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Editorial: Intensive Modes Of Teaching, Past, Present, And Future, Ian Solomonides, Gayani Samarawickrema, Kaye Cleary, Sally Male
Editorial: Intensive Modes Of Teaching, Past, Present, And Future, Ian Solomonides, Gayani Samarawickrema, Kaye Cleary, Sally Male
Journal of University Teaching & Learning Practice
A recent overview and brief history of intensive modes of learning and teaching in higher education is presented, with implications for the design, application, impact, governance, and regulation of intensive mode teaching and learning. Previously limited to particular levels of study, or locations in the academic year, intensive modes as new forms of system-wide curriculum and organisation challenge the isomorphism of traditional, symmetrised organisations, while also being able to expand or complement conventional higher education. However, in whole-of-institution intensive mode settings, the importance of systematic awareness and application in adopting and sustaining intensive modes is highlighted, including the need to …
Utilising Features Of Sport Commentating To Provide A Framework For Co-Teaching The Online Lecture, Christopher E. Jones, Gabriel G. Perrone
Utilising Features Of Sport Commentating To Provide A Framework For Co-Teaching The Online Lecture, Christopher E. Jones, Gabriel G. Perrone
Journal of University Teaching & Learning Practice
Higher education teaching abruptly changed during the COVID-19 pandemic to remote, on-line learning and teaching. The use of on-line communication software to teach became the norm and remains at many institutions. This software contains features, such as the chat, that offer teaching and learning advantages; however, potential benefits can be challenging to realise for academics used to traditional modes of lecture delivery. In most cases a solo-taught lecture designed for a physical room does not transition well to the on-line space. Co-teaching, which involves two or more academics teaching the same class, is a pedagogy that can improve engagement and …
Academic Development: Leading By Example With An Authentic And Practical Approach To Curriculum Design, Michael P. Mcewan, Amanda C Geary Pate, Kimberly Wilder-Davis
Academic Development: Leading By Example With An Authentic And Practical Approach To Curriculum Design, Michael P. Mcewan, Amanda C Geary Pate, Kimberly Wilder-Davis
Journal of University Teaching & Learning Practice
Academic developers work with colleagues from every discipline to facilitate learning about teaching, learning and assessment. Boud and Brew (2013) called for academic development to be significantly ‘closer to everyday practice’ while also recognising development involves extending notions of what ‘practice’ is. Moreover, Loads and Campbell (2015) called for greater authenticity of academic development: questioning and challenging custom and practice within disciplines in higher education. So how do academic developers, tasked with redeveloping their mandatory Postgraduate Certificate in Academic Practice (PGCAP), create an authentic and practical programme? Especially one that extends the scope of teaching practice, transforms curricula and assessment …
Modelling Transdisciplinary Pedagogy: A Method For Collaborative Curriculum Design, Mark E. Allinson, Kieran Mahon
Modelling Transdisciplinary Pedagogy: A Method For Collaborative Curriculum Design, Mark E. Allinson, Kieran Mahon
Journal of University Teaching & Learning Practice
This article explores a transdisciplinary, collaborative, curriculum design project to promote institutional belonging as a driver of student engagement, and to equip graduates with the fluency to work across disciplines. It demonstrates a facilitated method, to construct learning outcomes that break with typical subject-based knowledge and associated hierarchies of expertise. After considering a small number of precedents, the authors use curriculum models to inform a design specification. Following the formation of a multidisciplinary design team, a development tool (Lego® Serious Play®) was selected for a design workshop. A qualitative analysis of the workshop transcript was then used to inform the …
No Lines: Observations From A Pilot Project To Re-Imagine, Design And Implement A Flexible Student-Centred Approach To Study Mode Selection, John Bevacqua, Meg Colasante
No Lines: Observations From A Pilot Project To Re-Imagine, Design And Implement A Flexible Student-Centred Approach To Study Mode Selection, John Bevacqua, Meg Colasante
Journal of University Teaching & Learning Practice
Upon enrolling in a university course, students typically commit to a predetermined study mode: on-campus, online, or a hybrid/blended study mode. The education provider typically predetermines which study mode/s are available for each course. In this paper, the authors address the challenges of designing and trialling a new “StudyFlex” student-centred study mode at La Trobe University. By re-imagining the concept of flexibility in study mode selection, StudyFlex does away with bright line distinctions between online, blended and on-campus offerings and empowers students to self-select and adjust their preferred study mode pathway within their subject and throughout their course. This paper …
Engaging Students In Co-Creation Of Sociological Knowledge And Curriculum Design As A Form Of Deep Engagement, Paulina Billett, Dona Martin
Engaging Students In Co-Creation Of Sociological Knowledge And Curriculum Design As A Form Of Deep Engagement, Paulina Billett, Dona Martin
Journal of University Teaching & Learning Practice
This article is based on the findings of a three-year study on the outcomes of involving students in the co-creation of knowledge and pedagogical design, 2014, 2015, 2016. It involves three cohorts of second year Sociology students at an Australian University. Data came from recording engagement in class discussion, completion of set reading material, performance in assignments as well as student and lecturer perceptions of overall levels of engagement. Findings demonstrate ways in whichco-creationof knowledge and curriculum design assisted students to engage more deeply in the learning process. Authors posit that co-production of knowledge and shared curriculum development aid in …
Zombie Apocalypse: Engaging Students In Environmental Health And Increasing Scientific Literacy Through The Use Of Cultural Hooks And Authentic Challenge Based Learning Strategies, Harriet Whiley, Donald Houston, Anna Smith, Kirstin Ross
Zombie Apocalypse: Engaging Students In Environmental Health And Increasing Scientific Literacy Through The Use Of Cultural Hooks And Authentic Challenge Based Learning Strategies, Harriet Whiley, Donald Houston, Anna Smith, Kirstin Ross
Journal of University Teaching & Learning Practice
Environmental Health (EH) is an essential profession for protecting human health and yet as a discipline it is under-recognised, overlooked and misunderstood. Too few students undertake EH studies, culminating in a dearth of qualified Environmental Health Officers (EHOs) in Australia. A major deterrent to students enrolling in EH courses is a lack of appreciation of the relevance to their own lives. This is symptomatic of a wider problem of scientific literacy: the relevance gap and how to bridge it. Employing a cultural hook offers a means to connect students to science and the fundamental elements of EH. Zombies feature prominently …
Building Staff Capacity Through Reflecting On Collaborative Development Of Embedded Academic Literacies Curricula, Linda C. Thies
Building Staff Capacity Through Reflecting On Collaborative Development Of Embedded Academic Literacies Curricula, Linda C. Thies
Journal of University Teaching & Learning Practice
Most Australian universities articulate some policies around the integration of graduate learning outcomes in courses. This paper draws on a Federal Government funded project that adopted a developmental approach to students’ acquisition of course learning outcomes, through the embedding of academic literacies in course curricula. The project was part of a Higher Education Participation and Partnership Program (HEPPP), which focused on courses with a high proportion of students from a low socio-economic status (SES) background. However, the project took an inclusive approach to curriculum development by focusing on the needs of all students. In describing this project, the paper aims …
The Challenges Of Blended Learning Using A Media Annotation Tool, Kathy A. Douglas, Josephine Lang, Meg Colasante
The Challenges Of Blended Learning Using A Media Annotation Tool, Kathy A. Douglas, Josephine Lang, Meg Colasante
Journal of University Teaching & Learning Practice
Blended learning has been evolving as an important approach to learning and teaching in tertiary education. This approach incorporates learning in both online and face-to-face modes and promotes deep learning by incorporating the best of both approaches. An innovation in blended learning is the use of an online media annotation tool (MAT) in combination with face-to-face classes. This tool allows students to annotate their own or teacher-uploaded video adding to their understanding of professional skills in various disciplines in tertiary education. Examination of MAT occurred in 2011 and included nine cohorts of students using the tool. This article canvasses selected …
Right From The Start: A Rationale For Embedding Academic Literacy Skills In University Courses, Cathy Gunn, Shari Hearne, Julie Sibthorpe
Right From The Start: A Rationale For Embedding Academic Literacy Skills In University Courses, Cathy Gunn, Shari Hearne, Julie Sibthorpe
Journal of University Teaching & Learning Practice
This paper summarizes relevant research concepts, and then describes a case where online tutorials were used to integrate one generic academic skill - information literacy - into first year business courses. Tutorials covering the skills and information required to complete course assignments were designed so the content can be easily modified for different subjects and assessment tasks. Feedback from trials suggests that significant gains can be made using this embedded approach. Theoretical grounding of design concepts, integration into course activities and collaboration between course lecturers and academic support staff are all key success factors. The authors propose that this integrated …