering
Program: Common first year - Civil, Electrical, Mechanical
Course: Engineering and Design Innovation
Year level: 1
Class size: 180
Activity type: Assignment
Description: Students, working in groups, create an innovative design model and compare their creations with their peers. This year the design brief was to make a car that was made of ordinary objects and propelled by a mouse trap. A public event to test the design and innovations was held in the Experience 1 studio, an informal learning environment for first year engineering students. Students were assessed by interview with a 'scruitineer' on the merits of their creation as well as performance - distance that the car was propelled.
One that had a good run
Scrutinisation of a air-bag design for a mouse-trap car
Application: Community and peer engagement with professional learning
Wednesday, December 16, 2009
Modelling Project
Field or discipline: Mathematics
Program: Bachelor of Mathematics
Course: System Modelling
Year level: 3
Class size: 30
Activity type: Project
Aim:
Use discipline knowledge; develop liaison, teamwork and communication skills.
Description:
For a course in modelling, groups of students choose a project from a list, discuss the project and agree aims with an industry partner, construct a mathematical model to represent the problem, undertake analysis, write a report and present the results.
The benefits of this activity are that it addresses several graduate qualities and allows the students to gain a sense of professional accomplishment by organising projects. It also assists the student to gain an understanding of the need to develop their own networks/contacts outside university.
Implementation:
This idea comes from personal history. I still recall the learning experience that engaging in such a project gave me. Organising the project demands a lot from the lecturer. Probably it could not be done by commencing lecturers, it requires some time to build up the connections in industry to ask them to be partners.
Program: Bachelor of Mathematics
Course: System Modelling
Year level: 3
Class size: 30
Activity type: Project
Aim:
Use discipline knowledge; develop liaison, teamwork and communication skills.
Description:
For a course in modelling, groups of students choose a project from a list, discuss the project and agree aims with an industry partner, construct a mathematical model to represent the problem, undertake analysis, write a report and present the results.
The benefits of this activity are that it addresses several graduate qualities and allows the students to gain a sense of professional accomplishment by organising projects. It also assists the student to gain an understanding of the need to develop their own networks/contacts outside university.
Implementation:
This idea comes from personal history. I still recall the learning experience that engaging in such a project gave me. Organising the project demands a lot from the lecturer. Probably it could not be done by commencing lecturers, it requires some time to build up the connections in industry to ask them to be partners.
Problem Solving Discussion During Lecture
Name: Sue Milne
As originally suggested by Professor Vicki Waye
Field or discipline: Law
Program: Bachelor of Law
Course: Contract Law
Year level: 1
Class size: 30-80
Activity type: Problem solving discussion during lecture
Aim: Learning the principles, graduate qualities, problems solving skills, team work
Description: Mid-lecture, after discussion of a substantive topic, students are put into small groups (between 4 and 5 students) and given a set of problem scenarios. The lecturer moves between groups to facilitate discussions if required and when groups are faced with a similar difficulty, bring the discussion back to the whole class for a time, and then continue with problem in small groups.
Application: Often each group has a leader who dominates the discussion. This person however is usually articulate and has good problem solving skills. Therefore, they do provide another point of learning for other students in the group. Group dynamics need to be monitored.
As originally suggested by Professor Vicki Waye
Field or discipline: Law
Program: Bachelor of Law
Course: Contract Law
Year level: 1
Class size: 30-80
Activity type: Problem solving discussion during lecture
Aim: Learning the principles, graduate qualities, problems solving skills, team work
Description: Mid-lecture, after discussion of a substantive topic, students are put into small groups (between 4 and 5 students) and given a set of problem scenarios. The lecturer moves between groups to facilitate discussions if required and when groups are faced with a similar difficulty, bring the discussion back to the whole class for a time, and then continue with problem in small groups.
Application: Often each group has a leader who dominates the discussion. This person however is usually articulate and has good problem solving skills. Therefore, they do provide another point of learning for other students in the group. Group dynamics need to be monitored.
Group Work During Tutorial
Name: Emma Fabbro
Activity type: Group work during tutorial
Aim: To reach every student within the tutorial on a one on one basis and gauge their knowledge and understanding.
Description: Give students a past exam question to work on for a few minutes in the tutorial. While they are working on the question walk around the room to each group and talk one on one to students. This gives students who would not normally speak up in a larger group the opportunity to communicate and talk to you. The discussion helps with exam revision.
Application: Provides individual student contact but other students may not stay on task. It may also become loud.
Activity type: Group work during tutorial
Aim: To reach every student within the tutorial on a one on one basis and gauge their knowledge and understanding.
Description: Give students a past exam question to work on for a few minutes in the tutorial. While they are working on the question walk around the room to each group and talk one on one to students. This gives students who would not normally speak up in a larger group the opportunity to communicate and talk to you. The discussion helps with exam revision.
Application: Provides individual student contact but other students may not stay on task. It may also become loud.
Using Student Feedback for Course Development
Name: Chris Saunders
Activity type: Using Student Feedback
Aim: Improve teaching style to suit what students want using student reflection of the course delivery
Description: Provide students with lecture course material, then in tutorials work with them on the delivery of content. Ask them how they found the course delivery, how they learned best and what they would change. Make sure they understand the content and get them to develop the course style for subsequent course deliveries.
Application: Use this to help students take ownership of the course. Can develop exam material from the students’ developed work.
Activity type: Using Student Feedback
Aim: Improve teaching style to suit what students want using student reflection of the course delivery
Description: Provide students with lecture course material, then in tutorials work with them on the delivery of content. Ask them how they found the course delivery, how they learned best and what they would change. Make sure they understand the content and get them to develop the course style for subsequent course deliveries.
Application: Use this to help students take ownership of the course. Can develop exam material from the students’ developed work.
Thursday, December 10, 2009
Interactive Challenge
Activity type: Interactive Challenge
Aim: To provide a comfortable environment for students to apply theoretical knowledge to clinical scenarios. Provide information to students in meaningful ways. Encourage thought on subtle protocol variations between staff and departments. Discuss activities undertaken to provide feedback and facilitate self-reflection. Improve class confidence prior to placement. The student objectives were to identify areas of deficit in clinical skills and to demonstrate ability to apply theoretical knowledge to clinical practice. This task gave student simulated experience in general practice to challenge their knowledge base and help them to gain confidence.
Description: As part of preclinical session, a PowerPoint file making use of hyperlinks shows images of a skeleton (for surface anatomy) and a simulated field of view over the top in three different positions. The students are asked questions relating to the images. Selected answers link to a discussion. Some options for correcting poor choices are also discussed together with other questions and challenges. Following this 30 minute session, the class discusses the questions and the processes.
Aim: To provide a comfortable environment for students to apply theoretical knowledge to clinical scenarios. Provide information to students in meaningful ways. Encourage thought on subtle protocol variations between staff and departments. Discuss activities undertaken to provide feedback and facilitate self-reflection. Improve class confidence prior to placement. The student objectives were to identify areas of deficit in clinical skills and to demonstrate ability to apply theoretical knowledge to clinical practice. This task gave student simulated experience in general practice to challenge their knowledge base and help them to gain confidence.
Description: As part of preclinical session, a PowerPoint file making use of hyperlinks shows images of a skeleton (for surface anatomy) and a simulated field of view over the top in three different positions. The students are asked questions relating to the images. Selected answers link to a discussion. Some options for correcting poor choices are also discussed together with other questions and challenges. Following this 30 minute session, the class discusses the questions and the processes.
Pre-assessment Task to Improve Learning Outcomes
Activity type: Group research project
Aim: Development of analytical, team work, brainstorming and time management skills, and subject knowledge.
Description: Students were given articles to read allowing them to develop their subject knowledge. They then used this new knowledge to develop arguments and form opinions and were then given the opportunity to present an opinion based on the information they had gathered. After completion of this task they attended a 2 hour lecture relating to the same topic. The students were able to link their ideas to the lecture more productively and consolidate their understanding of the topic, leading to better learning outcomes on subsequent assessment tasks.
Aim: Development of analytical, team work, brainstorming and time management skills, and subject knowledge.
Description: Students were given articles to read allowing them to develop their subject knowledge. They then used this new knowledge to develop arguments and form opinions and were then given the opportunity to present an opinion based on the information they had gathered. After completion of this task they attended a 2 hour lecture relating to the same topic. The students were able to link their ideas to the lecture more productively and consolidate their understanding of the topic, leading to better learning outcomes on subsequent assessment tasks.
Drafting a Human Rights Bill
Name: Lori Kambitsis
Field or discipline: BUT
Program: Bachelor of Law
Course: Law, Society and Justice
Year level: 1
Class size: 20
Activity type: Drafting a Human Rights Bill
Aim: Develop graduate qualities 1,2,3,4 and 6
Description:
The class is divided into small groups and directed to draft a clause/provision that the group unanimously agree should be part of the Australian Bill of Rights. It is best to have a few suggestions clauses available, i.e. free education, right to marriage. Pre-reading is a must for students to understand the foundations of civil rights in various countries.
Preparation
Break into groups of 3 & request groups allocate positions
You are a policy officer in the Attorney-General’s Department. You are asked to draft one clause for a Bill of Rights for Australia over the next 20 minutes.
Prepare a draft clause and be prepared to discuss, at a senior officer’s meeting, the following:
Allows students to:
Field or discipline: BUT
Program: Bachelor of Law
Course: Law, Society and Justice
Year level: 1
Class size: 20
Activity type: Drafting a Human Rights Bill
Aim: Develop graduate qualities 1,2,3,4 and 6
Description:
The class is divided into small groups and directed to draft a clause/provision that the group unanimously agree should be part of the Australian Bill of Rights. It is best to have a few suggestions clauses available, i.e. free education, right to marriage. Pre-reading is a must for students to understand the foundations of civil rights in various countries.
Preparation
Break into groups of 3 & request groups allocate positions
- Scribe
- Speaker
- Timekeeper
(5 mins)
- Decide upon clause
- Note pros and cons of such clause in a Bill of Rights (10 mins)
- Draft clause, including Exclusions, Definitions, Conditions and Sanctions
(20 mins)
- Pros and cons of including the draft clause into a BOR
- Methodology of drafting to avoid ambiguity, relevance now and into the future
- Difficulties with this exercise
- Which tools/resources do you require in order to complete this activity properly – (e.g. legislation access to internet, social views, economic position etc)
(20 mins)
- Expose ambiguities
- Raise issues
- Support and validate good work
- Keep them on track
- Question their work, make observations etc.
You are a policy officer in the Attorney-General’s Department. You are asked to draft one clause for a Bill of Rights for Australia over the next 20 minutes.
Prepare a draft clause and be prepared to discuss, at a senior officer’s meeting, the following:
- Why the draft clause should be included along with suggestions to overcome likely objections to its inclusion
- How the clause is unambiguous, relevant now and will be suitable for the future
- The difficulties you as a group experienced in undertaking this task
- Which tools/ resources would assist to make this task easier.
Allows students to:
- build relationships with each other by working collaboratively
- appreciate the complexity of drafting
- be aware of how social and historical underpinnings of a country can effect legislating
- realise the policy implications of legislating
- comprehend the difference between negative and positive human rights and as a result the impacts and effects on social economic and political imperatives of government when drafting legislation.
- develop written communicative and legal writing skills in particular understanding the complexity of language requirements in drafting and the need to write clearly and concisely –i.e. articulate yet plain and simple
- develop and refine critical thinking skills
Group Quiz
Name: Jun Ma
Program: Bachelor of Engineering
Course: Design in plastics and composites
Year level: 3
Class size: 80
Activity type: Student engaged learning
Aim: Improve class attendance
Description: Group quiz at the end of the lecture
Program: Bachelor of Engineering
Course: Design in plastics and composites
Year level: 3
Class size: 80
Activity type: Student engaged learning
Aim: Improve class attendance
Description: Group quiz at the end of the lecture
Using Utopian Fiction for Political Analysis
Name: Alistair McCulloch
Field or discipline: Politics/Public Management
Program: BA in Public Administration
Course: Political Analysis
Year level: 2
Class size: 50+
Activity type: Using Utopian fiction as a source of case studies in teaching political analysis
Aim: To have students read at least one book during the academic year and to have them explore, and to facilitate the academic assessment of their understanding of and ability to use, concepts and theories.
Description: Asking students to assess the distribution of power and critique a set of sound relations in an ‘extant’ society is problematic because the undergraduate textbooks (sociology and politics) provide ‘potted’ descriptions which effectively answer the questions and encourage plagiarism. It is better to ask students to undertake the exercise in the context of a society with which they are unfamiliar and about which there are few available analyses. Real-world cases which students could become familiar with quickly are rare, but utopian novels such as 1984, Brave New World, Island and Ecotopia provide just such a comprehensive social system which can act as the basis for the assessment of student understanding. Some even enjoy it.
Further Reading: A. McCulloch (1997). ‘Seeking the Holy Grail? Utopian Novels as an Aid to Teaching and Assessing Political Analysis Courses’, Teaching Public Administration, Vol. 17, No. 1, pp. 73-78.
Field or discipline: Politics/Public Management
Program: BA in Public Administration
Course: Political Analysis
Year level: 2
Class size: 50+
Activity type: Using Utopian fiction as a source of case studies in teaching political analysis
Aim: To have students read at least one book during the academic year and to have them explore, and to facilitate the academic assessment of their understanding of and ability to use, concepts and theories.
Description: Asking students to assess the distribution of power and critique a set of sound relations in an ‘extant’ society is problematic because the undergraduate textbooks (sociology and politics) provide ‘potted’ descriptions which effectively answer the questions and encourage plagiarism. It is better to ask students to undertake the exercise in the context of a society with which they are unfamiliar and about which there are few available analyses. Real-world cases which students could become familiar with quickly are rare, but utopian novels such as 1984, Brave New World, Island and Ecotopia provide just such a comprehensive social system which can act as the basis for the assessment of student understanding. Some even enjoy it.
Further Reading: A. McCulloch (1997). ‘Seeking the Holy Grail? Utopian Novels as an Aid to Teaching and Assessing Political Analysis Courses’, Teaching Public Administration, Vol. 17, No. 1, pp. 73-78.
Tuesday, December 8, 2009
Role play in nursing
Activity type: Role Play
Aim: To understand the symptoms/signs of health conditions
Description: The tutor acts out conditions of patients. After the performance, the class discusses the patient’s symptoms/signs to gain an understanding of what individual patients with certain conditions are experiencing.
Application: Being a hands-on person, I found this was an excellent way for me to learn.
Aim: To understand the symptoms/signs of health conditions
Description: The tutor acts out conditions of patients. After the performance, the class discusses the patient’s symptoms/signs to gain an understanding of what individual patients with certain conditions are experiencing.
Application: Being a hands-on person, I found this was an excellent way for me to learn.
Field Placement in the Library
Aim: Real life experience in a controlled environment. Develops graduate qualities 1 and 2.
Description: Students, in pairs, spend one day at the library. Half the day is spent shadowing staff on the reference desk and the other half spent shadowing a staff member on a deferred research query.
Students are assessed using a reflective journal.
Description: Students, in pairs, spend one day at the library. Half the day is spent shadowing staff on the reference desk and the other half spent shadowing a staff member on a deferred research query.
Students are assessed using a reflective journal.
Dinner Guest Speaker
Activity type: Dinner guest speaker networking opportunity
Aim: To give the students an opportunity to listen to a property entrepreneur and also give students a chance to speak to them afterwards on a one-to-one basis.
Description: At the end of the course we have a celebration dinner. A local property entrepreneur is invited to come along and speak about how they made their money. After the speech there is an opportunity for the students to speak to them on a one-to-one basis.
Aim: To give the students an opportunity to listen to a property entrepreneur and also give students a chance to speak to them afterwards on a one-to-one basis.
Description: At the end of the course we have a celebration dinner. A local property entrepreneur is invited to come along and speak about how they made their money. After the speech there is an opportunity for the students to speak to them on a one-to-one basis.
Tutorial Assessment
Activity type: Tutorial Assessment
Aim: To promote tutorial preparation, participation and ongoing learning throughout the study period.
Description: Students are assessed on tutorial work. Students are required to come to tutorials with pre-prepared tutorial answers. On three randomly selected weeks (selected by tutor) students are required to submit their answers for assessment.
Another component of this is tutorial tests where students are given three mini tests throughout the study period.
Application: Students receive more feedback throughout the study period. They can better gauge their own learning and areas they may need to reflect on. Also helps tutor to gauge students’ understanding of material and topics which may need to be covered in more detail.
Aim: To promote tutorial preparation, participation and ongoing learning throughout the study period.
Description: Students are assessed on tutorial work. Students are required to come to tutorials with pre-prepared tutorial answers. On three randomly selected weeks (selected by tutor) students are required to submit their answers for assessment.
Another component of this is tutorial tests where students are given three mini tests throughout the study period.
Application: Students receive more feedback throughout the study period. They can better gauge their own learning and areas they may need to reflect on. Also helps tutor to gauge students’ understanding of material and topics which may need to be covered in more detail.
Wednesday, September 16, 2009
Professional Awareness
Name: Rosanne Crouch
Field or discipline: Nursing
Program: Bachelor of Nursing
Year level: 2-3
Class size: 30
Activity type: Presentation
Aim: To have the students become aware of their own profession when compared/contrasted with another health profession.
Description: This was a group activity that I participated in as a student involving four students interviewing a professional from another health discipline. We were required to contrast and compare this professional’s health discipline with our own discipline. The interview was video-taped and a presentation was given to the rest of the class.
This task helped the students to be aware of other health professionals’:
· Academic requirements
· Legal requirements
· Work requirements
Application: There were some issues with the access to, and knowledge of using equipment. The small time frame available also made this task difficult.
I am not able to recall who the lecturer was who developed this task but as a participant, I believe it was a very valuable and engaging experience.
Field or discipline: Nursing
Program: Bachelor of Nursing
Year level: 2-3
Class size: 30
Activity type: Presentation
Aim: To have the students become aware of their own profession when compared/contrasted with another health profession.
Description: This was a group activity that I participated in as a student involving four students interviewing a professional from another health discipline. We were required to contrast and compare this professional’s health discipline with our own discipline. The interview was video-taped and a presentation was given to the rest of the class.
This task helped the students to be aware of other health professionals’:
· Academic requirements
· Legal requirements
· Work requirements
Application: There were some issues with the access to, and knowledge of using equipment. The small time frame available also made this task difficult.
I am not able to recall who the lecturer was who developed this task but as a participant, I believe it was a very valuable and engaging experience.
Wednesday, September 2, 2009
Group Learning Through Role Playing
Name: Dr Sukhbir Sandhu
Field or discipline: Business
Program: Graduate Certificate in Sustainable Business
Course: RUASB
Year level: Post-Graduate
Class size: 20
Activity type: Role Play
Aim: Helping participants understand the constraints of various roles and also in identifying the topic issues.
Description: This task involves two people engaging in a role play. One person plays the role of the CEO and the other as a Risk Officer. The person acting as the risk officer is required to identify two major risks posed by sustainability issues for the organization in the chosen sector. The risk officer then has to make a case of how he/she believes the organization should deal with each of those risks. The other participant acting as the chief executive officer is required to accept one recommendation, reject the other and explain why.
The organization can be chosen from any of the following sectors
Field or discipline: Business
Program: Graduate Certificate in Sustainable Business
Course: RUASB
Year level: Post-Graduate
Class size: 20
Activity type: Role Play
Aim: Helping participants understand the constraints of various roles and also in identifying the topic issues.
Description: This task involves two people engaging in a role play. One person plays the role of the CEO and the other as a Risk Officer. The person acting as the risk officer is required to identify two major risks posed by sustainability issues for the organization in the chosen sector. The risk officer then has to make a case of how he/she believes the organization should deal with each of those risks. The other participant acting as the chief executive officer is required to accept one recommendation, reject the other and explain why.
The organization can be chosen from any of the following sectors
- energy
- transport
- resources
- agribusiness
- manufacturing
- real estate
- financial services
- any other sector of particular interest to your group
Application: The co-ordination was initially a challenge, but it addressed the graduate qualities of lifelong learning, working autonomously and collaboratively and effective communication. It also proved to be very engaging and enjoyable.
Sketch to Model from an Abstract Brief
Name: Steve Kelly
Field or discipline: Art, Architecture and Design
Program: Interior Architecture
Course: Design Communication 2A
Year level: 2
Class size: 60+
Activity type: Sketch to model from an abstract brief
Aim: The aim of the course is for students to utilise one of a series of journal articles to create an abstract brief. The students’ perceptions of this theoretical article formulate into a conceptual hand-drawn sketch before commencing the primary element of the course namely a digital modelling.
Description: In the past the courses in digital technologies have placed an emphasis on technical teaching rather than the integration of taught skills across other streams within the program. Instead of simply teaching computing techniques and skills as was done in previous years, students were required to develop their model from an initial hand drawn perspective to reinforce and integrate drawing skills taught in first year. Students were given a choice from three journal articles and asked to develop a brief from which they would eventually model in 3D digitally. The final presentation hardcopy was compared with the original perspective sketch and helped demonstrate the different results and outcomes possible.
Among other things three outcomes where observed.
The students were encouraged to avoid focusing on the end result until the modelling stage.
It is very easy for digital outcomes to be fluked because of the nature of the types of technologies being used. The process of theoretical perception, conceptual design and interpretation guides the students away from this result and towards resolving their own design intentions by using the software.
Application: Student engagement and real-life experiences.
Field or discipline: Art, Architecture and Design
Program: Interior Architecture
Course: Design Communication 2A
Year level: 2
Class size: 60+
Activity type: Sketch to model from an abstract brief
Aim: The aim of the course is for students to utilise one of a series of journal articles to create an abstract brief. The students’ perceptions of this theoretical article formulate into a conceptual hand-drawn sketch before commencing the primary element of the course namely a digital modelling.
Description: In the past the courses in digital technologies have placed an emphasis on technical teaching rather than the integration of taught skills across other streams within the program. Instead of simply teaching computing techniques and skills as was done in previous years, students were required to develop their model from an initial hand drawn perspective to reinforce and integrate drawing skills taught in first year. Students were given a choice from three journal articles and asked to develop a brief from which they would eventually model in 3D digitally. The final presentation hardcopy was compared with the original perspective sketch and helped demonstrate the different results and outcomes possible.
Among other things three outcomes where observed.
- The project developed a real-life employment scenario without making the stages or progression obvious to the students until near completion.
- The use of a journal abstract to develop a brief challenged the majority of students but allowed others to show high levels of articulation and comprehension.
- This task required the teaching staff to be capable of reinforcing sketching/drawing skills as well as digital modelling skills. A crossover area often neglected.
As the task was primarily a modelling project, resources and marks were focussed on this component, but incorporation of skill-sets from other areas of the course enabled students to develop a real-life example and a portfolio piece at an early year level.
Benefits: Enabled students to develop a concept and think creatively before developing a digital model. This mirrors a real-life situation.The students were encouraged to avoid focusing on the end result until the modelling stage.
It is very easy for digital outcomes to be fluked because of the nature of the types of technologies being used. The process of theoretical perception, conceptual design and interpretation guides the students away from this result and towards resolving their own design intentions by using the software.
Application: Student engagement and real-life experiences.
Feedback on Teaching and Learning
Name: Helen Larkin
Field or discipline: Occupational Therapy
Program: Bachelor of Occupational Therapy, Deakin University.
Year level: 3rdClass size: 60 (but can be used for any class size)
Activity type: Feedback - Informal
Description: Several times during the semester at the end of the lecture I ask students to spend 5 minutes writing down 3 thoughts about the unit or their learning so far. I usually ask them for three specific responses and use a variety of questions for this and vary them throughout the semester. Students are asked to respond to questions such as:
Field or discipline: Occupational Therapy
Program: Bachelor of Occupational Therapy, Deakin University.
Year level: 3rdClass size: 60 (but can be used for any class size)
Activity type: Feedback - Informal
Description: Several times during the semester at the end of the lecture I ask students to spend 5 minutes writing down 3 thoughts about the unit or their learning so far. I usually ask them for three specific responses and use a variety of questions for this and vary them throughout the semester. Students are asked to respond to questions such as:
- Something they have learned so far
- A problem they are having
- Something they “still don’t get”
- Something that has surprised them
- Something that they want to learn
In the space of 5 minutes you can have 60 pieces of feedback, given anonymously as students leave the lecture theatre. This provides quick, really useful feedback on how students are feeling about their progress. Usually done for the first time in about week 3, it provides information about how students are feeling about the unit so far and allows you to quickly identify and address, any concerns rather than wait until the end of semester when the formal student evaluations are released.
Application: This technique of acquiring feedback could be used in any discipline.
Wednesday, August 26, 2009
Industry Presentation for Networking Skill Development
Name: Sarah Collyer-Braham
Program: Core component of the Global Experience Program
Course: BUSS1056 – Global Experience Professional Development
Year level: 1
Class size: 126 (two classes of 63)
Activity type: Industry Presentation & Networking session.
Aim: For students to engage with high level staff on a particular topic (career management, networking and intercultural communication), and for them to have the opportunity to network afterwards. The course is open as an elective for any student in an undergraduate degree at UniSA-we encourage enrolment from all disciplines.
Description: The course covers three topics; career management, networking and intercultural communication. At the conclusion of each topic a member of industry at a high level gives a presentation from their own perspective on that topic and encourages questions and engagement from students. This is then followed by a one hour networking session which includes food and drinks to enable students to practice their networking skills. Students are encouraged to treat it like a real-life experience and dress appropriately. Students are also encouraged to bring business cards.
Program: Core component of the Global Experience Program
Course: BUSS1056 – Global Experience Professional Development
Year level: 1
Class size: 126 (two classes of 63)
Activity type: Industry Presentation & Networking session.
Aim: For students to engage with high level staff on a particular topic (career management, networking and intercultural communication), and for them to have the opportunity to network afterwards. The course is open as an elective for any student in an undergraduate degree at UniSA-we encourage enrolment from all disciplines.
Description: The course covers three topics; career management, networking and intercultural communication. At the conclusion of each topic a member of industry at a high level gives a presentation from their own perspective on that topic and encourages questions and engagement from students. This is then followed by a one hour networking session which includes food and drinks to enable students to practice their networking skills. Students are encouraged to treat it like a real-life experience and dress appropriately. Students are also encouraged to bring business cards.
Monday, October 20, 2008
Marking moderation using online conferencing
Name: Diana Quinn and Zorica Nedic
Field or discipline: Engineering
Program: Bachelor of Engineering
Course: Electrical and Energy Systems EEET 1025
Year level: 1
Class size: 200
Activity type: Online marking moderation
Description: The online conferencing system, Centra, was used to conduct an assessment marking and moderation event for staff. Each of the students products were displayed (YouTube videos). Then each staff member could vote anonymously on the assessment criteria (which had been entered into the survey tool). This was converted into a mark. Text chat was used to record comments. The session was recorded and anyone can view by entering their email address when prompted (select Download as your option if your internet connection is not very fast).
http://130.220.30.245/GP/main/00000144e8580000011ce8c2c1aa816d
Peer assessment will be conducted using a similar approach.
Application: this approach would suit anyone who is interested in using marking moderation particularly when the product to be assessed is more visual.
Field or discipline: Engineering
Program: Bachelor of Engineering
Course: Electrical and Energy Systems EEET 1025
Year level: 1
Class size: 200
Activity type: Online marking moderation
Description: The online conferencing system, Centra, was used to conduct an assessment marking and moderation event for staff. Each of the students products were displayed (YouTube videos). Then each staff member could vote anonymously on the assessment criteria (which had been entered into the survey tool). This was converted into a mark. Text chat was used to record comments. The session was recorded and anyone can view by entering their email address when prompted (select Download as your option if your internet connection is not very fast).
http://130.220.30.245/GP/main/00000144e8580000011ce8c2c1aa816d
Peer assessment will be conducted using a similar approach.
Application: this approach would suit anyone who is interested in using marking moderation particularly when the product to be assessed is more visual.
Friday, September 19, 2008
Indigenous issues in role play
Your name: Amy Cleland
Field or discipline: Social Work and Social Science
Program: BA Social Work
Course: Indigenous Australians and Human Services
Year level: 3
Class size: 50
Activity type: Tutorial, 2 hours
Description: A two-hour tutorial with a role-play exercise depicting the invasion and colonisation of Australia, the displacement of Aboriginal people and communities, and examples of the effects of colonisation and removals on Indigenous health, well-being and social structure/families.
The exercises conducted by an Indigenous academic who reach the script, and a non-indigenous academic, who makes the role of government officials, colonisers etc. The students enact the role of Aboriginal people in various communities across South Australia. This sensitive topic requires accuracy in its delivery to ensure participants understand the purpose and intent of the exercise.
As the tutorials two hours, one hour from the role-play, break, and the remaining time to debrief and discuss the role-play and consider historical documents to reinforce the stories from the role-play. This structure provides valuable space and time for students to process and reflect on what they have learnt, felt, share experiences and reactions and formulate questions for academic staff.
One of the biggest challenges in the field of human and social services is collaboratively working with Indigenous people and groups and working and responding effectively with Indigenous clients. In a symbolic way, this tutorial demonstrates that it can happen and is happening in many sectors in various ways. In this context, non-Indigenous and Indigenous people remembering, learning, and the knowledge in history and past events in order to understand the present and what they may encounter with clients in the field. the overwhelming response from students, indicated during and at the end of the tutorial and following via e-mail sent to the program director, indicate that this format was effective in teaching and learning from this course and engage students in the experience and learning.
Application: This approach would suit programs that require graduates to work in collaboration with Indigenous Australians.
Field or discipline: Social Work and Social Science
Program: BA Social Work
Course: Indigenous Australians and Human Services
Year level: 3
Class size: 50
Activity type: Tutorial, 2 hours
Description: A two-hour tutorial with a role-play exercise depicting the invasion and colonisation of Australia, the displacement of Aboriginal people and communities, and examples of the effects of colonisation and removals on Indigenous health, well-being and social structure/families.
The exercises conducted by an Indigenous academic who reach the script, and a non-indigenous academic, who makes the role of government officials, colonisers etc. The students enact the role of Aboriginal people in various communities across South Australia. This sensitive topic requires accuracy in its delivery to ensure participants understand the purpose and intent of the exercise.
As the tutorials two hours, one hour from the role-play, break, and the remaining time to debrief and discuss the role-play and consider historical documents to reinforce the stories from the role-play. This structure provides valuable space and time for students to process and reflect on what they have learnt, felt, share experiences and reactions and formulate questions for academic staff.
One of the biggest challenges in the field of human and social services is collaboratively working with Indigenous people and groups and working and responding effectively with Indigenous clients. In a symbolic way, this tutorial demonstrates that it can happen and is happening in many sectors in various ways. In this context, non-Indigenous and Indigenous people remembering, learning, and the knowledge in history and past events in order to understand the present and what they may encounter with clients in the field. the overwhelming response from students, indicated during and at the end of the tutorial and following via e-mail sent to the program director, indicate that this format was effective in teaching and learning from this course and engage students in the experience and learning.
Application: This approach would suit programs that require graduates to work in collaboration with Indigenous Australians.
Food Diary Analysis
Your name: Evangeline Mantzioris
Field or discipline: Nutrition
Program: Food Science and Technology
Course: Nutrition
Year level: 2
Class size: 12
Activity type: Tutorial and Computer-based practical class
Description: Students were provided with a food diary and asked to record all food and drink consumed over a three-day period. At the next tutorial, one student volunteered their diary and I analysed this using professionally-relevant software for nutritional analysis (macro and micro nutrient analysis). All students were able to observe input of data and subsequent analysis via the data projection system. After I completed the demonstration data input and analysis, we were able to discuss the implications (nutritional and health) of the diet, and together discuss alternatives to improve the quality of the diet. Students were then able to analyse their own food diaries in the computer labs (with my assistance) and duly suggest improvements to their own diets.
Application: Limited
Field or discipline: Nutrition
Program: Food Science and Technology
Course: Nutrition
Year level: 2
Class size: 12
Activity type: Tutorial and Computer-based practical class
Description: Students were provided with a food diary and asked to record all food and drink consumed over a three-day period. At the next tutorial, one student volunteered their diary and I analysed this using professionally-relevant software for nutritional analysis (macro and micro nutrient analysis). All students were able to observe input of data and subsequent analysis via the data projection system. After I completed the demonstration data input and analysis, we were able to discuss the implications (nutritional and health) of the diet, and together discuss alternatives to improve the quality of the diet. Students were then able to analyse their own food diaries in the computer labs (with my assistance) and duly suggest improvements to their own diets.
Application: Limited
Role-Playing Line up
Your name: Tina Jenkins
Field or discipline: Nursing
Program: Australian Registered Nurse Training Program
Course: RN: Acute Care
Year level: Non-award Professional Certificate
Class size: 24
Activity type: Tutorial
Description: The ARNTP it's a non-award professional certificate for overseas-educated registered nurses who wish to work in Australia. The activity was a role-play that commenced between two students and resulted in students being added to the activity to role-play the characters as they were integrated into the scenario. The result was a line of students in one row. The role play commenced at the beginning of this line with each role character in acting a part in this scenario. Once at the end of the line characters were swapped and the role-playing commenced in the opposite direction with the participants being gradually replaced as each new person is added to the end of the line.
The roles included;
1. Handover between the angiography RN and receiving ward RN;
2. Handover between early and late shifts;
3. Patient education- cardiac risk factors/ post-operative care/discharge information;
4. Dissemination of patient data between doctor and bedside RN;
5. Physiotherapist - patient education of chest therapy;
6. Dietician - patient education of lifestyle modifications;
7. Doctor educating patients family and significant others.
The students had a great time and were laughing and having fun while learning. We detected in an increase in English language proficiency. The activity also increased confidence in the students. It was important for the teacher to reinforce the tutorial environment as a safe environment; to develop and establish group norms; tomorrow appropriate cultural sensitivity; to set clear expectations that dissipation; and to get to know your students and assist them to get to know each other.
Application: This approach would suit disciplines where communication with the public is an expectation of the position.
Field or discipline: Nursing
Program: Australian Registered Nurse Training Program
Course: RN: Acute Care
Year level: Non-award Professional Certificate
Class size: 24
Activity type: Tutorial
Description: The ARNTP it's a non-award professional certificate for overseas-educated registered nurses who wish to work in Australia. The activity was a role-play that commenced between two students and resulted in students being added to the activity to role-play the characters as they were integrated into the scenario. The result was a line of students in one row. The role play commenced at the beginning of this line with each role character in acting a part in this scenario. Once at the end of the line characters were swapped and the role-playing commenced in the opposite direction with the participants being gradually replaced as each new person is added to the end of the line.
The roles included;
1. Handover between the angiography RN and receiving ward RN;
2. Handover between early and late shifts;
3. Patient education- cardiac risk factors/ post-operative care/discharge information;
4. Dissemination of patient data between doctor and bedside RN;
5. Physiotherapist - patient education of chest therapy;
6. Dietician - patient education of lifestyle modifications;
7. Doctor educating patients family and significant others.
The students had a great time and were laughing and having fun while learning. We detected in an increase in English language proficiency. The activity also increased confidence in the students. It was important for the teacher to reinforce the tutorial environment as a safe environment; to develop and establish group norms; tomorrow appropriate cultural sensitivity; to set clear expectations that dissipation; and to get to know your students and assist them to get to know each other.
Application: This approach would suit disciplines where communication with the public is an expectation of the position.
Student experiences in China
Your name: Sam Huang
Field or discipline: Tourism
Program: BA (Tourism Management)
Course: China Hotel and Tourism
Year level: 3
Class size: 20
Activity type: Tutorial
Description: This is a very engaging tutorial session I was involved in when teaching at Hong Kong Polytechnic University. We asked students to talk about their own travel experience in China and their perception of China as a tourism destination to the whole class. Then they need to compare the experiences of the Hong Kong students with those European exchange students. The group then has to note any interesting points raised in relation to the course content for example environment, infrastructure in China. The main benefit was that students can learn from each other's experiences. Problems were that some students had not visited China before and some may not want to share their experiences. As a teacher you need to encourage students to reflect on their post-travel experience. Resources required include an easy classroom atmosphere with round table seating arrangements.
Application: You can engage students in the concepts and principles of any discipline by starting with the student's current knowledge base and linking this to the new learning in the course.
Field or discipline: Tourism
Program: BA (Tourism Management)
Course: China Hotel and Tourism
Year level: 3
Class size: 20
Activity type: Tutorial
Description: This is a very engaging tutorial session I was involved in when teaching at Hong Kong Polytechnic University. We asked students to talk about their own travel experience in China and their perception of China as a tourism destination to the whole class. Then they need to compare the experiences of the Hong Kong students with those European exchange students. The group then has to note any interesting points raised in relation to the course content for example environment, infrastructure in China. The main benefit was that students can learn from each other's experiences. Problems were that some students had not visited China before and some may not want to share their experiences. As a teacher you need to encourage students to reflect on their post-travel experience. Resources required include an easy classroom atmosphere with round table seating arrangements.
Application: You can engage students in the concepts and principles of any discipline by starting with the student's current knowledge base and linking this to the new learning in the course.
Professional society meetings
Your name: Don Cameron
Field or discipline: Civil Engineering
Program: LBMI
Course: CIVE 3008
Year level: 3
Class size: 45
Activity type: Extracurricular
Description: Students are asked to attend meetings of the Engineering Professional Society and listen to speakers, take notes and prepare a short précis (marked very generously). It was an optional activity where students were awarded bonus marks (3-5%) for participation.
It can be hit or miss depending on the speaker. It's important not to expect too much understanding by the students; it is more about exposing them to the profession and the discipline. One high-level academic from the UK was particularly effective with my students. This presentation could have been pitched well above their heads to impress the rest of the audience, but it turned out to be an engaging talk on the general problems and solutions the discipline faces but the students really enjoyed.
One problem was that some students cannot attend these lectures because of the hours, so an alternative was explored this year. Students could choose to read and précis a conference paper or journal paper. However only one student took up the offer.
Application: Yes this could be applied in other disciplines
Field or discipline: Civil Engineering
Program: LBMI
Course: CIVE 3008
Year level: 3
Class size: 45
Activity type: Extracurricular
Description: Students are asked to attend meetings of the Engineering Professional Society and listen to speakers, take notes and prepare a short précis (marked very generously). It was an optional activity where students were awarded bonus marks (3-5%) for participation.
It can be hit or miss depending on the speaker. It's important not to expect too much understanding by the students; it is more about exposing them to the profession and the discipline. One high-level academic from the UK was particularly effective with my students. This presentation could have been pitched well above their heads to impress the rest of the audience, but it turned out to be an engaging talk on the general problems and solutions the discipline faces but the students really enjoyed.
One problem was that some students cannot attend these lectures because of the hours, so an alternative was explored this year. Students could choose to read and précis a conference paper or journal paper. However only one student took up the offer.
Application: Yes this could be applied in other disciplines
Scenario-based Learning corporate law
Your name: Not provided
Field or discipline: Law
Program: LLB
Course: Corporate Law
Year level: 2 to 3
Class size: 280, divided into 9 tutorial groups
Activity type: tutorial activity
Description: Each tutorial to was in turn divided into groups of five students. the groups of five students represented a particular stakeholder in a corporate law scenario involving an executive remuneration package that depended on cost savings generated by redundancies. The stakeholder groups included 1) the directors, 2) shareholders, 3) creditors, 4) employees, 5) regulators and 6) law reform bodies. The learning exercise was spread over three weeks.
In week 1 students were required to outline the role of their stakeholder group in corporate governance; to explain what corporate governance meant.
In week two students had to outline their stakeholders concerned in regard to the executive the reunion oration proposal and their groups legal rights and responsibilities
in week three groups needed to discuss how Law promoted or protected the group's role in executive remuneration and suggest changes in law reform.
The exercise was assessed formatively and summatively. Formative assessment - each group posted material to group discussion boards for each activity weekly. Groups compared with the answers with answers given by other stakeholders and also received formative feedback from staff. Each group was required to certify the contribution of each group member. Summative assessment consisted of a reflective journal submitted by individual students comprising three compulsory questions and other questions that reflected their role as stakeholders in the exercises.
Learning outcomes of course improves substantially but, SET results were very mixed. This suggests that great effort was required in explaining the rationale and outcomes of exercise to students. Also assessment required greater integration into formal teaching and learning program.
Application: Professional-based scenarios work well in most disciplines.
Field or discipline: Law
Program: LLB
Course: Corporate Law
Year level: 2 to 3
Class size: 280, divided into 9 tutorial groups
Activity type: tutorial activity
Description: Each tutorial to was in turn divided into groups of five students. the groups of five students represented a particular stakeholder in a corporate law scenario involving an executive remuneration package that depended on cost savings generated by redundancies. The stakeholder groups included 1) the directors, 2) shareholders, 3) creditors, 4) employees, 5) regulators and 6) law reform bodies. The learning exercise was spread over three weeks.
In week 1 students were required to outline the role of their stakeholder group in corporate governance; to explain what corporate governance meant.
In week two students had to outline their stakeholders concerned in regard to the executive the reunion oration proposal and their groups legal rights and responsibilities
in week three groups needed to discuss how Law promoted or protected the group's role in executive remuneration and suggest changes in law reform.
The exercise was assessed formatively and summatively. Formative assessment - each group posted material to group discussion boards for each activity weekly. Groups compared with the answers with answers given by other stakeholders and also received formative feedback from staff. Each group was required to certify the contribution of each group member. Summative assessment consisted of a reflective journal submitted by individual students comprising three compulsory questions and other questions that reflected their role as stakeholders in the exercises.
Learning outcomes of course improves substantially but, SET results were very mixed. This suggests that great effort was required in explaining the rationale and outcomes of exercise to students. Also assessment required greater integration into formal teaching and learning program.
Application: Professional-based scenarios work well in most disciplines.
Domain Bingo
Your name: Jane Warland
Field or discipline: Nursing
Program: IBNU
Course: Lifespan Development
Year level: 1
Class size: 25
Activity type: Icebreaker
Description: This is an icebreaker activity as well as device for enabling student learning about the three major domains that form human development. there are three major domains that form human development that each is interconnected and overlaps the other two domains all through the lifespan:
The students have differed on the squares with people's names (same name can be used once only) until someone shouts bingo. Afterward, we have a discussion about which attribute is in which domain (some overlap) and then how it is quite easy to do certain things in the biological domain, yet the other two domains are much harder (especially cognitive).
Application:The bingo approach can be used in any course as an ice breaker.
Field or discipline: Nursing
Program: IBNU
Course: Lifespan Development
Year level: 1
Class size: 25
Activity type: Icebreaker
Description: This is an icebreaker activity as well as device for enabling student learning about the three major domains that form human development. there are three major domains that form human development that each is interconnected and overlaps the other two domains all through the lifespan:
- the biological domain which is based on genetics and physiological factors and includes changes in the size, shape, and characteristics of the human body such as physiological processes associated with puberty
- The cognitive domain comprises their ability to learn and experience the world we live in and to communicate with others.
- The psychosocial domain comprises of the intra- and inter-personal relationships of an individual with others which includes family, peers, love relationships and co-workers.
The students have differed on the squares with people's names (same name can be used once only) until someone shouts bingo. Afterward, we have a discussion about which attribute is in which domain (some overlap) and then how it is quite easy to do certain things in the biological domain, yet the other two domains are much harder (especially cognitive).
Application:The bingo approach can be used in any course as an ice breaker.
Thursday, September 18, 2008
Modelling stormwater flow with MUSIC simulation software
Your name: Baden Myers
Field or discipline: Engineering
Program:
Course: Water resource management
Year level: Postgraduate
Class size: 20
Activity type: Practice-based learning, Computer pool practical class
Description: The class demographic was mostly English as another language students (17/20) most of which were from the Yellow River Conserancy Commission of the Ministry of Water Resources, China. Students were guided through tutorial problem using the simulation software MUSIC for modeling storm water flows. The class was very practical, and conceptually simple and introductory. Some problems did arise when more complex matters had to be glossed over due to the difficulty and time limitations. I supported the session with slides and which were annotated - was important to put myself in the position of the student and try and think what I did not understand when I was using the software and what I've found daunting - and translate that into the support that you provide the students.
Application: Using computers to assist student learning through problem-solving with professionally-relevant software will always engage students.
Field or discipline: Engineering
Program:
Course: Water resource management
Year level: Postgraduate
Class size: 20
Activity type: Practice-based learning, Computer pool practical class
Description: The class demographic was mostly English as another language students (17/20) most of which were from the Yellow River Conserancy Commission of the Ministry of Water Resources, China. Students were guided through tutorial problem using the simulation software MUSIC for modeling storm water flows. The class was very practical, and conceptually simple and introductory. Some problems did arise when more complex matters had to be glossed over due to the difficulty and time limitations. I supported the session with slides and which were annotated - was important to put myself in the position of the student and try and think what I did not understand when I was using the software and what I've found daunting - and translate that into the support that you provide the students.
Application: Using computers to assist student learning through problem-solving with professionally-relevant software will always engage students.
Field trips in Environmental science
Your name: Ali Hassanli
Field or discipline: Environmental science
Program: Experience was in another Iranian University
Course: Environmental science
Year level: 2
Class size: 32
Activity type: Excursion Field trip
Description: I was a lecturer of environmental science course for undergraduate students. The course was a general course and mainly was delivered using PowerPoint and open discussion with students. For a change, which was requested by the students, we embarked on one or two field trips. The aim of the field trip was to provide students with an opportunity to see nature and become familiar with real-life subjects. Because of the University transportation and facilities it was not possible to take them but when an opportunity did arise we were able to go. In this field trip several subjects that were explained theoretically in the classrooms are able to be shown to students. The students after the field trip showed much more interest in the material and did try to become more involved with the course.
Application: I think this can be applied in other areas. Although it does take a lot to organise field trips, it is worth the investment of time to let students observe theoretical concepts in action in the field. Not only does engage the students during the trip but even after the event as well.
Field or discipline: Environmental science
Program: Experience was in another Iranian University
Course: Environmental science
Year level: 2
Class size: 32
Activity type: Excursion Field trip
Description: I was a lecturer of environmental science course for undergraduate students. The course was a general course and mainly was delivered using PowerPoint and open discussion with students. For a change, which was requested by the students, we embarked on one or two field trips. The aim of the field trip was to provide students with an opportunity to see nature and become familiar with real-life subjects. Because of the University transportation and facilities it was not possible to take them but when an opportunity did arise we were able to go. In this field trip several subjects that were explained theoretically in the classrooms are able to be shown to students. The students after the field trip showed much more interest in the material and did try to become more involved with the course.
Application: I think this can be applied in other areas. Although it does take a lot to organise field trips, it is worth the investment of time to let students observe theoretical concepts in action in the field. Not only does engage the students during the trip but even after the event as well.
Nursing workshop
Your name: Kirsten Durdin
Field or discipline: Nursing
Program: IBNU
Course: Being a Health Professional
Year level: 1
Class size: 27
Activity type: Practice-based learning; Work stations; Preparation
Description: Students were prepared for the workshop by the study guide which had some multiple-choice and short answer questions about the topics. The workshop area was then split into two sections. The students move between the stations using the equipment and discussing tasks. r lecturers were available to students to clarify and challenge their knowledge e. If students g were not engaging in the activity, questions around the progression work were asked in many demonstrations provided.
Application: Students doing this type of practical work are much my engaging course and is compared to their experience in tutorials. It also benefits team work.
Field or discipline: Nursing
Program: IBNU
Course: Being a Health Professional
Year level: 1
Class size: 27
Activity type: Practice-based learning; Work stations; Preparation
Description: Students were prepared for the workshop by the study guide which had some multiple-choice and short answer questions about the topics. The workshop area was then split into two sections. The students move between the stations using the equipment and discussing tasks. r lecturers were available to students to clarify and challenge their knowledge e. If students g were not engaging in the activity, questions around the progression work were asked in many demonstrations provided.
Application: Students doing this type of practical work are much my engaging course and is compared to their experience in tutorials. It also benefits team work.
EXAM-ple Questions at the end of Lectures
Your name: Nick Danenberg
Field or discipline: Marketing Business
Program: Marketing
Course: Advertising (in Singapore)
Year level: 3
Class size: 40
Activity type: Lecture
Description: At the end of each lecture, rather than just provide a 1 to 2 summary slides, I made the summary 5 to 10 multiple-choice questions that recount the key concepts covered in the lecture. This always sparks and maintains engagement of the students, focusing them on these key principles in preparation for the examination. It does assist with students revision for the examination and helps removes uncertainty regarding examination expectations. It also allow students to quickly determine if they understand the lecture.
Application: This simple technique of wrapping up a lecture topic could be used in any course.
Field or discipline: Marketing Business
Program: Marketing
Course: Advertising (in Singapore)
Year level: 3
Class size: 40
Activity type: Lecture
Description: At the end of each lecture, rather than just provide a 1 to 2 summary slides, I made the summary 5 to 10 multiple-choice questions that recount the key concepts covered in the lecture. This always sparks and maintains engagement of the students, focusing them on these key principles in preparation for the examination. It does assist with students revision for the examination and helps removes uncertainty regarding examination expectations. It also allow students to quickly determine if they understand the lecture.
Application: This simple technique of wrapping up a lecture topic could be used in any course.
STELLA Simulations
Your name: DASI Systems engineering group; Contact Shraga Shoval
Field or discipline: Engineering
Program: Systems engineering
Course: Systems Engineering
Year level: 2
Class size: 20
Activity type: Practice-based learning; using simulation software
Description: Students are asked to model a complex system of their choice (airport, nuclear power station) using STELLA software. Once modelled, they then investigate the behaviour of the model and draw conclusions based on the simulations within STELLA. Students then submit of 1500 word assignment and TellUs2 feedback form. The benefits include allowing students to develop holistic approach to engineering which gives students an appreciation of complex systems and a multidisciplinary view. Various systems thinking tools and techniques are utilised.
Application: STELLA can be used to help students understand the complex systems that they need to operate in. Perhaps the students using STELLA in this course can create models of complex systems in other disciplines.
Field or discipline: Engineering
Program: Systems engineering
Course: Systems Engineering
Year level: 2
Class size: 20
Activity type: Practice-based learning; using simulation software
Description: Students are asked to model a complex system of their choice (airport, nuclear power station) using STELLA software. Once modelled, they then investigate the behaviour of the model and draw conclusions based on the simulations within STELLA. Students then submit of 1500 word assignment and TellUs2 feedback form. The benefits include allowing students to develop holistic approach to engineering which gives students an appreciation of complex systems and a multidisciplinary view. Various systems thinking tools and techniques are utilised.
Application: STELLA can be used to help students understand the complex systems that they need to operate in. Perhaps the students using STELLA in this course can create models of complex systems in other disciplines.
Wednesday, September 17, 2008
The old VITAL is dead - Long live the new VITAL
The Valuable Ideas in Teaching And Learning (VITAL) database died a long a painful death. Already sick and very confused, the home-grown database was mortally wounded by a virus in September 2008 and died. But out of the ashes arises the new VITAL - bigger better and more user-friendly blogger version.
VITAL ideas are shared in person through Student Engagement Swap Shops. Using a template, academics share their great ideas to engage students with their colleagues. The process is mediated through academic development staff member in the Learning and Teaching Unit on your campus.
In this version of VITAL you can add labels to your post to help your ideas be linked to others, e.g.
- Your discipline (e.g. Engineering, Nursing, Speech pathology)
- Teaching-research nexus
- Practice-based learning
- Service learning
- Graduate qualities
- ADRI
- Flexible learning environments
- Concepts
Feel free to comment on the ideas of others - sharing similar experiences and what happened if you tried the idea in a new context. Comments are moderated and as such there will be a delay before they appear.
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