Category Archives: large classes

I ♥ RMIT Library

Posted by: Thembi Mason, Senior Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

Since I was a child, I have always loved libraries. There was nothing better than roaming the shelves for hours looking for books that I hadn’t read and sometimes finding a quiet spot to read right there in the library. I’m still excited by libraries though now I’m usually searching for totally different genres. However, I do still spend hours searching the ‘shelves’ online.

The ease of searching the RMIT library online is just fantastic. You can do it from home, on the train, at work, on another campus – it’s just there. If you want to share the resources that you have found with other RMIT staff or with your students via email, Blackboard or Google Docs/Sites, by using the RMIT URL, they can log directly in to the resource (usually it has “ezproxy.lib.rmit.edu.au/” in the URL somewhere).

Here are some of the ways that the library helps me in my work.

Google Scholar

Screen Shot 2014-07-31 at 1.23.43 pmI’m often looking for journal papers on a variety of topics. Now I could go to Google Scholar through the web but if I go to Google Scholar through the library, then I can link directly to all the papers from journals that RMIT has subscribed to – rather than being asked to pay for the article or taking the name of the article and then searching in the eJournals in the library.

eBooks

The library is purchasing more and more ebooks. And if there is a text that you like to use with your students you can request for RMIT library to purchase it as an ebook if it is available. It’s cheaper for students, it’s great to have a basic textbook if you need one and you might be surprised at how many there are in your particular field.Screen Shot 2014-07-31 at 1.24.52 pm

To access eBooks, simply type in your topic in the library search and then refine your search by clicking ‘Full text online’.

Videos

There are a number of video resources and databases that you can link to in the library, such as Informit TV News. If you see a news program or documentary on TV and you think, ‘I wish I had taped that to show my students’. Well, you can probably find it on TV News two or three days later. You can then copy and paste the URL into Blackboard or a Google site. Add some questions and start a discussion.Screen Shot 2014-07-31 at 1.25.42 pm

Another new video resource, released recently by the library is Informit EduTV. It is an online TV streaming resource and you can find anything here from full movies or documentaries to current affairs from free-to-air and Pay TV channels. Again, you can copy the link and direct people straight to the source.Screen Shot 2014-07-31 at 1.26.00 pm

Grazyna Rosinska in a previous post wrote about Kanopy and Lynda.com so I won’t mention them here except for the fact that I have used Lynda.com to help me learn a number of online tools, including WordPress and Google Sites. If you want to learn at your own pace then Lynda.com can be really useful. It’s free for staff and students at RMIT.

Subject Guides

There are a number of subject guides available through the library which can be useful, especially if you are teaching and would like students to have a basic list of relevant resources. If you have not got a subject guide for your discipline, the library liaisons are very happy to help create one for you.

Here is one that was developed to help academics teach in Next Generation Learning Spaces: http://rmit.libguides.com/newlearningspaces.

Here’s another on inclusive teaching practices: http://rmit.libguides.com/inclusive_teaching_practice.

There may be one that you can add to your Blackboard/Google Site for your discipline too. For example, Building and Property: http://rmit.libguides.com/building.

You might already be using all of these tools, but if not, then they are definitely worth a look. And if you are thinking of publishing in the near future, consider publishing an eBook! Here’s a good introductory article from The Guardian that comes from an e-textbook publisher and discusses just what that involves.

Are there other online tools that you find particularly useful in the library?

Share your thoughts on library resources in the comments section!
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The unbundling of higher education: Breaking down the whole.

(cc) Flickr user: Mike Linksvayer

(cc) Flickr user: Mike Linksvayer

Posted by: Erika Beljaars-Harris, Educational Developer, College of Design and Social Context, RMIT University.

There’s another movement unfolding in the background of fee deregulation that we need to be aware of: the unbundling of higher education. As Professor Jim Barber (former Vice Chancellor, University of New England) explains, “The concept of ‘unbundled’ education refers to the emergent practice of allowing students to pay for those services, and only those services, that they actually require.” Similar thoughts are being raised in the UK, as this Times Higher Education article points to a report that recommends government funding follow the student and not the institution.

Think of it as the difference between a set menu (preselected courses served at a fixed time and price) compared to free choice from the menu and dishes from any other restaurant. In the higher education arena, this might mean choosing a course from a university, but not paying for the facilities and services offered. The facilities students may choose to not use include the cafeteria and other academic and support services. What’s being called a ‘pick-and-mix’ approach means that students pay for certain facilities on a fee-for-service basis. Which leads to student choosing which parts they want to use and therefore pay for. Choice has always been seen as something students value in a program of study (look at electives, streams, majors, study-abroad and cross-institutional studies for instance) but this movement might see multi-institution degrees become a path that more students select.

According to Harvard Business School Professor Clayton Christensen, the unbundling of higher education is a form of ‘disruptive innovation‘. Christensen explains it as “a process by which a product or service takes root initially in simple applications at the bottom of the market and then relentlessly moves upmarket, eventually displacing established competitors.”  An example of this already exists in the form of consumers (students) having the ability to receive credentials via RPL (Recognition of Prior Learning) through previous work experience or a MOOC. For universities, the unbundling of higher education is a form of disruptive innovation. It is enabling the consumer (student) with the ability to choose subjects and courses from a university that can be delivered on campus, online or both, without the added fees for services and facilities that they may not need nor use. As a consumer (student), this unbundling provides the ability to secure services the individual does want, and not pay for what they don’t want. This hopefully translates to cheaper, but just as, or more effective degrees and experiences selected from a wider pool of providers.

The movement towards unbundling has started. Georgia Institute of Technology is admitting students into a low-fee postgraduate degree. Students are taking courses from the University Without Walls, a university fully supported by the University of Massachusetts, that enables students to design their program of study.

The goals of unbundling of higher education are to increase the quality of lectures, enable more individualised instruction, offer an increase in choice to students and most importantly, provide it all at a lower cost. What it might mean for academics and universities is to take stock of what they deliver well online, in blended environments and on-campus: student expectations aren’t going to do anything except rise.

To be honest, I Iike this movement, I like the goals that this movement professes to be aligning towards. I will be watching those universities to see who gets it right (and wrong) in this evolution of higher education.

Share your thoughts on unbundling in the comments…

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Patterns for Change and Innovation

Posted by: Spiros Soulis, Senior Advisor, Learning & Teaching, RMIT University.

Click on the image to visit the GLbD site.

Click on the image to visit the GLbD site.

RMIT is a global university of technology and design but how does this translate into our programs and courses? Are they truly global? And are we keeping pace with the changes being forced upon Higher Education?  Changes that are very much driven by technology and online delivery.

Global Learning by Design (GLbD) is a major project of the University that is hoping to address and deliver on these questions. The idea is that programs will be designed for delivery in multiple locations using multiple channels: face-to-face, blended or fully-online.

So how does GLbD propose to do this?  We’ve set up Curriculum Design Teams made up of academic and teaching leads, teaching staff, educational developers, representatives from the Library and Study and Learning Centre as well as production specialists from the Office of the Dean, Learning & Teaching. It’s about bringing these stakeholders together from the start, providing a holistic approach to program development. Not a new concept in designing curriculum, but one that makes sense.

There are many innovative approaches to teaching and learning across RMIT that have resulted in rich student learning experiences. But what we have not been able to do is consistently capture this work and share it! Making it available to other disciplines and Colleges is how this good work can have a ripple effect. GLbD is putting its effort into capturing Curriculum Design Patterns and building a repository for all to access and use.

Avoiding a business-as-usual approach, we’re using particular principles of program management methodologies such as Agile and Lean. These principles have been around for a long time and are now becoming more commonplace in Higher Education.

Information on Global Learning by Design can be found here along with a list of all the Colleges’ projects for 2014. If you are interested in how you could get involved in GLbD, contact your Deputy Head/Dean Learning & Teaching. We’ll be posting an update on the work from specific Curriculum Design Teams later in the year.

Share your thoughts and questions about the project  in the comments section!
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Beyond Blackboard Course Shells: “What on earth are they using?”

Posted by: Howard Errey, Educational Developer
John Benwell, Principal Advisor, Learning and Teaching, College of Design and Social Context, RMIT University.

From a learning and teaching perspective it’s hard to think of a more important system in a modern university than its Learning Management System (LMS).

Alongside (and sometimes instead of) the physical experience of a campus, its buildings and facilities, a student now navigates an online set of hierarchies through the LMS.

There’s a great new tool available for RMIT staff that allows you to see what a student is seeing at the current point in time.

At RMIT, our implementation of Blackboard (‘myRMIT’) currently shows students that course surveys are about to close, deadlines for exchanges are coming, the availability of financial support, upcoming study skills workshops and various other announcements from whole-of-University groups.

And all of that is before they see any announcements, course materials or assessment links in their Program or Course.

There’s a renewed scrutiny on just how well and how widely myRMIT is being used by academics. Statistics showed that many courses have very low usage but there are notable exceptions and as that Swiss Army Knife expression goes, ‘pockets of good practice’. We knew anecdotally and from Program Managers that a number of other technologies were being used within and alongside the Blackboard environment.

This led our project team to ask “Well, what on earth are they using?” and a Learning and Teaching Investment Fund (LTIF) proposal to answer this question was developed. This Q&A explains some of the background to the project:

What do you think might be discovered by the project?

I think we will find a diversity of online tools that are not evidenced by the statistics. I think we will find new ways academics are using educational technologies for learning and teaching. We will discover why Blackboard’s capabilities fall short of the requirements of the creative and design disciplines and why designers/architects/artists take to alternate platforms.

I hope we will also find that staff are using many technologies in their teaching, but are simply not providing the links in Blackboard. Using the approved channel for assessment and course material has a number of advantages. It provides an enterprise-grade archive and ensures there’s a course ‘memory’ to name just a couple of benefits.

But it’s a bit like asking why people drive around in different types of cars. We look for a car that fits our requirements. At the moment I suspect some feel ‘illicit’ if they’re using tools like Pinterest, Facebook, Instagram, Tumblr or Google Sites to organise or run aspects of their course.

Think of it from the university’s point of view. We spend a lot of money on the LMS, and we want to see staff using it. A large organisation has to keep everyone happy and at the same time be adaptable. Yet we have different people and school personalities in a myriad of disciplines. So the reality is not all black and white in terms of teaching technologies. One size seems to not fit all.

One of the issues is that statistics are not analytics. What is being done with the data?

With the LMS we have never had a measure of how much it was being used. A considerable amount of our budget is being spent on the LMS and of course the university would like reporting back on its usage. However the only statistics we have are hits per course per student. This tells us very little. Yet there is a lot more going on that we know about. Staff and students are always working online – so what are they doing? This is what we set out to find out in the project.

Judgements are being made on the above statistics. There is no doubt that RMIT has patchy LMS usage, but we also know that so much more is going on.

Why is the LMS used so little is some places?

Blackboard is complex and can be difficult to use. I liken it to an old 16mm film projector. The films are what people want to see, but the projector requires a licensed operator. In the same manner, the LMS is not important; it’s the content that is. With a lack of operational understanding of the LMS, it often gets treated as just a document store. Unless lecturers are aware of what online activities can be achieved and the value to their teaching and the students’ learning, efforts beyond the use of myRMIT as a filing cabinet are hard to get excited about.

What influence would you like the project to have?

It would be a great outcome if the project discovered school/discipline specific learning technologies and how they added value to learning and teaching. We need a range of technologies that match the diversity of the university’s disciplines. We know we can’t have everything, yet we need to find some middle ground.

The imminent arrival of Google Classroom could change everything...

The imminent arrival of Google Classroom could change everything…

We also need statistics for all of the learning technologies we use, to enable meaningful learner analytics and of course to provide evidence we are using them and that they are worth paying for.

Do you see some middle ground with the suite of Google Apps?

There are quick wins for all with Google sites. The fact that RMIT students have Google accounts is an exciting and under-utilised aspect in all of this. The imminent arrival of Google Classroom could change everything.  Designers don’t want to follow what has happened before. They are not followers. They want to research, change, innovate and create anew. To some, Blackboard has a last century feel. I am surprised that there is not more competition in the LMS marketplace.

I know we will discover an enormous diversity in learning technologies in use during this project and much more than just Blackboard shells in this project.

We’ll be back later in the year with an update on the project and we have a Part 2 of this post that goes into more depth about the concept of learner analytics, but for now we’d love to hear from staff directly (email us) or through the comments section.

If you want to keep up to date with our project, follow us at www.whatonearth14.wordpress.com

Share your thoughts on Learning Management Systems comments section!

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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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