Category Archives: large classes

Reflecting on reflection: Part 2

Posted by: Mary Ryan, Associate Professor and Higher Degree Research Coordinator in the Faculty of Education at the Queensland University of Technology, Brisbane. 

A/Prof Mary Ryan at the Inclusive Conversation Series March 2014 © RMIT University, 2014, Photographer: Margund Sallowsky.

A/Prof Mary Ryan at the Inclusive Conversation Series March 2014 © RMIT University, 2014, Photographer: Margund Sallowsky.

The project team thanks the Office of the Dean of Learning and Teaching and Associate Professor Andrea Chester, Deputy Pro Vice-Chancellor, Learning & Teaching, DSC for supporting the Inclusive Conversation Series.

(This post has been broken into two parts- click here to go to the previous post.)

4Rs of Reflection

Reporting and responding

Reflective learning is a wicked skill (Knight, 2007). It has slippery definitions, is seen differently by different people, and is often treated as omnipresent rather than teachable. My response to this issue has been to find out a bit more about it. I needed evidence about things like… What constitutes reflective learning? What are the conditions under which it can happen or is taught? What do people do in different disciplines? How can it be expressed? Is it assessable?

Relating

I started by drawing on my own experiences. I realised that in my own teaching I was making assumptions about students’ knowledge of how to write an effective text, their abilities to analyse and weigh up a situation, and their skills in identifying a key issue (for them) upon which to reflect. I soon became conscious of the need for a teaching intervention. I couldn’t leave this to chance – particularly for those students for whom English was not their first language or for those who were first in their family to attend university or who had entered university through pathways other than senior schooling. So I decided some serious research was needed to help me work out how this could be improved for students in higher education. Fortunately, the Australian Learning and Teaching Council (ALTC) agreed that this was an important issue and they funded a project over two years.

Reasoning

I turned to learning theories such as Kalantzis and Cope’s Science of Learning through knowledge processes, Bloom’s taxonomy and others. A common factor across these theories was the view that learning was an active rather than passive process and that students can move from basic understandings to quite complex thinking skills of critical analysis and reasoning.  I scoured the literature on reflective learning and practice and found that it is generally accepted that there are levels of reflective thinking or learning, moving from basic identification of an issue, to dialogic thinking back and forth, to deep, transformative reflection that can change ideas or practice – hence the 4Rs that I’m using to reflect here (nothing like practicing what you preach). Plus I started to annoy plenty of colleagues at QUT – asking them about their own practices in teaching reflective learning. My colleague (Michael Ryan) and I developed the Teaching and Assessing Reflective Learning (TARL) Model: (See Figure 1: Populating the Pedagogic Field). The model considers the pedagogic field of higher

Populating the Pedagogic Field

Figure 1: Populating the Pedagogic Field (click to enlarge).

education as a space that enables increasingly more complex ideas and professional attributes to be attained (vertical axis) as students move through their degree (horizontal axis). It suggests that students can:

  • begin by reflecting on their own views and practices as a novice in the field,
  • incorporate the views and practices of others in the field,
  • reach the final goal of critically reflecting on self in relation to experienced colleagues and clients as a beginning professional.

The practical aspects of the model are the teaching patterns that are mapped to show at which point in a program they have been successful and the level of complex thinking that they can achieve. The benefits of this approach include minimising replication of activities across a program, ensuring that reflective activities are increasingly more sophisticated across a program and introducing a shared language for staff and students.

Reconstructing

I’ve learnt that a smorgasbord of reflective activities is not useful to develop levels of complexity across a program. I’ve learnt that we can’t make assumptions about students’ skills in this area. I’ve realised the importance of a shared language across programs and consistency in language within a course. Most importantly, I’ve learnt that higher education teachers really make a difference. If they prioritise and explicitly teach reflective learning, students can progress to those deep levels of self-reflection. New applications of this work have been in areas of peer review – teaching students how to write a reflective and useful review and how to respond reflectively to peer feedback; as well as teaching students how to evaluate university teaching and courses in a more reflective way as co-contributors to the learning experience. From here, I think I need to work more with academic staff in helping them to implement some of the great resources and strategies from the project.

References:

Knight, P 2007, Fostering and assessing ‘wicked’ competences, Milton Keynes, Open University.

Murphy, KR, 2011, ‘Student reflective practice – building deeper connections to concepts’, ASCD Express, Vol. 6, No. 25

Ryan, ME & Ryan, MC 2013, ‘Theorising a model for teaching and assessing reflective learning in higher education’, Higher Education Research & Development, vol 32, no. 5, pp. 244-257.

Ryan, ME, 2014, Teaching and Assessing Reflective Learning in Higher Education, Inclusive Conversation Series, RMIT, March 2014 presentation.

Share your thoughts on reflection in the comments section!

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Reflecting on reflection: Part 1

Posted by: Mary Ryan, Associate Professor and Higher Degree Research Coordinator in the Faculty of Education at the Queensland University of Technology, Brisbane. 

The project team thanks the Office of the Dean of Learning and Teaching and Associate Professor Andrea Chester, Deputy Pro Vice-Chancellor, Learning & Teaching, DSC for supporting the Inclusive Conversation Series.

(This post has been broken into two parts- click here to go to the next post where I apply the 4Rs to my own experiences.)

Reflective practice is often described as being as much a state of mind or attitude as it is a set of activities. It requires educators to assess themselves and their practice and as a result of this process become, “conscious agents in their own pedagogy” (Griffiths: 2010).

Screen shot 2014-04-15 at 11.45.45 AM

A/Prof Mary Ryan at the Inclusive Conversation Series March 2014 © RMIT University, 2014, Photographer: Margund Sallowsky.

My work as a teacher of undergraduate and postgraduate Education students for many years has shown me how much students can benefit from explicit teaching of critical reflection to improve their learning. This has motivated my work on developing students’ reflective learning capacities over several years — first as a teacher working directly with students and in the past few years supporting other teachers, program coordinators and support staff to develop a systematic curriculum model with practical strategies and resources that builds students’ capacities in reflective learning.

At the end of this page I’ve provided some resources that could help you in your teaching and in Part 2 I’ll share my reflections (on reflection) using this 4R model.

When educators reflect on their teaching, their practice improves. Students can also benefit when they reflect on their learning experience or practice. Murphy (2011) states the act of reflecting on an experience or critical incident, leads to students making deeper connections to the concepts they are learning beyond the rote memorisation or simple completion, resulting in students experiencing an ‘a-ha’ moment.

Reflective learning is a way for students to:

  • develop problem-solving and critical thinking skills

  • consider different possibilities and actions

  • link old ideas with new ones

  • stimulate creative solutions

  • encourage life-long learning

  • draw on evidence to plan future actions

  • improve practice

  • create cohesiveness across a course/program. (Ryan, 2014)

How can I integrate reflection into teaching and assessment?

Designing a practice of reflection means both clarifying the purposes it needs to serve and identifying opportunities for reflection in students’ work that are realistic and yet occur at the right intervals with sufficient depth to be meaningful (Murphy 2011).

At RMIT, there are a number of teaching staff who have introduced reflective practice into their curriculum in courses such as Fashion and Textiles, International Development (GUSS), and Media and Communication to name just a few. And there would be countless staff who use the word ‘reflection’ in a task or in assessment criteria. What makes our project special is the real examples of reflection shown within their discipline. These patterns have been linked (where appropriate) to professional standards for the accrediting bodies and plotted on a graph to

Populating the Pedagogic Field

Populating the Pedagogic Field

show how they increase in complexity, or how they move from simulated to real experiences. (See the figure: ‘Populating the Pedagogic Field’ to the right and click to expand.)

Some examples have been selected here from the Developing Reflective Approaches to Writing (DRAW) Wiki to illustrate how you could introduce reflective practice into the course. The patterns include teaching resources including annotated examples of reflective writing, and student blogs:

Analysing Reflective Texts (ART),

Mapping Critical Incidents – Foundation (MCIF)

Reflections Around Artefacts (RAA)

Reflection as a Professional Activity during Service Learning (RPA)

Resources:

The Developing Reflective Approaches to Writing (DRAW) Wiki: holds the teaching patterns and common resources for over 20 patterns that are being used in different disciplines. The DRAW website (http://www.drawproject.net)provides a short summary of the project and references.

References:

Knight, P 2007, Fostering and assessing ‘wicked’ competences, Milton Keynes, Open University.

Murphy, KR, 2011, ‘Student reflective practice – building deeper connections to concepts’, ASCD Express, Vol. 6, No. 25

Ryan, ME & Ryan, MC 2013, ‘Theorising a model for teaching and assessing reflective learning in higher education’, Higher Education Research & Development, vol 32, no. 5, pp. 244-257.

Ryan, ME, 2014, Teaching and Assessing Reflective Learning in Higher Education, Inclusive Conversation Series, RMIT, March 2014 presentation.

Share your thoughts on inclusive teaching and assessment in the comments section! Click here to read Part 2 of this post!

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Peer Partnerships: the professional development program that really resonates

Posted by:

Angela Clarke, Senior Research Fellow,
A/Prof Andrea Chester, Acting Deputy Pro Vice-Chancellor, Learning and Teaching
&
Dallas Wingrove, Senior Advisor, Learning and Teaching, Property, Construction and Project Management, 
College of Design and Social Context, RMIT University.

Rebekha Naim and Shayna Quinn are peer partners from the School of Media and Communication.

Rebekha Naim and Shayna Quinn are peer partners from the School of Media and Communication.

The RMIT Peer Partnerships program has been running for two years. Over that time the program has been successfully implemented in 17 Schools/centres and units across campuses in Australia and Vietnam. There have been over 195 peer partners and 24 leaders who have participated. The response from academic staff has been overwhelmingly positive, as evidenced by the following comments:

*One of the most positive and enriching professional development experiences I have had in nearly ten years at RMIT. 

*Best PD ever! To be great, you have to want to be great, there is always room for improvement as an academic…this is a great structure for reflective practice in teaching and learning.

*Very positive and insightful. Helped me conceive and expand possibilities for my own teaching practice. Sparked new ideas.

*This was a valuable program, which fostered teaching skills in ways both practical and theoretical.

*I found peer partnerships to be a really effective way of learning and reflecting on practice. It was particularly rewarding as a sessional teacher as many other opportunities aren’t open to us so it made me feel part of the RMIT team – for possibly the first time – which is really important to me.

These responses from our teaching staff suggest that the RMIT Peer Partnerships program is truly resonating with our staff and is having a positive impact. This is due to many factors including the structure of the program and the underpinning principles which foreground voluntary participation, reciprocal exchange and confidentiality. Many academics feel that this program is filling a professional gap in their academic work.  The process, which focuses on reciprocal observation of teaching practice, has generated meaningful professional conversations about teaching and learning and is fostering collegiate communities of practice within Schools/units.  For some staff who are seeking promotion or a teaching award, Peer Partnerships have offered a safe way in to the experience of peer observation and feedback for continuous improvement.

The program is open to all academic teaching staff, including sessionals and caters for early, mid and experienced professional development needs. The program has been specifically devised for implementation within the local context of a School.

We are now in our third year of implementation. This year we are very pleased to announce that two College representatives will co lead Peer Partnerships with us: Laurine Hurley in the College of Science, Engineering & Health and Tom Palaskas in the College of Business. We would like to welcome anyone who is interested in Peer Partnerships to contact dallas.wingrove@rmit.edu.au or angela.clarke@rmit.edu.au.

For further information visit our website www.rmit.edu.au/teaching/peerpartnerships.

Share your thoughts and questions in the comments section!
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The art of questioning

Posted by: Associate Professor Andrea Chester, Deputy Pro Vice Chancellor, Learning and Teaching, Design and Social Context, RMIT University.

Over the years I have read quite a bit on the use of questions in education. There are a number of useful websites that describe the importance of questioning in teaching and defining different types of questions. The UNSW L&T Unit has one, as does Cornell’s Center for Teaching Excellence.

make-just-one-change-smAs part of the toolkit of a student-centred teacher, questioning has long been considered a core skill for all teachers from primary through to the tertiary context. So central is the skill that Mary Jane Aschner (1961) described educators as ‘professional question makers’. I know from experience how a well-chosen question can open up a rich discussion and how the wrong question can close it down.

What I hadn’t spent much time thinking about was how to encourage students to ask their own questions.  That is, until I read Make just one change: Teach students to ask their own questions by Dan Rothstein and Luz Santana.

Rothstein and Santana argue teaching can be transformed if students, rather than teachers, assume responsibility for questioning. They argue that asking questions is fundamentally empowering and that all students can and should learn to formulate their own questions and that all teachers can integrate development of the skill into their regular teaching practice. While the book is pitched at teachers of K-12, the ideas can easily be applied to tertiary teaching.

The book and associated online resources available through the Right Question Institute set out the seven-step Question Formulation Technique (QFT™) summarised below.

Step

Description

Principle

Approximate time allocation

  • Begin with a question focus (QFocus)
This is the work you do to develop a stimulus, which can be a topic, a sentence, an image or an object, depending on your purpose, but generally not a question itself.  -  (varies)
  • Share and discuss the rules for producing questions
There are four rules:

  • ask as many questions as you can
  • do not stop to discuss, judge or answer questions
  • write down each question exactly as it is stated
  • change any statements as questions 
Meta-cognition 5-7 minutes
  • Produce Questions
In small groups students produce as many questions as they like within the available time. Divergent thinking 5-8 minutes
  • Categorise Questions
In this step students are encouraged to improve their questions by labeling each as either open or closed and discussing the differences between these two types of questions. Students are encouraged to change some questions from one type to the other to explore the difference in possible responses. Analysis and convergence 5-10 minutes
  • Prioritise Questions
Students prioritise their questions, articulate their rationale and select the three most important questions. They note where these questions occurred in their original list of questions, at the beginning, middle or end. - 5 minutes
  • Next Steps
Here students consider how they will use their questions. This depends on your purpose for engaging in the activity. Application Will depend on purpose of QFT™
  • Reflection
Finally students reflect on what they learned and how they can use it. Meta-cognition 5-8 minutes

The entire sequence can be completed in 30 minutes, with a reduction as you and the students become more familiar with the process.

When you might want to use the QFT™
The QFT™ can be used to:

  • generate interest at the start of a course

    Click on the image to see Dan Rothstein's TEDx presentation: "Asking questions is the single most powerful renewable source of intellectual energy: It's in our minds we can create it, we can create it continuously..."

    Click on the image to see Dan Rothstein’s TEDx presentation: “Asking questions is the single most powerful renewable source of intellectual energy: It’s in our minds we can create it, we can create it continuously…”

  • introduce a new topic
  • assess and/or deepen understanding
  • stimulate new thinking
  • prepare for an assessment task
  • conclude a topic or course.

What to know more?

References:

Aschner, M. J. (1961). Asking questions to trigger thinking. National Education Association (NEA) Journal, 50, 44-46.

Share your thoughts and questions in the comments section!
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What will the campus of the future look like?

Guest Post: Jo Dane is a designer, educator and researcher with a passion for educational transformation enabled through research-based design practice. Jo works at woodsbagot.com and tweets @WB_JoDane.

Jo_Dane_Twitter_PicI’m a design educator and someone who’s regularly tasked with putting together a vision of physical spaces for students. Ideally, these new spaces are supposed to be ‘future-proof’. So it can be fun to do some crystal-gazing about the future of the university campus.

Here are some observations, speculations and predictions that I’ll commit to the blogosphere in 2014:

1. Students will be empowered with choices of how, when and where to learn.
It will be increasingly possible to get a degree at University X which includes undertaking core subjects at University Y or via accredited MOOCs. If the quality of the learning experience (and facilities and spaces will be part of that equation) doesn’t stack up, students will shift their allegiance to another institution. And the funding will follow the student.

2. Hybrid learning experiences will be the new norm.
On-campus delivery will increasingly incorporate online components such as response software in lectures, multimedia content, group collaboration and teacher consultation. Digital platforms will continue to improve and enable both synchronous and asynchronous learning encounters.

3. Learning will be social and happen with other students IN REAL TIME.
For too long learning has happened in isolation in students’ homes while studying for exams, or preparing essays and assignment work. It has long been recognised that learning is a social experience. A room full of students is also a room full of teachers. Interaction between students broadens each student’s perspective and provides an opportunity to share and reinforce important concepts.

Click to see more pictures of MUSE, a Woods Bagot project completed this year.

MUSE – Macquarie University Spatial Experience, Sydney, 2014

Real time learning will happen in the classroom when a) the teacher facilitates the interactive learning experience and b) the classroom is designed to enable such encounters.

4. The notion of a 24-7, ‘sticky campus’ will endure.
Students (especially undergraduates) will be encouraged to stay on campus for longer periods of time. They will continue to blur boundaries between learning, socialising and working. The campus, therefore, will provide ‘sticky’ spaces where students can undertake both serendipitous and asynchronous activities. These will include media hubs for small groups to collectively engage in online material, or to Skype subject experts/overseas peers.

Click to see more pictures of MUSE, a Woods Bagot project completed this year.

MUSE – Macquarie University Spatial Experience, Sydney, 2014

5. Mobile devices, ‘Bring Your Own Device’ and cloud computing mean that students can access specialist software anywhere, anytime.
Students need no longer be tethered to the dehumanising lab computer, but can choose where and with whom to study, whilst accessing critical digital infrastructure.

6. Say goodbye to lecture theatres and computer labs!
While this might seem to counter to the ‘sticky campus’ idea (but really it should clarify the purpose of bringing students together) students are voting with their feet and where possible opting to tune into lectures online rather than face-to-face. Not only this, the prevalence of high quality (free) content, through YouTube, TED Talks, MOOCs and a plethora of other online repositories means that students are finding expert content from alternative sources rather than from the prescribed teachers. Universities will increasingly share exemplary content rather than rely on academics reinventing content every year.

7. Augmented learning, wearable technologies, 3d printing and gaming experiences are coming.
These are recognised trends on the horizon. We might not know exactly what they will look like, nor the impact they will have on the campus environment. Get used to this feeling. The better you adapt to change, uncertainty and the unforeseeable, the more agile you are. Agility is a key trait needed for the emerging knowledge economy.

Screen Shot 2014-03-16 at 5.16.10 pm

Media & Communication staff at RMIT discuss learning spaces in the Swanston Academic Building.

8. Academics will work increasingly in teams, sharing and collaborating in teaching and research activities.
The academic workplace will need to provide for a younger generation of academics who are more collaborative and connected than any previous generation. The next generation of academics won’t be hidden away in confined offices. The campus will include ‘third spaces’ — extensions of the workplace where workers can seek alternative environments to promote innovation and problem-solving.

9. Academics will be more accessible to students, but will connect through digital means moreso than face-to-face.
For teachers and lecturers, the skills of delivering remotely and facilitating online discussions will be as crucial as your in-class toolkit. This means your potential reach increases (and so does your profile) but of course that there’s another set of skills that are currently seen as optional.

10. This one’s a fill-in-the-blank, left for you, the reader…
Posts like this can often live on through the comments thread — why not make your own prediction (or disagree with/clarify one of my own) by commenting below.

Share your thoughts and predictions in the comments section!
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First impressions

Posted by: Jon Hurford, Senior Advisor, Learning and Teaching & Andrea Wallace, Educational Developer, College of Design and Social Context, RMIT University.

Andrea is a member of the Inclusive Teaching and Assessment Practices Project working to develop resources and deliver professional development to staff.

Sign in a school bus reads: 'Keep Out. Please put on seatbelt + be quiet + behave. Thanks'

A sign in a school’s excursion bus at the Old Melbourne Gaol this week.

As the saying goes, ‘You don’t get a second chance at a first impression.’

This week, across Australia, thousands of lecturers and tutors will be meeting their new students or welcoming back continuing students.

In Vocational Education, classes have been back for almost a month, but still, it’s early days.

It’s obvious that getting off on the right foot and creating the right environment for students has a special importance in tertiary education. For one thing, in a 12-16 week delivery schedule, the feeling that time is precious is understandable.

In wanting students to take our course seriously, in the feeling that we’re competing for the mindshare of their course load, in rushing about, is there a risk of putting up a sign (metaphorically) like the bus driver (or the staff who share driving duties) in the picture to the left? Note the ‘Keep Out’ in red and the tiny ‘Thanks’ at the right. What messages are we sending students in their first classes?

So this post is just a quick reminder that in the midst of all the organisational and administrative tasks we should still hold our personal philosophy of education front-and-centre and be enacting the strategies and principles that brought us through university as learners, and that brought us to university to teach.

The Inclusive Teaching and Assessment Practices Project has a set of principles that might help you see that big picture (or the jigsaw pieces of the bigger picture that are your courses) and we can’t think of a better time of the year (at least for our southern hemisphere audience) than now to put them in front of readers. Each of the following links has an associated page with key questions, resources and examples of the principle in use:

Getting a piece of writing from your students in a class early in your teaching schedule is an easy diagnostic tool. You’ll get to know a key aspect of their learning skill set and coupled with a quick survey you can get an impression of what your students expect from the course. Perhaps you teach online (or you’ve taken these elements of your course online) and you use a discussion board or blog for this. You can probably see how this simple task hits many of the principles above– if you’ve asked students what was their inspiration to study a certain discipline; if you’ve read the responses and turned them around to the students quickly; if you’ve then provided the means for them to share their responses and maybe organise themselves in study groups based on this for the first assessment, you’re establishing an environment that is ‘feedback rich’.

But what about longer pieces of writing? What about supporting your students in documenting their progress in your course?

Next week, there’s an opportunity for all staff at RMIT as Associate Professor Mary Ryan (School of Education, QUT) delivers a lecture and workshop on the Teaching and Assessing Reflective Learning (TARL) model that she and her team developed in a recent OLT project.

Professor Ryan will explain how the systematic approach can be used to embed the pedagogy of reflective writing across courses in different disciplines.  The workshop will explore the suite of pedagogical patterns and accompanying resources for systematically teaching and assessing reflective practice underpinned by the TARL and EPC models.

Lecture: Teaching and Assessing Reflective Writing
Thursday 13 March 2014
11.30 am – 12.30 pm
Building 80, Level 1, Room 2
Workshops: Teaching and Assessing Reflective Writing
Thursday 13 March 2014
12.30 – 2.20 pm
Building 13, Level 3, Room 5 (City)
Or
Friday 14 March 2014
11.00 am – 12.30 pm
Building 514, Level 1, Room 2 (Brunswick)

Registration for the workshops is essential. Space is limited. Click here to register (RMIT Login required).

Oh, and on the topic of first impressions, we’d also like to mention two blogs that have made good impressions on us during the break and will be of particular interest to casual, sessional and part time staff:

We recently added them to our blogroll (right of screen)– go visit their site for more perspectives on starting the year.

Share your thoughts on first impressions, inclusive teaching and reflective writing in the comments section!
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The use of technology in teaching and learning: A game of mix and match

picture of Ehsan

Guest post: Dr Ehsan Gharaie, Lecturer, School of Property, Construction and Project Management, RMIT University.

It seems like there’s a compelling new technology available for teaching every day. New teaching platforms, new software, and more recently new apps.  Add to this, new hardware such as tablets and smartphones.  As educators, we face a huge realm of possibilities and a big confusion, if not a headache: how to keep up? For some people, the question is more profound: should I keep up at all? And if yes, which technology should I choose?

Reflect and decipher

Dr Ehsan GharaieBefore you answer these questions, you need to decipher what happens in your teaching practice. Without reflecting on your own practice you will not be able to make active decisions. And I assure you, without you making these decisions; the decisions will be made for you.

Wait another few years and you will find yourself with a tablet in hand without knowing how to make use of it. The new movement towards MOOCs is one example of  the technology changing and leaving us to follow the trend instead of making active decisions.

To explain what I mean by deciphering your teaching practice, I reflected on my own class to see what exactly happened and then I listed what my students experience. Here is the list, in no particular order, or rather, a list that I could order or rank in many different ways:

My voice
My appearance
A space for their voice to be heard
A space for them to think and learn
My body language
Their body language
The human interaction between me and them
The human interaction between them
The learning environment/atmosphere/space
The lecture slides
The readings
Oral answers to their questions
Written answers to their questions
Class activities
Feedback (one-on-one)
Feedback on their written work
Discussion within their groups
Written communication within their groups.

Mix and match

Dr Ehsan Gharaie at LecternAfter the deciphering (and I would encourage you to do a similar audit of what goes on in a typical class) you need to look at the technology offered and see what the technology can do for you. And what it may prevent you from doing.

If you are a lecturer and the only thing that your students get from your class is your voice and lecture slides, then you could use PowerPoint with your recorded narration, and save yourself and your students, time and hassle. But if your teaching style is based on your personal relationship with students and the learning that happens from students collaborating, then narrated PowerPoint slides would kill your teaching practice.

If you are good at responding to emails and using written explanations of things to students, then an online platform may help your workflow. But if you prefer a teaching style similar to Michael J. Sandel’s (view a lecture from his ‘Justice’ course here) and believe in conversations and discussions during the class, then perhaps moving to an online platform would limit your practice.

The point that I want to make here is that before making any decision for the use of technology, reflect on your practice. Think about how you want students to learn, then look at the proposed technology and see what can be gained. Then it will be a matter of mixing and matching to get a good combination of technology-enabled and traditional teaching.

Wordpress shows the country of origin for your blog's viewers.

And remember, technology is not always there to replace the current practice and make life easier. Sometimes it gives new opportunities and opens new frontiers but this might come at the cost of an investment of time.

We are all confined in time and space. I can only be at one place and one time, but students can play lecture videos anywhere and anytime. In a modest way, even this particular post expands my existence; my audience. These words reach places I would never be able to visit in a single lifetime as an academic. Look at the picture on the left: it shows the country of origin from every viewer of this blog yesterday. Lecturers like Sandel are now reaching tens of thousands of students!

Thus, it is not all gloomy or geeky. Just as we express to our students, learning involves thinking, trying, and even failing at some attempts to succeed in the long run.

Share your comments on deciphering your own teaching and using technology in the comments!

Linking to the recent Sessional Staff Symposium

Connecting Sessional Staff LogoPosted by: Kellyann Geurts, Senior Advisor, Learning and Teaching, Design and Social Context College, RMIT University.

The College of Design and Social Context facilitated a Professional Development Symposium for sessional academic and teaching staff on Friday 6 September.

If you missed my last post, the 2013 Connecting Sessional Staff Project aims to:

  • Address individual learning and teaching needs
  • Share, present, discuss and reflect on teaching and learning experiences
  • Support collaboration, peer partnerships and mentoring
  • Connect with other sessional staff and learning networks across the University
  • Link to the online Sessional Modules from the Professional Development for Tertiary Teaching Practice (PDTTP). The Modules are accessible through Blackboard and information is online at: http://www.rmit.edu.au/teaching/pdttp/sessionals

The symposium workshops were practical and hands-on. They aimed to connect staff with their peers, their curriculum and with their students.

For those who missed the symposium or attended and missed a workshop, here is a brief overview with  the learning outcomes for each.  If you find something  of interest, you can follow the links or even contact the facilitator for more information:

Opening Session

Workshop 1: Technology… you’ve gotta have a Plan B!

Spiros Soulis, Senior Advisor Learning and Teaching, Learning and Teaching Unit

•Design back-up activities to include in lesson plans for when the technology fails
•Know who to call and what to say when you have technical issues in the class
•Identify resources to have on hand to continue to engage your students.

See also:
the teaching tomtom: http://theteachingtomtom.wordpress.com/2012/05/29/technology-you-gotta-love-it-when-it-works/
Teaching with Technology: http://www.rmit.edu.au/teaching/technology

Workshop 2: Assessment

John Benwell, Principle Learning & Teaching Advisor (Architecture and Design)

•Discuss and know how to use assessment as learning activity and a progress monitor
•Create an assignment in blackboard (with e-submission)
•Discuss and understand academic integrity using Turnitin.

See also:
RMIT University Student Assessment http://www.rmit.edu.au/students/assessment
Center for the Study of Higher Education, Melbourne University http://www.cshe.unimelb.edu.au/resources_teach/assessment/
Turnitin http://www.rmit.edu.au/teaching/technology/turnitin

Workshop 3: Engaging your students using Inclusive Teaching practices

Andrea Wallace, Educational Developer, DSC

•Identify and discuss challenges in managing a diverse student cohort in your class
•Translate the principles of Inclusive Teaching into your practice
•Design activities that incorporate alternative teaching strategies.

See also:
Inclusive Teaching http://www.rmit.edu.au/teaching/inclusive

Workshop 4: Teaching in Next Generation Learning Spaces

Thembi Mason, Educational Developer and Jon Hurford, Senior Advisor Learning & Teaching (Art)

•Identify the characteristics of a Next Generation Learning space
•Locate relevant resources and discuss approaches to teaching and the use of technology in these spaces

See also:
Next Generation Learning Spaces http://www.rmit.edu.au/browse;ID=xnbgfx4a17h3
Teaching with Technology http://www.rmit.edu.au/teaching/technology

Workshop 5: Connecting courses to content

Bernadene Sward, Liaison Librarians and Anne Lennox, University Library

•Make the most of library licensed learning and teaching resources, open access and creative commons content.

See also:
Library Learning Repository http://www.rmit.edu.au/library/learningrepository
School Liaison Librarians http://www.rmit.edu.au/library/librarianshttp://www.rmit.edu.au/library/librarians

Workshop 6: Teaching students from diverse linguistic and cultural backgrounds

Barbara Morgan, Study Learning Center

•Discuss the challenges facing students from diverse learning backgrounds
•Identify and integrate teaching strategies that address linguistic and cultural differences in the classroom.

See also:
Study and Learning Centre http://www.rmit.edu.au/studyandlearningcentreFinal Session

Workshop 7: RMIT Peer Partnerships: supported professional development for continuous improvement in teaching

Angela Clarke and Dallas Wingrove, Senior Research Fellows

•Find a focus for the observation of your teaching
•Provide sensitive and constructive feedback for a colleague
•Establish and build networks of professional relationships with DSC sessional teaching staff.

See also:
Peer Partnerships http://www.rmit.edu.au/teaching/peerpartnerships

Workshop 8: Flexible delivery, Blackboard Collaborate & Google Sites

Erika Beljaars-Harris, Howard Errey and Andrea Wallace, Educational Developers, DSC

•Use iPads and other mobile devices for teaching and learning
•Use and manage Blackboard Collaborate
•Setup and manage Google Sites.

See also:
Teaching with Technology http://www.rmit.edu.au/teaching/technology
DevelopME http://www.rmit.edu.au/staff/professionaldevelopment/training

School workshops: Talking about Learning and Teaching

School Senior Advisors of Learning and Teaching with School Liaison Librarians and School representatives

•Identify issues surrounding learning and teaching practice in your School
•Locate key learning and teaching resources at RMIT
•Discuss ways in which you can contribute and feel included in a collegial and supportive environment.

Final Workshop: CES and feedback

Ruth Moeller, Lecturer in Education and Senior Advisor, Learning and Teaching, College of Design and Social Context

The final workshop for the day focused on what academic and teaching staff will be encountering now students have returned for remainder of the year.

See also:
FAQs about CES http://www.rmit.edu.au/ssc/ces/faq

As you can see from the range of what was covered (and with an hour limit for each workshop) the conversations have only just begun.

We have time to prepare well for our end of year symposium, continue constructive conversations in the Schools and time to develop a firm plan for ongoing learning and teaching support for sessional staff beyond this semester.

A few more useful links for Sessional Staff at RMIT University 

Quick guide for sessional staff http://www.rmit.edu.au/teaching/sessional

Professional Development Calender http://www.rmit.edu.au/staff/professionaldevelopment/calendar

Learning and Teaching Unit http://www.rmit.edu.au/teaching

Senior Advisors, Learning and Teaching http://www.rmit.edu.au/dsc/learningteaching

If you have any questions please share them in the comments section or contact me (Kellyann Geurts) or your School’s Senior Advisor, Learning and Teaching.

Don’t forget you can subscribe to have the tomtom delivered to your email as soon as it’s published and you can follow us on facebook: www.facebook.com/TeachingTomTom.

RMIT Learning & Teaching Expo 2013

Guest post: Penny Mercer, Project Advisor, Learning and Teaching Unit, RMIT University.

Click to open the RMIT Learning & Teaching Expo 2013 page.

The Learning and Teaching Expo is an opportunity to showcase the excellent work of our dedicated teaching staff. It is a time for all of us to reflect on how we might enhance the student experience, reimagine our teaching and network with colleagues.

This year’s Expo takes the theme of “Inspiring teaching, inspiring learning.” Come along and hear what your colleagues have done to improve student learning outcomes, bring along your own experiences, or questions for discussion time. The Expo eLearning journey will allow all staff to identify a point of interest from which further learning opportunities can be explored.

Come along and hear from our invited keynote speakers about what is happening in the tertiary education sector, hear what your colleagues have done to improve student learning outcomes and bring along your own experiences or questions for discussion time.

Day 1: Tuesday 3 September – 12pm to 4.30pm, with lunch from 1pm to 2pm
Day 2: Wednesday 4 September – 9am to 1pm, with lunch from 1pm to 2pm
Venue: Design Hub, City campus.

Click here (or on the image above) to see the 2013 program and register now to attend (RMIT login required).

We look forward to seeing you there!

Donning a pirate’s patch for your students

Posted by:  Andrea Wallace, Educational Developer, College of Design and Social Context, RMIT University.

Andrea is a member of the Inclusive Teaching and Assessment Practices Project working to develop resources and deliver professional development to staff.

Pirate5With the project team busy working on things behind the scenes, on Friday 7 June, Professor James Arvanitakis launched the Inclusive Teaching Conversation Series, sharing his experiences of life at university. The stories and experiences he shared with us started from his first day at university. As a first in family student, he recounted how he sat through his first lecture (for film studies, which wasn’t one of his courses) and, based on the advice of his mother, carried both his passport (so people knew who he was) and a container of lamb to feed new friends.

His first year wasn’t brilliant in terms of grades and it would be fair to say that after being called into the Dean’s office (where it was suggested he might be better following his father’s footsteps into a trade) a young James could have been part of that statistic we call ‘attrition’. Luckily for us (and his current students) James completed his studies and after an early career that involved stretches in the finance and not-for-profit sectors, he returned to university for postgraduate study and eventually to teach.

He received the Prime Minister’s Award for Australian University Teacher of the Year in 2012, and now teaches into large classes at University of Western Sydney where the student cohort is culturally diverse and where a large percentage of students are also the first in their family to attend university.

James’ focus on the student is evident in almost everything he speaks about. By donning his pirate eye patch, he challenges conventional delivery techniques and has introduced new strategies which he continually tweaks including the use of social media. Alongside his research and publication interests, he keeps his teaching material current and engages with his students by letting them use their language to unpack topics such as gender and racism.

It got me thinking about my first experience of tertiary education, moving from assisting academics and researchers doing field work, to becoming a mature-aged student sitting in a lecture theatre listening to the theories of Freud. As a mature-aged student, I thought I understood what it meant to study. I thought I would fly through my degree and its assessments. But the reality was quite different. I remember the pressures of working part-time (to pay my mortgage, student fees and to eat!), learning how to write an essay and understanding that I was expected to interact with my lecturers and ask questions.  Along with assignments, group work and

Professor James Arvanitakis addresses staff at RMIT.becoming a critical thinker I was also trying to maintain some sort of a social life.  And if you’d asked me what I wanted to do with my degree, little did I know that some of the position descriptions I’ve ended up with didn’t exist in 1987. The same can be said for this student cohort, will they walk into a job after graduation that didn’t exist 10 years ago?

Sitting in the workshops that accompanied the launch and observing James’ teaching, he modelled many of the principles for inclusive teaching during each of the workshops. So for those of you who have not accessed the new pages, I would strongly suggest that you visit each of the principles and its supporting strategies. The strategies can be used for you in two ways, as a guide to help you design your practice to ensure that it’s inclusive or as a tool to reflect upon and refine your teaching:

As a project team, we invite staff in each of the three colleges to share with us any resources that you have developed which reflect inclusive teaching approaches and if you would like to be involved in promoting or working alongside the project team to incorporate inclusive teaching strategies into your teaching we encourage you to make contact with us!

The Inclusive Teaching and Assessment Practices Project Team New resources and professional development opportunities will be announced through various channels once they are uploaded and available for use by staff.

Don’t forget that you can find the rubrics on the English Language Development Project page in the Teaching Resources area of the RMIT staff webpage.  Please contact Barbara Morgan at the Study and Learning Centre for more information (barbara.morgan@rmit.edu.au).

All photos in this post are © RMIT University. Photographer: Carmelo Ortuso.

Share your thoughts on inclusive teaching and assessment in the comments section!

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