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.
Monday, October 20, 2008
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two hours, one hour from the role-play, break, and the remaining time to debrief and discuss the role-play and consider historical documents to reinforce the stories from the role-play.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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